Program Information
- ISBN
- 9781641645836
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 517.61 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 376.01 KB)
Experience Art Texas Edition (Middle School 2)
Grade 7
IMRA 2026
Publisher: Davis Publications, Inc.
Copyright: 2023
Series includes:
Rubric: Fine Arts K–12 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 7 | 100% | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
100% (23 out of 23 points)
Evaluation for 1.1a
The scope and sequence outlines the framework of units, which encompasses the relevant concepts and TEKS. This framework maps to the units of instruction. The document includes the strands for each TEKS and lists the individual student expectations. Additionally, the TEKS are separately listed in the table of contents of the Experience Art Teacher Edition book as a standalone resource.
Subsequent lesson plans parcel the TEKS into lessons with specific objectives around which the curriculum builds instructional concepts.
Evaluation for 1.1b
The scope and sequence includes suggested pacing to support effective implementation for schedules that cover individual and multiple classes per lesson, ranging from 20 to 90 minutes. Additionally, the scope and sequence accommodates a variety of instructional calendars, including full-year daily classes, semester daily classes, and full-year weekly classes for each grade level. The Studio Experience section under each unit outlines the pacing by estimating the number of 45-minute classes required for each Studio Experience.
Unit planning guides include suggested pacing times for each lesson that can be applied to a variety of schedules and calendars.
Evaluation for 1.1c
The materials cover the program philosophy, features, and structure, along with a rationale for the unit order. Additionally, the materials explain how instructional concepts connect throughout the course. Unit structure appears in the “About this Program” section in the Teacher Edition. This section outlines features including strands, connections, unit objectives, and big ideas.
The “Overview” section in the Experience Art student book outlines the rationale for theme-based units and for the order of content within each unit.
Evaluation for 1.1d
The instructional materials provide the unit theme, essential questions, big ideas, lesson strands, lesson topics, suggested pacing, objectives, artworks, studio topics, vocabulary, and protocols. To support internalization for the unit, the structure of each unit planning guide remains constant so that educators and students can readily find information. Additionally, the lesson plans include explicit instructions on how to increase student engagement with content.
Downloadable lesson plans with protocols for lesson internalization include pacing suggestions, essential questions, and big ideas. The comprehensive plans incorporate objectives, materials, and links to the Studio Investigation lessons. To support lesson internalization further, the “Teach Through Inquiry” section provides student choice with Choice Center options, interdisciplinary connections, and differentiated instruction. Educators use success criteria to guide students to analyze and discuss student artwork examples, reflect and refine their own learning, and complete choice-based work that dives deep for gifted and talented students.
Evaluation for 1.1e
The materials include professional development resources in the “Teacher’s Reference” section of the Teacher Edition, focusing on constructing meaning with studio engagement, among other topics. Additionally, a list of educator reference materials covers a variety of topics. The consistent framework of both the unit and lesson plans supports educator success. Additionally, the comprehensive nature of the curriculum itself supports educators because the digital component provides images to support continuity.
The “Online Portfolio” feature allows educators to keep administrators and families informed about lessons, portfolio progress, and other art department information. Components include a complete materials list for the educators to purchase supplies, supporting district budget management.
The “Professional Development” section provides guidance that instructional leaders can use to support educators in implementing the materials as designed. The content provides a structured set of reflective questions focused on educator identity, student assets, school and community context, and art content selection. These materials benefit instructional leaders during coaching or professional learning to help educators make intentional curricular choices that align with the program’s emphasis.
Evaluation for 1.2a
Each unit overview includes background content knowledge around the unit’s big ideas, objectives, strands, and resources. To further build background knowledge, the Teacher Edition includes an “About the Artist” section providing biographical information for quick reference. Also, in the Teacher Edition, small sections emphasize which art elements or design principles are evident in each artwork. The materials support vocabulary development, which remains one of the main success criteria in any discipline. Each unit overview provides discipline-specific vocabulary that students need to master in order to have academic discussions about the content. For example, unit 1 includes 12 vocabulary words.
To support families, each unit includes a “Family Tip” document, downloadable as a PDF, that explains concepts of the discipline. Families learn some basic art ideas and see how they relate to what their student is doing in class. Through this document, families receive targeted vocabulary words that support the language of that unit. For example, unit 1 provides 12 connected discipline-specific vocabulary words. Further, these “Family Tip” sheets are editable, which allows educators to customize the contents if desirable.
The student book lists academic and discipline-specific vocabulary, or key terms, in English and Spanish in an inset on a page of each unit overview. The student book has both English and Spanish glossaries, which improve access for students and families.
Evaluation for 1.2b
The Teacher Edition includes “Family Tip” sheets in English and Spanish for each unit in the program. These include background information about the unit theme, key concepts, studio topics, vocabulary terms, and family involvement ideas to extend student learning related to the theme. These resources are available as downloadable PDFs and Microsoft Word documents for customizable files.
In the digital version of the student book, students and families use the “Enable Translation” button in the top toolbar. This allows families and students to directly highlight text and see it translated into several languages (including Spanish) in a side toolbar.
Evaluation for 1.3a
The resources include Studio Experience lesson plans in the Teacher Edition, which provide direct instruction on artistic content, along with studio evaluation criteria and materials revolving around the objectives and content standards. The student book provides students with the lesson objectives and key terms within the text narrative. Each lesson has multiple artwork examples from art history to portray key terms, with analytical questions for each artwork.
The Studio Experience lessons guide students using a list of questions under the sections “Consider Your Choices,” “Reflect and Refine,” and “Reflect and Present.” These tasks and questions correlate with lesson objectives. For example, in the “Close” section, educators ask, “How do people communicate through art and design?” Additionally, in the lesson titled “Mapping Your Message,” the objectives include “1.A.iv–Identify ideas from personal experience” and “2.A.iii–Create original artworks that convey ideas about personal experiences,” demonstrating alignment.
The unit overview in the Teacher Edition includes a list of assessments to utilize during class discussions and “Critical Looking and Responding” exercises.
Evaluation for 1.3b
The Studio Experience lesson plans in the Teacher Edition include a “Materials and Supplies” section listing what is needed for each lesson. The Teacher Edition index also contains an entire course list of materials and supplies under “Managing the Art Room.” The unit plans list required educator materials such as artworks and media. The digital platform provides educators with a tool that combines equipment, technology, and supplies. Educators have access to 20,000 high-quality art images included in the curriculum, along with tools to search by lesson, artwork, media, and element and tag artworks for easy retrieval. Educators can also create their own slide presentations, which can be shared across multiple student platforms, to indicate to students which materials will be needed for each lesson.
Studio Experience lesson plans in the Teacher Edition include the suggested timing for lesson components in the “Prepare” section. Additionally, pacing guides found in the planning guide for each unit list time suggestions. Downloadable lesson plans also include pacing guidance for each lesson component.
Evaluation for 1.3c
The Teacher Edition provides guidance for extended practice through Studio Investigations lessons. These lessons include Choice Center activities that challenge students to reinforce and extend lesson content using choice-based methods. The section “Inquire Further” asks students to reflect on ideas in art and artmaking, and the “Digital Option” section engages students in extending lessons with digital components.
The “Family Tip” sheets include additional extension, enrichment, and homework activities to support home–school communication. Multiple pages per unit guide families on providing learning extensions, offering targeted support as they intentionally engage with students.
1.1 Course-Level Design
1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
2 out of 2 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
2 out of 2 points
Subsequent lesson plans parcel the TEKS into lessons with specific objectives around which the curriculum builds instructional concepts.
1.1b
Materials include suggested pacing to support effective implementation for various instructional schedules (e.g., rotational schedules) and various instructional calendars (e.g., varying number of instructional days).
Materials include suggested pacing to support effective implementation for various instructional schedules (e.g., rotational schedules) and various instructional calendars (e.g., varying number of instructional days).
3 out of 3 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include suggested pacing to support effective implementation for various instructional schedules (e.g., rotational schedules) and various instructional calendars (e.g., varying number of instructional days).
3 out of 3 points
Unit planning guides include suggested pacing times for each lesson that can be applied to a variety of schedules and calendars.
1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
The “Overview” section in the Experience Art student book outlines the rationale for theme-based units and for the order of content within each unit.
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Downloadable lesson plans with protocols for lesson internalization include pacing suggestions, essential questions, and big ideas. The comprehensive plans incorporate objectives, materials, and links to the Studio Investigation lessons. To support lesson internalization further, the “Teach Through Inquiry” section provides student choice with Choice Center options, interdisciplinary connections, and differentiated instruction. Educators use success criteria to guide students to analyze and discuss student artwork examples, reflect and refine their own learning, and complete choice-based work that dives deep for gifted and talented students.
1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
The “Online Portfolio” feature allows educators to keep administrators and families informed about lessons, portfolio progress, and other art department information. Components include a complete materials list for the educators to purchase supplies, supporting district budget management.
The “Professional Development” section provides guidance that instructional leaders can use to support educators in implementing the materials as designed. The content provides a structured set of reflective questions focused on educator identity, student assets, school and community context, and art content selection. These materials benefit instructional leaders during coaching or professional learning to help educators make intentional curricular choices that align with the program’s emphasis.
1.2 Unit-Level Design
1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic and discipline-specific vocabulary necessary to effectively teach the concepts in the unit.
Materials include comprehensive unit overviews that provide the background content knowledge and academic and discipline-specific vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
Evaluation for 1.2a
Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic and discipline-specific vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
To support families, each unit includes a “Family Tip” document, downloadable as a PDF, that explains concepts of the discipline. Families learn some basic art ideas and see how they relate to what their student is doing in class. Through this document, families receive targeted vocabulary words that support the language of that unit. For example, unit 1 provides 12 connected discipline-specific vocabulary words. Further, these “Family Tip” sheets are editable, which allows educators to customize the contents if desirable.
The student book lists academic and discipline-specific vocabulary, or key terms, in English and Spanish in an inset on a page of each unit overview. The student book has both English and Spanish glossaries, which improve access for students and families.
1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
Evaluation for 1.2b
Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
In the digital version of the student book, students and families use the “Enable Translation” button in the top toolbar. This allows families and students to directly highlight text and see it translated into several languages (including Spanish) in a side toolbar.
1.3 Lesson-Level Design
1.3a
Materials include comprehensive, structured, detailed lesson plans that include objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
Materials include comprehensive, structured, detailed lesson plans that include objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
4 out of 4 points
Evaluation for 1.3a
Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
4 out of 4 points
The Studio Experience lessons guide students using a list of questions under the sections “Consider Your Choices,” “Reflect and Refine,” and “Reflect and Present.” These tasks and questions correlate with lesson objectives. For example, in the “Close” section, educators ask, “How do people communicate through art and design?” Additionally, in the lesson titled “Mapping Your Message,” the objectives include “1.A.iv–Identify ideas from personal experience” and “2.A.iii–Create original artworks that convey ideas about personal experiences,” demonstrating alignment.
The unit overview in the Teacher Edition includes a list of assessments to utilize during class discussions and “Critical Looking and Responding” exercises.
1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson (e.g., equipment, supplies, technology) and the suggested timing for each lesson component.
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson (e.g., equipment, supplies, technology) and the suggested timing for each lesson component.
3 out of 3 points
Evaluation for 1.3b
Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson (e.g., equipment, supplies, technology) and the suggested timing for each lesson component.
3 out of 3 points
Studio Experience lesson plans in the Teacher Edition include the suggested timing for lesson components in the “Prepare” section. Additionally, pacing guides found in the planning guide for each unit list time suggestions. Downloadable lesson plans also include pacing guidance for each lesson component.
1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
Evaluation for 1.3c
Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
The “Family Tip” sheets include additional extension, enrichment, and homework activities to support home–school communication. Multiple pages per unit guide families on providing learning extensions, offering targeted support as they intentionally engage with students.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
100% (15 out of 15 points)
Evaluation for 2.1a
The lessons include “Teach Through Inquiry” content for diagnostic assessments at the beginning of the lesson under the section “Engage and Read the Text.” For example, in the unit 4 nature lesson “Exploring the Theme: Connecting with Nature,” educators read a list of words and phrases related to the natural world and have students respond with “yes,” “no,” or “maybe.” Words include sunset, waterfall, thunderstorm, spider, snake, and rainbow. The materials then prompt educators to assist students in recognizing that everyone has individual responses to things they encounter in the natural world.
The lessons include a variety of formative assessments. The skills demonstration in “Explore the Images" assesses students through discussion, and “Guide the Studio Experience” assesses students through artmaking. For example, in the unit 4 nature lesson “Studio Investigations: Drawing Nature Close-Up,” the “Assess” section instructs the educator to use the provided rubric to assess student work investigating expressive uses of line and drawing to convey ideas about nature.
Summative assessments appear at the end of the units under the sections “What Have You Learned?,” “For Your Portfolio,” “Presenting Art and Design,” and “Write About Art.” For example, in the “Nature” unit review in the “For Your Portfolio” section of the student book, students exchange one of their artworks with the artwork of a peer and discuss each other’s work. The materials instruct students to make connections about what they see and what they think is the artwork’s message about nature. Then, the students comment on strengths and offer suggestions for improvement.
Evaluation for 2.1b
The materials include an ongoing formative assessment integrated throughout Experience Art. Lessons provide guidance, and the “Assess” section outlines expected student behaviors aligned to lesson objectives. The Teacher Edition also provides examples of practice, for example by guiding the educator to prompt students to identify key conclusions about an artwork’s ideas and structure after discussion.
The provided guidance helps educators gauge what students understand in the moment and adjust instruction as needed. More broadly, the assessments are used to measure how well students are developing understanding of key concepts and skills, including their ability to engage in creating, presenting, responding, and connecting.
The “Assess” section for each unit contains “Assessment: Check Your Understanding,” “Assessment: Demonstrate Your Learning,” and “Assessment: Unit Wrap Up” sections. The Teacher Edition provides answers for the unit wrap up.
Evaluation for 2.1c
The Teacher Edition includes educator guidance in the form of rubrics for each lesson. Discussion questions guide each unit. The student book provides unit reviews, with the answers provided in the Teacher Edition. Student Process Journals provide formative assessment products, and student projects represent visual summative assessments.
The “Professional Development” section includes a “Strategies for Assessment” subsection, which provides clear criteria for what successful studio work and other inquiry activities should look like, often explained using rubrics with different levels of achievement tied to specific goals. The materials highlight that these criteria matter because they make expectations clearer for both educators and students. The rubrics help ensure that work is being judged the same across the grade band, supporting consistent and fair assessment.
Evaluation for 2.1d
The materials include rubrics organized by TEKS strands under the “Exploring the Theme,” “Approaches to Artmaking,” and “Traditions” sections. Each row links a specific objective to an assessment in the “Evidence” section and shows performance levels from incomplete to advanced.
Objectives are grouped by TEKS strands, and each is assessed using a specific method. For example, some objectives are measured through discussion or Process Journals, while others are assessed through final student artwork. Overall, the materials show how both formative and summative assessments are directly tied to specific TEKS-aligned objectives.
In each unit, diagnostic assessments are addressed at the opening of the unit, where the “Assess” box in the Teacher Edition offers a brief, ungraded three-item checklist that restates the lesson objects as prompts for teachers to listen for in students’ discussions.
Evaluation for 2.1e
Downloadable lesson plans include TEKS correlations that align with the lesson objectives and assessments. The “Teach Through Inquiry” component includes “Engage” and “Read the Text” sections that provide formative assessments aligned with the objective. Additionally, the “Teach Through Inquiry: Guide the Studio Experience” and “Assess” sections provide summative assessments aligned to the objectives. The lesson plan PDFs include a Studio Experience rubric with formative and summative assessments directly aligned to the lesson objectives.
The “Art Criticism” feature uses a four-step sequence focused on one artwork, where students move through Describe, Analyze, Interpret, and Evaluate steps. The questions gradually increase in difficulty, moving from simple observation to more complex thinking and judgment. This sequence aligns with TEKS strand 4, Critical Evaluation and Response, and guides students to build understanding step by step. The Teacher Edition also provides sample answers and expectations, especially for the Evaluate step, which requires students to support their opinions with reasoning based on the artwork.
Evaluation for 2.2a
The materials provide rubrics as the main scoring tool for the program. These rubrics are designed to help educators make sense of student work. For every objective, the rubric explains what student performance looks like at advanced, proficient, developing, and incomplete scoring levels.
In the strand 3 objective about collaborating on a collage mural, the criteria range from highly detailed, well-organized, and creative work at the advanced level to minimal effort and unclear communication of group identity at the incomplete level. These descriptions help educators make clear performance judgments of student work.
The rubric also includes an “Evidence” column that shows where to find proof of learning, such as discussions, critiques, Process Journals, or finished artwork. This helps educators know exactly what to look at when scoring each objective.
Evaluation for 2.2b
The table of contents in the Teacher Edition notes a “Professional Development” section as an educator resource. The resource includes information about knowing the students and examining classroom dynamics to support student trend awareness. Guidance questions such as those found in the sections “Teaching Through Inquiry,” “Teaching with Relevancy,” “Teach with No Canonical Boundaries,” “Teaching Through Play and Exploration,” “Teach Skills Toward Meaning Making,” “Teach Through Reflection and Refinement,” “Teach Through Interpretation and Presentation,” and “Teaching Through Connections” provide support.
In unit 8, lesson 8.2, “Approaches to Artmaking: Beauty through Decoration,” under the “Studio Experience” section, the “Assess” box guides the educator to use the strand 2 rubric to check how well students understand how artists use pattern, unity, and variety in their work. Educators look at class discussion and compare and contrast student responses. The next box, “Differentiated Instruction” provides support based on what students might be struggling with. For example, if students struggle with creating a black-and-white nature composition, the text directs the educator to show Zentangle pattern examples explaining how to create each design and to provide several nature-based examples. This helps students who need to see parts broken down step by step, as well as those who need a full example before getting started.
Evaluation for 2.2c
In the Teacher Edition, the “Professional Development” section includes a passage titled “Involving Students in Assessment.” The passage encourages educators to use portfolios to keep students’ sketches, unfinished work, and completed artwork in one place. Educators ask students to sign and date their work so both they and the educator can easily see growth over time. Educators photograph and store 3D artwork so students can compare their progress in different types of art.
In addition, the text encourages educators to meet with students individually and keep brief notes about those conversations. Together, these strategies help educators and students track learning and document progress throughout the year.
2.1 Instructional Assessments
2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions, including skills demonstration.
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions, including skills demonstration.
3 out of 3 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions, including skills demonstration.
3 out of 3 points
The lessons include a variety of formative assessments. The skills demonstration in “Explore the Images" assesses students through discussion, and “Guide the Studio Experience” assesses students through artmaking. For example, in the unit 4 nature lesson “Studio Investigations: Drawing Nature Close-Up,” the “Assess” section instructs the educator to use the provided rubric to assess student work investigating expressive uses of line and drawing to convey ideas about nature.
Summative assessments appear at the end of the units under the sections “What Have You Learned?,” “For Your Portfolio,” “Presenting Art and Design,” and “Write About Art.” For example, in the “Nature” unit review in the “For Your Portfolio” section of the student book, students exchange one of their artworks with the artwork of a peer and discuss each other’s work. The materials instruct students to make connections about what they see and what they think is the artwork’s message about nature. Then, the students comment on strengths and offer suggestions for improvement.
2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
The provided guidance helps educators gauge what students understand in the moment and adjust instruction as needed. More broadly, the assessments are used to measure how well students are developing understanding of key concepts and skills, including their ability to engage in creating, presenting, responding, and connecting.
The “Assess” section for each unit contains “Assessment: Check Your Understanding,” “Assessment: Demonstrate Your Learning,” and “Assessment: Unit Wrap Up” sections. The Teacher Edition provides answers for the unit wrap up.
2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
Evaluation for 2.1c
Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
The “Professional Development” section includes a “Strategies for Assessment” subsection, which provides clear criteria for what successful studio work and other inquiry activities should look like, often explained using rubrics with different levels of achievement tied to specific goals. The materials highlight that these criteria matter because they make expectations clearer for both educators and students. The rubrics help ensure that work is being judged the same across the grade band, supporting consistent and fair assessment.
2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
3 out of 3 points
Evaluation for 2.1d
Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
3 out of 3 points
Objectives are grouped by TEKS strands, and each is assessed using a specific method. For example, some objectives are measured through discussion or Process Journals, while others are assessed through final student artwork. Overall, the materials show how both formative and summative assessments are directly tied to specific TEKS-aligned objectives.
In each unit, diagnostic assessments are addressed at the opening of the unit, where the “Assess” box in the Teacher Edition offers a brief, ungraded three-item checklist that restates the lesson objects as prompts for teachers to listen for in students’ discussions.
2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
Evaluation for 2.1e
Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
The “Art Criticism” feature uses a four-step sequence focused on one artwork, where students move through Describe, Analyze, Interpret, and Evaluate steps. The questions gradually increase in difficulty, moving from simple observation to more complex thinking and judgment. This sequence aligns with TEKS strand 4, Critical Evaluation and Response, and guides students to build understanding step by step. The Teacher Edition also provides sample answers and expectations, especially for the Evaluate step, which requires students to support their opinions with reasoning based on the artwork.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
In the strand 3 objective about collaborating on a collage mural, the criteria range from highly detailed, well-organized, and creative work at the advanced level to minimal effort and unclear communication of group identity at the incomplete level. These descriptions help educators make clear performance judgments of student work.
The rubric also includes an “Evidence” column that shows where to find proof of learning, such as discussions, critiques, Process Journals, or finished artwork. This helps educators know exactly what to look at when scoring each objective.
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
In unit 8, lesson 8.2, “Approaches to Artmaking: Beauty through Decoration,” under the “Studio Experience” section, the “Assess” box guides the educator to use the strand 2 rubric to check how well students understand how artists use pattern, unity, and variety in their work. Educators look at class discussion and compare and contrast student responses. The next box, “Differentiated Instruction” provides support based on what students might be struggling with. For example, if students struggle with creating a black-and-white nature composition, the text directs the educator to show Zentangle pattern examples explaining how to create each design and to provide several nature-based examples. This helps students who need to see parts broken down step by step, as well as those who need a full example before getting started.
2.2c
Materials include tools for teachers to track student progress and growth and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth and tools for students to track their own progress and growth.
2 out of 2 points
In addition, the text encourages educators to meet with students individually and keep brief notes about those conversations. Together, these strategies help educators and students track learning and document progress throughout the year.
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
100% (21 out of 21 points)
Evaluation for 3.1a
Lessons are organized into strands across four scaffolded lessons: two thematic lessons that introduce a concept; a Studio Investigation lesson that allows students to explore artmaking tools, materials, and approaches; and a Studio Experience lesson in which students apply their learning to create an artwork. Each lesson includes scaffold support to break content into small, manageable chunks within the “Teach Through Inquiry” section. The materials guide educators through “Engage,” “Read the Text,” “Explore the Images,” and “Create or Guide the Studio Investigation or Studio Experience” sections. The Choice Center provides additional opportunities for students to explore materials, tools, and ideas as they work toward proficiency in the lesson content. Differentiated instruction offers targeted educator guidance for supporting students who have not yet reached proficiency in TEKS-aligned concepts and skills.
In addition to these lesson-level supports, the Teacher Edition includes a “Differentiated Instruction” resource that provides an overview of the program’s approach to scaffolding and instructional adjustments. This reference material helps educators understand how to use the embedded supports throughout the program to meet the needs of students who require additional guidance as they build proficiency in course content and skills.
Evaluation for 3.1b
Lessons include “Engage,” “Read the Text,” and “Explore the Images” components within the “Teach Through Inquiry” sections. These components provide preteaching supports that introduce lesson concepts and unfamiliar vocabulary referenced in the student book. New key terms in the student book appear in bold, helping educators highlight academic and discipline‑specific language before students encounter it in the text.
In addition to these embedded preteaching supports, the student book reinforces vocabulary development through structured lesson sequences. For example, in unit 7, lesson 7.2, “Approaches to Artmaking: Form from Shape” reviews different kinds of shapes before introducing the concept of form. The following lesson on positive and negative space includes supports that refer back to prior vocabulary on shape and form to help students understand the new terms positive shape and negative shape. As students move into the Studio Investigations, the review section “You Have Learned” summarizes key academic and discipline‑specific concepts, supporting comprehension and reinforcing the language students need to apply their learning.
Evaluation for 3.1c
Educator guidance in the Teacher Edition includes multiple supports for students who have demonstrated proficiency in TEKS‑aligned content and skills. These supports include Digital Option activities that extend lessons through digital components, “Inquire Further” prompts that encourage students to reflect on ideas in art and artmaking, differentiated instruction notes that offer extensions for advanced learners, and Choice Center activities that pose additional challenges using choice‑based methods. Together, these features provide clear enrichment and extension opportunities that deepen understanding and promote higher‑level application.
In addition to these embedded extensions, the Teacher Edition includes lesson‑specific enrichment activities that guide students in exploring concepts beyond the core content. For example, unit 8, lesson 8.2, “Approaches to Artmaking: Beauty Through Decoration,” directs the educator to lead a discussion about patterns and decor in the surrounding culture. The extension activity under the heading “Inquire Further: Connecting” recommends placing students in research groups to study textile traditions such as Incan and Hispanic weaving, Mexican serapes, Japanese kimonos, West African and Southeast Asian batiks, and Scottish tartans. This activity extends learning for proficient students by encouraging cultural research, comparative analysis, and deeper engagement with global artistic practices.
Evaluation for 3.1d
The Teacher Edition, unit 3, lesson 3.3, “Studio Investigations: Investigating Collage,” includes specific guidance for providing specially designed instruction to students receiving special education services. The “Differentiated Instruction” section encourages educators to support students with visual impairment and those who benefit from tactile and sensory engagement by offering materials with physical texture, such as fuzzy stickers or sandpaper. The guidance also addresses the needs of students who experience tactile sensitivity to glue by recommending a range of adhesive tools, including glue sticks, glue pens, tape runners, and glue dots. These targeted adjustments ensure that students with diverse sensory and accessibility needs can participate meaningfully in the artmaking process.
In addition to these lesson‑specific supports, the Teacher Edition includes differentiated instruction notes at the bottom of each page that provide modifications for students receiving special education services, including those for students with limited vision. These notes offer educators ongoing guidance for adjusting lesson activities and materials so that students with diverse needs can access the TEKS‑aligned content and develop skills alongside their peers.
Evaluation for 3.2a
“Teach Through Inquiry” lessons provide explicit prompts and guidance for educators to model and explain the concepts addressed in each lesson of the student book. “Engage,” “Explore the Images,” “Read the Text,” and “Create or Guide the Studio Investigation or Studio Experience” steps offer direct instructional language that supports educators in demonstrating processes, introducing new ideas, and guiding students through the conceptual and technical skills required for learning.
In addition to these embedded instructional prompts, the Teacher Edition includes lesson-specific guidance that further supports modeling and explanation. For example, in the Teacher Edition, unit 7, lesson 7.3, “Studio Investigations: Investigating Wire Forms,” provides direct prompts to guide students as they explore different wire gauges, compare pliability, and incorporate found objects into sculptural forms. The student book reinforces this modeling through questions that prompt students to manipulate the wire by bending, wrapping, and shaping it around tools such as pencils or dowels. The “Expand” section in the student book encourages students to connect wires to create small three-dimensional forms similar to the wire sculptures featured in the unit, extending the modeled concepts into independent practice.
Evaluation for 3.2b
“Teach Through Inquiry” components provide educator guidance and recommendations for using a variety of instructional approaches. The “Engage” section introduces artmaking approaches and concepts. “Explore the Images” offers inquiry-based instruction for investigating and discussing artworks. “Read the Text” supports independent student study and discussion of lesson content. “Create or Guide the Studio Investigation or Studio Experience” includes collaborative and individual hands-on artmaking. Together, these components give educators clear structures for delivering lessons effectively through multiple instructional modes.
In addition to these embedded instructional structures, the Teacher Edition includes lesson-specific recommendations that further support varied approaches to lesson delivery. For example, unit 8, lesson 8.2, “Approaches to Artmaking: Using Unity, Variety, and Pattern,” guides educators through three distinct instructional strategies. First, students look around the classroom to identify repeating elements that create patterns. Second, students explore texture by feeling objects hidden inside boxes, prompting discussion about the beauty of tactile qualities that are sensed rather than seen. Third, a Choice Center activity invites students to analyze how artists organize shapes, colors, and lines to attract and hold viewers’ attention. The content recommends providing artist reproductions, tracing or acetate paper, and markers so students can identify emphasis, unity, and variety. These approaches offer educators multiple pathways for facilitating learning through observation, sensory engagement, and choice-based analysis.
Evaluation for 3.2c
“Teach Through Inquiry” components support multiple types of practice and instructional structures through clear educator guidance. The “Engage” and “Explore the Images” components provide opportunities for guided whole‑group investigations and discussions. “Read the Text” supports individual investigation and reflection. “Create or Guide the Studio Investigation or Studio Experience” offers individual and small‑group independent and collaborative practice, reflection, and evaluation. These components work together to ensure that educators implement lessons effectively using whole‑group, small‑group, and individual structures.
In addition to these embedded structures, the Teacher Edition includes lesson‑specific guidance that further supports varied types of practice. For example, in unit 8, lesson 8.2, “Studio Experience: Beauty in Personal Adornment,” students work independently to design a piece of jewelry, with educators directing them to examine symmetry in the featured artist’s work. The lesson 8.2 section “Evolving Ideas: Collaboration” begins with a whole‑class discussion about the concept of collaboration, including how the featured artist worked with industry professionals to create a large‑scale architectural sculpture. Students then engage in small‑group practice by building towers with peers. These activities demonstrate how the materials support guided, independent, and collaborative practice across whole‑group, small‑group, and individual structures.
In the first paragraph, line two, the section referenced as "Differentiated Instruction: English Learners" should be "Differentiated Instruction: Emergent Bilingual" due to updates made during the review
Evaluation for 3.3a
The materials include educator guidance for supporting emergent bilingual students as they build academic and art-specific language. In the “Differentiated Instruction: Emergent Bilingual” section, educators check students’ understanding of key vocabulary, write important terms on the board, and explain word parts such as prefixes. These supports help students connect spoken and written language while using vocabulary related to the lesson content, enabling them to engage with increasingly more academic and discipline-specific language in alignment with the ELPS.
In addition to these explicit vocabulary supports, the Teacher Edition includes point-of-use differentiated instruction notes at the bottom of each lesson page that provide linguistic accommodations for emergent bilingual students acquiring academic and discipline-specific language. These notes help educators adjust instruction so that students at varying levels of English proficiency can access lesson content, participate in discussions, and develop the language needed to engage with art concepts and processes.
Evaluation for 3.3b
The materials include implementation guidance for supporting students in bilingual and English as a second language (ESL) settings. The “Improving English Language Skills” resource provides educators with strategies for building vocabulary, checking understanding, using visuals, simplifying directions, and encouraging students to practice speaking, reading, and writing in meaningful art contexts. This resource also offers guidance for different points of instruction, including before beginning a unit, during Studio Experiences, after students complete their work, and at the end of each unit. These supports help educators implement the program effectively in alignment with state-approved bilingual and ESL program requirements.
In addition to this program‑level resource, the Teacher Edition embeds implementation guidance throughout each lesson. The “Teach Through Inquiry” content supports educators in facilitating discussions, demonstrations, and artmaking. Differentiated instruction notes provide guidance for using the materials with emergent bilingual students, and the “Interdisciplinary Connections for Language Arts and Writing Process” resource offers opportunities to incorporate reading and writing practices. Together, these embedded supports help educators deliver instruction effectively in bilingual and ESL classrooms.
Evaluation for 3.3c
The “Teach Through Inquiry” component, located in the two left-hand columns of the Teacher Edition, includes “Engage,” “Read the Text,” and “Explore the Images” sections that support the development of background knowledge and academic and discipline-specific vocabulary through discussion and reading connected to the student book. Flexible scaffolds, visual cues, and multiple response options help educators support students at varied levels of English proficiency without altering the intent of fine arts instruction. Differentiated instruction notes at the bottom of each page provide additional guidance for emergent bilingual students to improve comprehension, strengthen vocabulary, and make cross-linguistic connections. “Inquire Further” offers opportunities for students to research, read, and write about art concepts, while “Process Journal Connections” provides structured opportunities for written and spoken ideation and reflection. Together, these embedded supports help emergent bilingual students build language proficiency through oral and written discourse.
In addition to these embedded lesson supports, the materials include the Improving English Language Skills resource, which offers educators further guidance for helping emerging bilingual students develop academic and art-specific vocabulary, improve comprehension, and practice speaking and writing. This resource recommends strategies such as saying and writing key terms, using visuals, simplifying directions, checking for understanding, and providing sentence frames for discussing artwork. It also supports cross-linguistic connections by highlighting cognates and word similarities for Spanish-speaking students. These strategies reinforce the embedded supports in the Teacher Edition and help educators promote meaningful language development throughout instruction.
Evaluation for 3.3d
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include teacher guidance for differentiated instruction, activities, and/or paired (scaffolded) lessons for students who have not yet reached proficiency on content and skills in the course TEKS.
Materials include teacher guidance for differentiated instruction, activities, and/or paired (scaffolded) lessons for students who have not yet reached proficiency on content and skills in the course TEKS.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and/or paired (scaffolded) lessons for students who have not yet reached proficiency on content and skills in the course TEKS.
1 out of 1 points
In addition to these lesson-level supports, the Teacher Edition includes a “Differentiated Instruction” resource that provides an overview of the program’s approach to scaffolding and instructional adjustments. This reference material helps educators understand how to use the embedded supports throughout the program to meet the needs of students who require additional guidance as they build proficiency in course content and skills.
3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic and discipline-specific language).
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic and discipline-specific language).
2 out of 2 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic and discipline-specific language).
2 out of 2 points
In addition to these embedded preteaching supports, the student book reinforces vocabulary development through structured lesson sequences. For example, in unit 7, lesson 7.2, “Approaches to Artmaking: Form from Shape” reviews different kinds of shapes before introducing the concept of form. The following lesson on positive and negative space includes supports that refer back to prior vocabulary on shape and form to help students understand the new terms positive shape and negative shape. As students move into the Studio Investigations, the review section “You Have Learned” summarizes key academic and discipline‑specific concepts, supporting comprehension and reinforcing the language students need to apply their learning.
3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in content and skills in the course TEKS.
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in content and skills in the course TEKS.
1 out of 1 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in content and skills in the course TEKS.
1 out of 1 points
In addition to these embedded extensions, the Teacher Edition includes lesson‑specific enrichment activities that guide students in exploring concepts beyond the core content. For example, unit 8, lesson 8.2, “Approaches to Artmaking: Beauty Through Decoration,” directs the educator to lead a discussion about patterns and decor in the surrounding culture. The extension activity under the heading “Inquire Further: Connecting” recommends placing students in research groups to study textile traditions such as Incan and Hispanic weaving, Mexican serapes, Japanese kimonos, West African and Southeast Asian batiks, and Scottish tartans. This activity extends learning for proficient students by encouraging cultural research, comparative analysis, and deeper engagement with global artistic practices.
3.1d
Materials include teacher guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.
Materials include teacher guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.
1 out of 1 points
Evaluation for 3.1d
Evaluation for 3.1d
Materials include teacher guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.
1 out of 1 points
In addition to these lesson‑specific supports, the Teacher Edition includes differentiated instruction notes at the bottom of each page that provide modifications for students receiving special education services, including those for students with limited vision. These notes offer educators ongoing guidance for adjusting lesson activities and materials so that students with diverse needs can access the TEKS‑aligned content and develop skills alongside their peers.
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
In addition to these embedded instructional prompts, the Teacher Edition includes lesson-specific guidance that further supports modeling and explanation. For example, in the Teacher Edition, unit 7, lesson 7.3, “Studio Investigations: Investigating Wire Forms,” provides direct prompts to guide students as they explore different wire gauges, compare pliability, and incorporate found objects into sculptural forms. The student book reinforces this modeling through questions that prompt students to manipulate the wire by bending, wrapping, and shaping it around tools such as pencils or dowels. The “Expand” section in the student book encourages students to connect wires to create small three-dimensional forms similar to the wire sculptures featured in the unit, extending the modeled concepts into independent practice.
3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Evaluation for 3.2b
Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
In addition to these embedded instructional structures, the Teacher Edition includes lesson-specific recommendations that further support varied approaches to lesson delivery. For example, unit 8, lesson 8.2, “Approaches to Artmaking: Using Unity, Variety, and Pattern,” guides educators through three distinct instructional strategies. First, students look around the classroom to identify repeating elements that create patterns. Second, students explore texture by feeling objects hidden inside boxes, prompting discussion about the beauty of tactile qualities that are sensed rather than seen. Third, a Choice Center activity invites students to analyze how artists organize shapes, colors, and lines to attract and hold viewers’ attention. The content recommends providing artist reproductions, tracing or acetate paper, and markers so students can identify emphasis, unity, and variety. These approaches offer educators multiple pathways for facilitating learning through observation, sensory engagement, and choice-based analysis.
3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
In addition to these embedded structures, the Teacher Edition includes lesson‑specific guidance that further supports varied types of practice. For example, in unit 8, lesson 8.2, “Studio Experience: Beauty in Personal Adornment,” students work independently to design a piece of jewelry, with educators directing them to examine symmetry in the featured artist’s work. The lesson 8.2 section “Evolving Ideas: Collaboration” begins with a whole‑class discussion about the concept of collaboration, including how the featured artist worked with industry professionals to create a large‑scale architectural sculpture. Students then engage in small‑group practice by building towers with peers. These activities demonstrate how the materials support guided, independent, and collaborative practice across whole‑group, small‑group, and individual structures.
In the first paragraph, line two, the section referenced as "Differentiated Instruction: English Learners" should be "Differentiated Instruction: Emergent Bilingual" due to updates made during the review
3.3 Support for Emergent Bilingual Students
3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic and discipline-specific language.
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic and discipline-specific language.
2 out of 2 points
Evaluation for 3.3a
Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic and discipline-specific language.
2 out of 2 points
In addition to these explicit vocabulary supports, the Teacher Edition includes point-of-use differentiated instruction notes at the bottom of each lesson page that provide linguistic accommodations for emergent bilingual students acquiring academic and discipline-specific language. These notes help educators adjust instruction so that students at varying levels of English proficiency can access lesson content, participate in discussions, and develop the language needed to engage with art concepts and processes.
3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3b
Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
In addition to this program‑level resource, the Teacher Edition embeds implementation guidance throughout each lesson. The “Teach Through Inquiry” content supports educators in facilitating discussions, demonstrations, and artmaking. Differentiated instruction notes provide guidance for using the materials with emergent bilingual students, and the “Interdisciplinary Connections for Language Arts and Writing Process” resource offers opportunities to incorporate reading and writing practices. Together, these embedded supports help educators deliver instruction effectively in bilingual and ESL classrooms.
3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic and discipline-specific vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic and discipline-specific vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic and discipline-specific vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
In addition to these embedded lesson supports, the materials include the Improving English Language Skills resource, which offers educators further guidance for helping emerging bilingual students develop academic and art-specific vocabulary, improve comprehension, and practice speaking and writing. This resource recommends strategies such as saying and writing key terms, using visuals, simplifying directions, checking for understanding, and providing sentence frames for discussing artwork. It also supports cross-linguistic connections by highlighting cognates and word similarities for Spanish-speaking students. These strategies reinforce the embedded supports in the Teacher Edition and help educators promote meaningful language development throughout instruction.
3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Evaluation for 3.3d
Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Rubric Section 4
Artistic Literacy and Creative Expression
Materials are designed to develop and refine discipline-specific artistic knowledge and skills while providing opportunities for students to perform, exhibit, or present artistic works.
Total
100% (16 out of 16 points)
Evaluation for 4.1a
In the first two lessons of each strand, the Teacher Edition includes a “Teach Through Inquiry” component in the two left-hand columns, which offers direct prompts for introducing art-specific concepts, vocabulary, and ways of thinking during the “Engage” portion of the lesson. This guidance continues through the “Read the Text” and “Explore the Images” sections, where educators lead students in applying artistic literacy skills to understand written content, analyze images, and respond to artworks using appropriate art vocabulary and evidence. These components work together to support explicit instruction in discipline-specific artistic literacy by guiding educators in modeling, explaining, and reinforcing the language and concepts central to each lesson in the student book.
For example, the Process Journals include activities that support artistic thinking across multiple disciplines. In the Studio Investigation for, unit 1, lesson 1.1, “Mapping Your Message,” students use their Process Journals along with markers, pens, and pencils to record meaningful elements from their lives that will inform a Frida Kahlo–inspired self-portrait. This aligns with TEKS expectations by drawing on personal experiences. The lesson includes explicit instructions for students to compare and contrast ideas and concepts as they develop their work.
Evaluation for 4.1b
The materials make connections to prior learning by using the Studio Experience lesson structure to revisit concepts and skills introduced earlier in the course. The “Look Ahead” section guides educators in reminding students of what they practiced in previous lessons and units so they can apply that knowledge to new tasks.
The scope and sequence for the program includes guidance for assigning lessons based on grade level, with units 1 through 4 recommended for grade 7 and units 5 through 8 recommended for grade 8. Objectives listed within the scope and sequence help to connect learning throughout the course.
Evaluation for 4.1c
The materials consistently provide opportunities for students to develop and use discipline-specific artistic literacy vocabulary through embedded supports in the Teacher Edition. The “Teach Through Inquiry” component on the left-hand side of each lesson page includes an “Engage” section, which introduces artistic literacy concepts and vocabulary, along with an “Explore the Images” section, which offers prompts for student discussion using discipline-specific terms. “Inquire Further,” located at the bottom of the first or second page, extends these opportunities by guiding students to apply artistic vocabulary in researching, reading, and writing about art concepts. Additionally, the “Close” section on the second page of each lesson includes questions and prompts that require students to use and revisit the artistic literacy vocabulary introduced in the lesson. Together, these components ensure that students repeatedly encounter, practice, and internalize discipline-specific language throughout
In unit 2 in the student book, “At a Glance” introduces a set of artistic literacy vocabulary terms that students will use throughout the unit, including genre scene, point of view, value, contrast, actual texture, implied texture, juxtaposition, coiling construction, score, and slip. Later in the unit, students apply these terms through a sequence of tasks that require them to demonstrate understanding in multiple contexts. These activities include creating a photographic story that reflects point of view, drawing an object using form and value, and using the coil method to construct a three-dimensional clay piece and a clay vessel. Through these applications, students use discipline-specific vocabulary to describe processes, make artistic decisions, and connect terminology to hands-on work. This structure supports repeated practice with artistic literacy vocabulary across varied tasks.
Evaluation for 4.1d
Each unit features an “Art Criticism: Responding to Art and Design” section, where students apply artistic literacy through Describe, Analyze, Interpret, and Evaluate prompts, with possible answers provided in the Teacher Edition on the left-hand side of the page. Unit review activities in the student book further reinforce this application through “Write About Art,” “For Your Portfolio,” and “Presenting Art and Design” tasks, all of which require students to use discipline-specific vocabulary and concepts to communicate their understanding. The corresponding Teacher Edition supports and sample responses help educators guide students in demonstrating their artistic literacy across written, verbal, and visual formats.
In unit 3 in the student book, the “At a Glance” section introduces a set of artistic literacy vocabulary terms, including shape, geometric shape, organic shape, positive shape, negative shape, mural, scale, composition, personal narrative, personal collage, mixed media, and performance art. Later in the unit, students apply these terms through a series of tasks that require them to demonstrate understanding in both individual and collaborative contexts. These activities include creating a sculpture that reflects personal identity, producing a four-panel self-portrait that uses shapes to represent influences on identity, collaborating with classmates to design a collage mural focused on group identity, and constructing a mixed-media guardian figure. Through these tasks, students use discipline-specific vocabulary to describe artistic choices, interpret meaning, and connect terminology to hands-on artmaking. This structure reinforces the application of artistic literacy across varied processes and products.
Evaluation for 4.2a
In the Teacher Edition, the Studio Investigations in each strand includes a “Teach Through Inquiry” component on the left-hand side, providing explicit guidance for teaching discipline-specific artistic skills at developmentally appropriate levels and in alignment with the course TEKS. The “Engage” section introduces the artistic skills addressed in the lesson, while “Look Ahead” explains how these skills will be applied in the Studio Experience that follows. “Read the Text” offers educator guidance for supporting students in understanding the artistic processes and skills presented in the student book. “Guide the Studio Investigation” provides step-by-step instructional support for helping students practice and apply discipline-specific artistic skills according to the processes outlined in the student book. Together, these components ensure that educators can deliver clear, direct instruction in artistic skill development throughout the strand.
In the Teacher Edition, lesson 5.1 provides explicit guidance for supporting students as they develop discipline-specific artistic skills through the Studio Investigations and related lesson components. Under “Guide the Studio Investigation,” educators prompt students to draw from personal experiences to generate a list of meaningful places, followed by activities that incorporate maps, symbols, and peer review to deepen skill application. The Choice Center for this unit offers additional instructional support by guiding educators in creating a soundscape station where students analyze multiple soundscapes and produce their own. The “Differentiated Instruction” section further supports explicit teaching by directing educators to provide at least three examples for each project along with clear explanations of why these models represent best practice. Together, these features supply structured guidance that helps educators deliver direct instruction in artistic skill development.
Evaluation for 4.2b
The materials include prompts within lessons that connect new discipline-specific artistic skills to prior learning across lessons and units within the course. References to earlier instruction appear throughout the strand structure, and components such as “Look Ahead” and “Engage” guide educators to remind students of skills introduced in previous lessons. These features help students make connections to earlier content as they apply new artistic skills.
The scope and sequence for the program includes guidance for assigning lessons based on grade level, with units 1 through 4 recommended for grade 7 and units 5 through 8 recommended for grade 8. Objectives listed within the scope and sequence help to connect learning throughout the course.
Evaluation for 4.2c
Studio Experience lessons in the student book include “Reflect and Present” prompts, where students exhibit and discuss their completed artworks using the skills developed in the lesson. The Teacher Edition reinforces these opportunities through the “Close” section on the second page, which offers additional prompts for students to present and articulate their artistic decisions. “Inquire Further: Present,” located at the bottom of the first or second page, extends these experiences by guiding students to share and discuss their work in broader contexts. Unit review activities in the student book, such as “For Your Portfolio” and “Presenting Art and Design,” further support students in exhibiting and presenting their artworks from the unit, with corresponding Teacher Edition supports that help educators facilitate these presentations effectively. Together, these components ensure that students regularly practice presenting and exhibiting their artistic work as part of their skill development.
In lesson 5.2, the materials include activities that give students opportunities to develop discipline-specific artistic skills through interpreting and presenting artistic ideas. Students examine how artists use the concept of place in site-specific installations and performance artworks and investigate both traditional and alternative weaving methods throughout the unit. Students then apply these approaches by using weaving techniques and community-based performance to explore the idea of boundaries in their own lives and the lives of others. This work culminates in a collaborative piece that requires students to communicate artistic meaning through both process and presentation.
Evaluation for 4.2d
Each strand includes a Studio Investigation lesson with activities and tasks that give students opportunities to refine discipline-specific artistic skills. The Teacher Edition supports this work through “Teach Through Inquiry” guidance, including Investigate and Document steps and “As You Practice” guidance that helps educators lead students through the processes outlined in the student book. Choice Center tasks on the first or second page of the Teacher Edition provide additional options for students to continue practicing and refining artistic skills. These components offer repeated opportunities for students to strengthen artistic skills within lessons.
In the Drawing strand, activities give students opportunities to refine discipline-specific artistic skills through varied tasks across the course. Early in the materials, students are introduced to the elements of art, and in lesson 1.1, one of the options provided is to draw a self-portrait. As the course continues, lesson 1.4 includes gesture drawings of the full human figure in the Choice Center, and lesson 2.2 teaches students to draw still-lifes by applying value and contrast. Lesson 3.2 expands students’ drawing experiences by introducing new media for the four-paneled self-portrait project, including pastels, ink, markers, colored pencils, and conte crayons, along with a digital option using Sketchpad and Adobe Illustrator. These activities offer students repeated opportunities to practice and refine drawing skills through different media and approaches.
Evaluation for 4.2e
Studio Experience lessons in the student book include “Reflect and Present” prompts, where students showcase their completed artworks and articulate the skills and decisions used in their creative process. The Teacher Edition reinforces these opportunities through the “Close” section on the second page, which provides additional prompts for students to present and discuss their artistic work. “Inquire Further: Present,” located at the bottom of the first or second page, extends these experiences by guiding students to share their work in broader or more formal contexts. Unit review activities in the student book—such as “For Your Portfolio” and “Presenting Art and Design”—further require students to demonstrate mastery by exhibiting and presenting artworks created throughout the unit, with corresponding Teacher Edition supports that help educators facilitate these presentations effectively.
Lesson 1.4, “Exploring Background Messages,” includes activities that require students to demonstrate mastery of discipline-specific artistic skills through both creation and presentation. In the Studio Experience, students investigate the symbolic power of color and pattern, write poems about their identity, and research patterns from different cultures and historical periods. They then match colors and patterns to the ideas expressed in their poems and use resources such as stamps, stencils, photo references, clothing patterns from family, and historical portraits to inform their work. After completing their piece, students reflect on their artistic decisions by describing how the colors and patterns they selected represent aspects of their identity. This reflection component requires students to articulate and present their understanding of the artistic choices made in their final work.
Evaluation for 4.3a
Studio Investigations and Studio Experience lessons in the student book introduce and engage students in diverse media and processes, including painting, drawing, photography, clay, collage, basketry, installation, fiber art, printmaking, assemblage, mixed media, design, and digital art. These lessons allow students to work with multiple artistic forms and techniques at developmentally appropriate levels, supporting exploration across genres and styles. The Teacher Edition reinforces this variety by guiding educators in facilitating hands-on experiences that expose students to the breadth of artistic practices aligned with the course TEKS.
In the Teacher Edition, lesson 4.2 provides opportunities for students to explore a range of drawing media and approaches through the Choice Center. In “Introducing Drawing and Line,” students work with objects from nature and are challenged to draw them from observation while considering surface color, size, shape, and composition. In the following lesson, “Drawing Nature Close Up,” the Choice Center expands this exploration by offering a wide selection of materials, including pencils of different grades, colored pencils, watercolor pencils, markers in multiple sizes, brush markers, drawing pens, paint pens, paint and brushes of different sizes, oil and soft pastels, and crayons, along with varied drawing papers and surfaces. These materials allow students to experiment with diverse tools and techniques as they develop their drawing skills.
Evaluation for 4.3b
Studio Experience lessons in the student book guide students in producing original artworks that they refine, adapt, or extend for exhibition through “Reflect and Present” prompts. The Teacher Edition supports this process through “Teach Through Inquiry,” which provides guidance for facilitating the studio process, and through “Close,” which offers prompts for presenting completed works. The Artist Stories strand in each unit introduces students to an artist’s approaches and processes, which they then adapt or extend in a Studio Investigation and Studio Experience. Additionally, each unit’s “Evolving Ideas” section includes opportunities for students to reinterpret or build upon artworks featured in the student book, supported by “Teach Through Inquiry” guidance and Process Journal activities that help students develop, adapt, and extend their artistic ideas. These components collectively ensure that students regularly engage in creating, adapting, and presenting artistic works across the program.
In the Teacher Edition, lesson 3.3, the Studio Investigations “Investigating Collage” provides students with opportunities to create and adapt artistic works while learning about copyright and fair use. Students are guided to spread out their materials, arrange them into a composition, and consider the shapes and textures they will use as they develop their collage. The educator guidance addresses copyright considerations by introducing the concept of open source and offering strategies for locating copyright-free images, including public domain resources and online search methods for finding usable images. These supports help students make informed decisions as they create and adapt visual materials for their artwork.
Evaluation for 4.3c
Studio Investigations lessons support student choice by guiding educators through “Teach Through Inquiry” components in the Teacher Edition. Educators facilitate students’ exploration of media, tools, and techniques as they prepare for the Studio Experience lesson. Choice Center options further expand opportunities for student agency by offering flexible pathways for students to explore artmaking concepts, approaches, and processes aligned with their interests. These components work together to help educators encourage student-driven decision making throughout the creative process.
Lesson 7.2, “Forming Paper into Sculptures,” provides opportunities for students to exercise agency in selecting materials, tools, and approaches as they prepare for the Studio Experience. The Teacher Edition encourages instructors to offer multiple choices in media and processes before students begin the project, allowing them to determine how they will meet the artistic goals of the lesson. The assessment objectives reinforce this emphasis on choice by asking students to select the subject, materials, techniques, scale, and organization that result in a thoughtfully developed and well-executed sculpture. The Choice Center for this lesson provides additional opportunities for experimentation through pop-up paper sculpture activities, giving students multiple pathways to explore and refine their ideas. These features support student-driven decision making throughout the creative process.
4.1 Artistic Literacy
4.1a
Materials include guidance for teachers to provide explicit (direct) instruction in discipline-specific artistic literacy in alignment with the course TEKS.
Materials include guidance for teachers to provide explicit (direct) instruction in discipline-specific artistic literacy in alignment with the course TEKS.
1 out of 1 points
Evaluation for 4.1a
Evaluation for 4.1a
Materials include guidance for teachers to provide explicit (direct) instruction in discipline-specific artistic literacy in alignment with the course TEKS.
1 out of 1 points
For example, the Process Journals include activities that support artistic thinking across multiple disciplines. In the Studio Investigation for, unit 1, lesson 1.1, “Mapping Your Message,” students use their Process Journals along with markers, pens, and pencils to record meaningful elements from their lives that will inform a Frida Kahlo–inspired self-portrait. This aligns with TEKS expectations by drawing on personal experiences. The lesson includes explicit instructions for students to compare and contrast ideas and concepts as they develop their work.
4.1b
Materials explicitly connect new discipline-specific artistic literacy to prior learning across lessons and units within the course and across courses as applicable.
Materials explicitly connect new discipline-specific artistic literacy to prior learning across lessons and units within the course and across courses as applicable.
2 out of 2 points
Evaluation for 4.1b
Evaluation for 4.1b
Materials explicitly connect new discipline-specific artistic literacy to prior learning across lessons and units within the course and across courses as applicable.
2 out of 2 points
The scope and sequence for the program includes guidance for assigning lessons based on grade level, with units 1 through 4 recommended for grade 7 and units 5 through 8 recommended for grade 8. Objectives listed within the scope and sequence help to connect learning throughout the course.
4.1c
Materials consistently provide opportunities for students to develop and use discipline-specific artistic literacy vocabulary.
Materials consistently provide opportunities for students to develop and use discipline-specific artistic literacy vocabulary.
2 out of 2 points
Evaluation for 4.1c
Evaluation for 4.1c
Materials consistently provide opportunities for students to develop and use discipline-specific artistic literacy vocabulary.
2 out of 2 points
In unit 2 in the student book, “At a Glance” introduces a set of artistic literacy vocabulary terms that students will use throughout the unit, including genre scene, point of view, value, contrast, actual texture, implied texture, juxtaposition, coiling construction, score, and slip. Later in the unit, students apply these terms through a sequence of tasks that require them to demonstrate understanding in multiple contexts. These activities include creating a photographic story that reflects point of view, drawing an object using form and value, and using the coil method to construct a three-dimensional clay piece and a clay vessel. Through these applications, students use discipline-specific vocabulary to describe processes, make artistic decisions, and connect terminology to hands-on work. This structure supports repeated practice with artistic literacy vocabulary across varied tasks.
4.1d
Materials include activities and tasks that require students to demonstrate understanding of discipline-specific artistic literacy in alignment with the course TEKS.
Materials include activities and tasks that require students to demonstrate understanding of discipline-specific artistic literacy in alignment with the course TEKS.
1 out of 1 points
Evaluation for 4.1d
Evaluation for 4.1d
Materials include activities and tasks that require students to demonstrate understanding of discipline-specific artistic literacy in alignment with the course TEKS.
1 out of 1 points
In unit 3 in the student book, the “At a Glance” section introduces a set of artistic literacy vocabulary terms, including shape, geometric shape, organic shape, positive shape, negative shape, mural, scale, composition, personal narrative, personal collage, mixed media, and performance art. Later in the unit, students apply these terms through a series of tasks that require them to demonstrate understanding in both individual and collaborative contexts. These activities include creating a sculpture that reflects personal identity, producing a four-panel self-portrait that uses shapes to represent influences on identity, collaborating with classmates to design a collage mural focused on group identity, and constructing a mixed-media guardian figure. Through these tasks, students use discipline-specific vocabulary to describe artistic choices, interpret meaning, and connect terminology to hands-on artmaking. This structure reinforces the application of artistic literacy across varied processes and products.
4.2 Artistic Skill
4.2a
Materials include guidance for teachers to provide explicit (direct) instruction in discipline-specific artistic skills at developmentally appropriate levels and in alignment with the course TEKS.
Materials include guidance for teachers to provide explicit (direct) instruction in discipline-specific artistic skills at developmentally appropriate levels and in alignment with the course TEKS.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials include guidance for teachers to provide explicit (direct) instruction in discipline-specific artistic skills at developmentally appropriate levels and in alignment with the course TEKS.
1 out of 1 points
In the Teacher Edition, lesson 5.1 provides explicit guidance for supporting students as they develop discipline-specific artistic skills through the Studio Investigations and related lesson components. Under “Guide the Studio Investigation,” educators prompt students to draw from personal experiences to generate a list of meaningful places, followed by activities that incorporate maps, symbols, and peer review to deepen skill application. The Choice Center for this unit offers additional instructional support by guiding educators in creating a soundscape station where students analyze multiple soundscapes and produce their own. The “Differentiated Instruction” section further supports explicit teaching by directing educators to provide at least three examples for each project along with clear explanations of why these models represent best practice. Together, these features supply structured guidance that helps educators deliver direct instruction in artistic skill development.
4.2b
Materials explicitly connect new discipline-specific artistic skills to prior learning across lessons and units within the course and across courses as applicable.
Materials explicitly connect new discipline-specific artistic skills to prior learning across lessons and units within the course and across courses as applicable.
2 out of 2 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials explicitly connect new discipline-specific artistic skills to prior learning across lessons and units within the course and across courses as applicable.
2 out of 2 points
The scope and sequence for the program includes guidance for assigning lessons based on grade level, with units 1 through 4 recommended for grade 7 and units 5 through 8 recommended for grade 8. Objectives listed within the scope and sequence help to connect learning throughout the course.
4.2c
Materials provide opportunities for students to develop discipline-specific artistic skills through performing, exhibiting, or presenting artistic works at developmentally appropriate levels and in alignment with the course TEKS.
Materials provide opportunities for students to develop discipline-specific artistic skills through performing, exhibiting, or presenting artistic works at developmentally appropriate levels and in alignment with the course TEKS.
1 out of 1 points
Evaluation for 4.2c
Evaluation for 4.2c
Materials provide opportunities for students to develop discipline-specific artistic skills through performing, exhibiting, or presenting artistic works at developmentally appropriate levels and in alignment with the course TEKS.
1 out of 1 points
In lesson 5.2, the materials include activities that give students opportunities to develop discipline-specific artistic skills through interpreting and presenting artistic ideas. Students examine how artists use the concept of place in site-specific installations and performance artworks and investigate both traditional and alternative weaving methods throughout the unit. Students then apply these approaches by using weaving techniques and community-based performance to explore the idea of boundaries in their own lives and the lives of others. This work culminates in a collaborative piece that requires students to communicate artistic meaning through both process and presentation.
4.2d
Materials provide opportunities for students to refine discipline-specific artistic skills through activities and tasks that progressively increase in rigor and complexity over lessons and units within the course.
Materials provide opportunities for students to refine discipline-specific artistic skills through activities and tasks that progressively increase in rigor and complexity over lessons and units within the course.
2 out of 2 points
Evaluation for 4.2d
Evaluation for 4.2d
Materials provide opportunities for students to refine discipline-specific artistic skills through activities and tasks that progressively increase in rigor and complexity over lessons and units within the course.
2 out of 2 points
In the Drawing strand, activities give students opportunities to refine discipline-specific artistic skills through varied tasks across the course. Early in the materials, students are introduced to the elements of art, and in lesson 1.1, one of the options provided is to draw a self-portrait. As the course continues, lesson 1.4 includes gesture drawings of the full human figure in the Choice Center, and lesson 2.2 teaches students to draw still-lifes by applying value and contrast. Lesson 3.2 expands students’ drawing experiences by introducing new media for the four-paneled self-portrait project, including pastels, ink, markers, colored pencils, and conte crayons, along with a digital option using Sketchpad and Adobe Illustrator. These activities offer students repeated opportunities to practice and refine drawing skills through different media and approaches.
4.2e
Materials include activities and tasks that require students to demonstrate mastery of discipline-specific artistic skills through performing, exhibiting, or presenting artistic works at developmentally appropriate levels and in alignment with the course TEKS.
Materials include activities and tasks that require students to demonstrate mastery of discipline-specific artistic skills through performing, exhibiting, or presenting artistic works at developmentally appropriate levels and in alignment with the course TEKS.
1 out of 1 points
Evaluation for 4.2e
Evaluation for 4.2e
Materials include activities and tasks that require students to demonstrate mastery of discipline-specific artistic skills through performing, exhibiting, or presenting artistic works at developmentally appropriate levels and in alignment with the course TEKS.
1 out of 1 points
Lesson 1.4, “Exploring Background Messages,” includes activities that require students to demonstrate mastery of discipline-specific artistic skills through both creation and presentation. In the Studio Experience, students investigate the symbolic power of color and pattern, write poems about their identity, and research patterns from different cultures and historical periods. They then match colors and patterns to the ideas expressed in their poems and use resources such as stamps, stencils, photo references, clothing patterns from family, and historical portraits to inform their work. After completing their piece, students reflect on their artistic decisions by describing how the colors and patterns they selected represent aspects of their identity. This reflection component requires students to articulate and present their understanding of the artistic choices made in their final work.
4.3 Creative Expression
4.3a
Materials provide opportunities for students to explore a variety of discipline-specific art forms (e.g., variety of media, variety of performance genres and styles).
Materials provide opportunities for students to explore a variety of discipline-specific art forms (e.g., variety of media, variety of performance genres and styles).
1 out of 1 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials provide opportunities for students to explore a variety of discipline-specific art forms (e.g., variety of media, variety of performance genres and styles).
1 out of 1 points
In the Teacher Edition, lesson 4.2 provides opportunities for students to explore a range of drawing media and approaches through the Choice Center. In “Introducing Drawing and Line,” students work with objects from nature and are challenged to draw them from observation while considering surface color, size, shape, and composition. In the following lesson, “Drawing Nature Close Up,” the Choice Center expands this exploration by offering a wide selection of materials, including pencils of different grades, colored pencils, watercolor pencils, markers in multiple sizes, brush markers, drawing pens, paint pens, paint and brushes of different sizes, oil and soft pastels, and crayons, along with varied drawing papers and surfaces. These materials allow students to experiment with diverse tools and techniques as they develop their drawing skills.
4.3b
Materials provide opportunities for students to create, adapt, or extend discipline-specific artistic works for performance, exhibition, or presentation (in line with appropriate fair use and copyright).
Materials provide opportunities for students to create, adapt, or extend discipline-specific artistic works for performance, exhibition, or presentation (in line with appropriate fair use and copyright).
1 out of 1 points
Evaluation for 4.3b
Evaluation for 4.3b
Materials provide opportunities for students to create, adapt, or extend discipline-specific artistic works for performance, exhibition, or presentation (in line with appropriate fair use and copyright).
1 out of 1 points
In the Teacher Edition, lesson 3.3, the Studio Investigations “Investigating Collage” provides students with opportunities to create and adapt artistic works while learning about copyright and fair use. Students are guided to spread out their materials, arrange them into a composition, and consider the shapes and textures they will use as they develop their collage. The educator guidance addresses copyright considerations by introducing the concept of open source and offering strategies for locating copyright-free images, including public domain resources and online search methods for finding usable images. These supports help students make informed decisions as they create and adapt visual materials for their artwork.
4.3c
Materials include guidance for teachers on promoting student agency in making or selecting discipline-specific artistic works for study, performance, exhibition, or presentation.
Materials include guidance for teachers on promoting student agency in making or selecting discipline-specific artistic works for study, performance, exhibition, or presentation.
1 out of 1 points
Evaluation for 4.3c
Evaluation for 4.3c
Materials include guidance for teachers on promoting student agency in making or selecting discipline-specific artistic works for study, performance, exhibition, or presentation.
1 out of 1 points
Lesson 7.2, “Forming Paper into Sculptures,” provides opportunities for students to exercise agency in selecting materials, tools, and approaches as they prepare for the Studio Experience. The Teacher Edition encourages instructors to offer multiple choices in media and processes before students begin the project, allowing them to determine how they will meet the artistic goals of the lesson. The assessment objectives reinforce this emphasis on choice by asking students to select the subject, materials, techniques, scale, and organization that result in a thoughtfully developed and well-executed sculpture. The Choice Center for this lesson provides additional opportunities for experimentation through pop-up paper sculpture activities, giving students multiple pathways to explore and refine their ideas. These features support student-driven decision making throughout the creative process.
Rubric Section 5
Critical Evaluation and Response
Materials provide opportunities for students to interpret, evaluate, and respond to discipline-specific artistic works of self and others.
Total
100% (11 out of 11 points)
Evaluation for 5.1a
Lessons throughout the program include an “Explore the Images” section in the “Teach Through Inquiry” component, which guides educators in providing explicit instruction on interpreting, evaluating, and responding to artistic works featured in the student book. Each unit also includes an “Art Criticism: Responding to Art and Design” section with possible answers in the Teacher Edition, offering additional support for teaching these interpretive and evaluative skills. Together, these components give educators structured guidance for helping students analyze and respond to discipline-specific artworks by other artists.
In the Teacher Edition, lesson 2.2, “Using Value, Texture, and Contrast,” includes guidance that supports explicit instruction in interpreting and evaluating artistic works. In the “Inquire Further” activity, educators provide students with several art reproductions and guide them to analyze specific visual concepts such as extreme and gradual value contrasts, variations in texture, highlights and shadows, and descriptive mood words like eerie or calm. These prompts help educators lead students in responding to and evaluating artworks with attention to the visual elements emphasized in the lesson.
Evaluation for 5.1b
The “Teach Through Inquiry” component emphasizes discipline-specific vocabulary by introducing terms in “Engage,” reinforcing them in “Read the Text” as students read about artworks in the student book, and applying them in “Explore the Images” as students interpret and respond to artistic works. Each unit also includes “Art Criticism: Responding to Art and Design” with possible answers in the Teacher Edition, which further supports the use of precise vocabulary when evaluating and discussing artworks. Together, these components ensure students regularly practice using discipline-specific terms while interpreting and responding to artistic works.
Lesson 2.2 of the student book, “Creating Interest with Ordinary Objects,” provides opportunities for students to use discipline-specific vocabulary while interpreting and evaluating artworks. Students examine works by Robert Seldon Duncanson and Lydia Panas, and the text prompts them to consider how each artist selected objects based on color, form, and texture. Captions beneath the images further guide students to analyze how the artists arranged their objects to emphasize light and attract the viewer’s attention. Additional vocabulary related to contrasting forms, textures, and value is incorporated throughout the captions, supporting students in applying precise artistic terms as they respond to the featured artworks.
Evaluation for 5.1c
The “Teach Through Inquiry” component provides opportunities for students to practice interpreting, evaluating, and responding to artistic works through “Engage,” “Read the Text,” and “Explore the Images” sections, which increase in rigor and complexity across lesson strands. These components guide students in applying interpretive and evaluative skills as they encounter artworks throughout the unit. Each unit also includes an “Art Criticism: Responding to Art and Design” section, giving students additional structured practice with discipline-specific artistic works by other artists.
In the Teacher Edition, lesson 2.1, “Objects in Our Daily Lives,” educators guide students in identifying the functions, form, and appearance of objects through the “Explore the Image” activity, establishing foundational interpretive skills early in the course. In lesson 6.1, “Lessons from the Past,” students extend these skills by analyzing how artists use abstraction and distortion to convey emotion and by discussing how augmented reality influences perceptions of reality. In lesson 8.1, “Experiencing Beauty,” students apply more advanced evaluative skills as they examine how a figure celebrates the beauty of Black women and how symmetry, balance, and texture contribute to the artwork’s overall impact.
Evaluation for 5.2a
Studio Investigation lessons include a “Guide the Studio Investigation” section in the “Teach Through Inquiry” component, which provides educators with explicit guidance for teaching students how to give and receive feedback on artistic works. Studio Experience lessons reinforce this practice through “Guide the Studio Experience,” offering additional direction for modeling feedback during the studio process. These supports align with the “Reflect and Refine” and “Reflect and Present” sections in the student book, giving students structured opportunities to engage in feedback with educators and peers.
In lesson 1.2 of the student book, “Expressing Mood with Color,” students practice giving and receiving feedback through the “Reflect and Refine” activity, where they evaluate their work mid-process by asking whether their intended mood is communicated and whether additional color might strengthen the effect. In the “Reflect and Present” step, students determine how they will share their work with the group, followed by a closing activity in which they present their artwork and receive feedback from peers. The Teacher Edition supports this exchange by prompting educators to ask “What moods are conveyed in this artwork?” and then guide the student artist to explain the mood they intended to communicate through color.
Evaluation for 5.2b
Studio Experience lessons provide opportunities for students to give feedback on the artistic works of their peers through the “Reflect and Present” section in the student book. These activities guide students in sharing observations, offering discipline-specific feedback, and responding to the work of others during the studio process. Together, they create structured moments for students to practice giving feedback on peer-created artistic works.
In lesson 1.3 of the Teacher Edition, “Investigating Paint and Painting Tools,” the “Close” section provides an opportunity for students to give feedback on peer-created artistic works. Educators have students share their investigations and observations with a small group, prompting them to discuss how artists communicate through art and design. This exchange encourages students to offer discipline-specific feedback as they respond to the work and ideas presented by their peers.
Evaluation for 5.2c
Studio Investigation lessons provide opportunities for students to receive feedback on their artistic works through “Guide the Studio Investigation” in the “Teach Through Inquiry” component, which supports educators in offering targeted responses as students develop their projects. Additional opportunities for peer feedback appear in the reflection steps of the student book, where students share their work and respond to one another’s artistic decisions. Together, these components create structured moments for students to receive feedback from both educators and classmates as they refine discipline-specific artistic works.
In lesson 4.4 of the Teacher Edition, “Create an Installation,” the “Guide the Studio Experience” guidance provides opportunities for students to receive feedback on their artistic work. Educators remind students of the importance of collaboration and guide them to conduct a trial run so they can gather feedback and resolve any issues before finalizing their installation. The guidance also encourages students to share their completed work with others and consider how they might document their achievements, creating structured moments for receiving feedback from both educators and peers.
Evaluation for 5.2d
Studio Investigation lessons include “Guide the Studio Investigation” sections in the “Teach Through Inquiry” component, providing educator guidance for offering feedback as students develop and refine their artistic works. This support helps educators model how to respond to students’ artistic decisions and guide them in making purposeful adjustments. These components align with the “As You Explore” and “Reflect” sections in the student book, giving students structured opportunities to refine discipline-specific artistic works with educator feedback.
In the Teacher Edition, lesson 8.3, “Designing Objects for Living,” the “Assess” section provides educators with structured support for giving feedback as students refine their artistic work. Educators are directed to use the rubric for strand 3 to evaluate how well students addressed a need or problem, responded to potential users’ interests, and selected materials and organization that resulted in a thoughtfully developed prototype. This rubric-based guidance helps educators offer targeted feedback that supports students in improving and refining their discipline-specific artistic decisions.
Evaluation for 5.2e
Studio Investigation lessons provide opportunities for students to engage in self-reflection and self-evaluation through the “Investigate and Document” and “As You Experiment” steps in the student book. These activities prompt students to assess their artistic choices, consider the effectiveness of their techniques, and make adjustments as they work. Together, they support students in refining discipline-specific artistic skills through ongoing reflection during the studio process.
In lesson 8.4 of the student book, “Investigating Paper Engineering,” students engage in self-reflection through the Reflect step, where they evaluate the effectiveness of the paper engineering methods they explored. The prompts guide students to consider what worked well, what needs more practice, and which types of paper were most successful. Students are also encouraged to discuss their findings with peers and try any new techniques they learn from classmates in their Process Journal, supporting ongoing self-evaluation as they refine their artistic work.
5.1 Evaluating and Responding to Artistic Works
5.1a
Materials include guidance for teachers to provide explicit (direct) instruction in interpreting, evaluating, and responding to discipline-specific artistic works of other artists at the level of depth and complexity required by the course TEKS.
Materials include guidance for teachers to provide explicit (direct) instruction in interpreting, evaluating, and responding to discipline-specific artistic works of other artists at the level of depth and complexity required by the course TEKS.
1 out of 1 points
Evaluation for 5.1a
Evaluation for 5.1a
Materials include guidance for teachers to provide explicit (direct) instruction in interpreting, evaluating, and responding to discipline-specific artistic works of other artists at the level of depth and complexity required by the course TEKS.
1 out of 1 points
In the Teacher Edition, lesson 2.2, “Using Value, Texture, and Contrast,” includes guidance that supports explicit instruction in interpreting and evaluating artistic works. In the “Inquire Further” activity, educators provide students with several art reproductions and guide them to analyze specific visual concepts such as extreme and gradual value contrasts, variations in texture, highlights and shadows, and descriptive mood words like eerie or calm. These prompts help educators lead students in responding to and evaluating artworks with attention to the visual elements emphasized in the lesson.
5.1b
Materials emphasize the use of discipline-specific vocabulary in interpreting, evaluating, and responding to artistic works.
Materials emphasize the use of discipline-specific vocabulary in interpreting, evaluating, and responding to artistic works.
1 out of 1 points
Evaluation for 5.1b
Evaluation for 5.1b
Materials emphasize the use of discipline-specific vocabulary in interpreting, evaluating, and responding to artistic works.
1 out of 1 points
Lesson 2.2 of the student book, “Creating Interest with Ordinary Objects,” provides opportunities for students to use discipline-specific vocabulary while interpreting and evaluating artworks. Students examine works by Robert Seldon Duncanson and Lydia Panas, and the text prompts them to consider how each artist selected objects based on color, form, and texture. Captions beneath the images further guide students to analyze how the artists arranged their objects to emphasize light and attract the viewer’s attention. Additional vocabulary related to contrasting forms, textures, and value is incorporated throughout the captions, supporting students in applying precise artistic terms as they respond to the featured artworks.
5.1c
Materials provide opportunities for students to practice interpreting, evaluating, and responding to discipline-specific artistic works of other artists through activities and tasks that progressively increase in rigor and complexity over lessons and units within the course.
Materials provide opportunities for students to practice interpreting, evaluating, and responding to discipline-specific artistic works of other artists through activities and tasks that progressively increase in rigor and complexity over lessons and units within the course.
2 out of 2 points
Evaluation for 5.1c
Evaluation for 5.1c
Materials provide opportunities for students to practice interpreting, evaluating, and responding to discipline-specific artistic works of other artists through activities and tasks that progressively increase in rigor and complexity over lessons and units within the course.
2 out of 2 points
In the Teacher Edition, lesson 2.1, “Objects in Our Daily Lives,” educators guide students in identifying the functions, form, and appearance of objects through the “Explore the Image” activity, establishing foundational interpretive skills early in the course. In lesson 6.1, “Lessons from the Past,” students extend these skills by analyzing how artists use abstraction and distortion to convey emotion and by discussing how augmented reality influences perceptions of reality. In lesson 8.1, “Experiencing Beauty,” students apply more advanced evaluative skills as they examine how a figure celebrates the beauty of Black women and how symmetry, balance, and texture contribute to the artwork’s overall impact.
5.2 Giving and Receiving Feedback on Artistic Works
5.2a
Materials include guidance for teachers to provide explicit (direct) instruction in giving and receiving feedback on discipline-specific artistic works to self and other students.
Materials include guidance for teachers to provide explicit (direct) instruction in giving and receiving feedback on discipline-specific artistic works to self and other students.
2 out of 2 points
Evaluation for 5.2a
Evaluation for 5.2a
Materials include guidance for teachers to provide explicit (direct) instruction in giving and receiving feedback on discipline-specific artistic works to self and other students.
2 out of 2 points
In lesson 1.2 of the student book, “Expressing Mood with Color,” students practice giving and receiving feedback through the “Reflect and Refine” activity, where they evaluate their work mid-process by asking whether their intended mood is communicated and whether additional color might strengthen the effect. In the “Reflect and Present” step, students determine how they will share their work with the group, followed by a closing activity in which they present their artwork and receive feedback from peers. The Teacher Edition supports this exchange by prompting educators to ask “What moods are conveyed in this artwork?” and then guide the student artist to explain the mood they intended to communicate through color.
5.2b
Materials provide opportunities for students to give feedback on discipline-specific artistic works created by other students.
Materials provide opportunities for students to give feedback on discipline-specific artistic works created by other students.
1 out of 1 points
Evaluation for 5.2b
Evaluation for 5.2b
Materials provide opportunities for students to give feedback on discipline-specific artistic works created by other students.
1 out of 1 points
In lesson 1.3 of the Teacher Edition, “Investigating Paint and Painting Tools,” the “Close” section provides an opportunity for students to give feedback on peer-created artistic works. Educators have students share their investigations and observations with a small group, prompting them to discuss how artists communicate through art and design. This exchange encourages students to offer discipline-specific feedback as they respond to the work and ideas presented by their peers.
5.2c
Materials provide opportunities for students to receive feedback on their discipline-specific artistic works from teachers and other students.
Materials provide opportunities for students to receive feedback on their discipline-specific artistic works from teachers and other students.
2 out of 2 points
Evaluation for 5.2c
Evaluation for 5.2c
Materials provide opportunities for students to receive feedback on their discipline-specific artistic works from teachers and other students.
2 out of 2 points
In lesson 4.4 of the Teacher Edition, “Create an Installation,” the “Guide the Studio Experience” guidance provides opportunities for students to receive feedback on their artistic work. Educators remind students of the importance of collaboration and guide them to conduct a trial run so they can gather feedback and resolve any issues before finalizing their installation. The guidance also encourages students to share their completed work with others and consider how they might document their achievements, creating structured moments for receiving feedback from both educators and peers.
5.2d
Materials include guidance for teachers to provide feedback to students to refine their discipline-specific artistic works.
Materials include guidance for teachers to provide feedback to students to refine their discipline-specific artistic works.
1 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials include guidance for teachers to provide feedback to students to refine their discipline-specific artistic works.
1 out of 1 points
In the Teacher Edition, lesson 8.3, “Designing Objects for Living,” the “Assess” section provides educators with structured support for giving feedback as students refine their artistic work. Educators are directed to use the rubric for strand 3 to evaluate how well students addressed a need or problem, responded to potential users’ interests, and selected materials and organization that resulted in a thoughtfully developed prototype. This rubric-based guidance helps educators offer targeted feedback that supports students in improving and refining their discipline-specific artistic decisions.
5.2e
Materials provide opportunities for students to engage in self-reflection or self-evaluation to refine their discipline-specific artistic works.
Materials provide opportunities for students to engage in self-reflection or self-evaluation to refine their discipline-specific artistic works.
1 out of 1 points
Evaluation for 5.2e
Evaluation for 5.2e
Materials provide opportunities for students to engage in self-reflection or self-evaluation to refine their discipline-specific artistic works.
1 out of 1 points
In lesson 8.4 of the student book, “Investigating Paper Engineering,” students engage in self-reflection through the Reflect step, where they evaluate the effectiveness of the paper engineering methods they explored. The prompts guide students to consider what worked well, what needs more practice, and which types of paper were most successful. Students are also encouraged to discuss their findings with peers and try any new techniques they learn from classmates in their Process Journal, supporting ongoing self-evaluation as they refine their artistic work.
Rubric Section 6
Connections and Context
Materials are designed to deepen understanding of the discipline by examining the arts through cross-curricular connections and historical and cultural context.
Total
100% (5 out of 5 points)
Evaluation for 6.1a
In the Teacher Edition, unit 1, lesson strand 1.5, the STEAM lesson “Science and Technology” provides explicit guidance for connecting fine arts to science through the work of artist Nathalie Miebach. The lesson explains how Miebach translates meteorological data into woven sculptures and musical scores, highlighting the relationship between scientific information and artistic expression. Educators provide descriptions of how her weaving process parallels mapping grids and how her sculptures incorporate wind patterns, ocean currents, hurricane tracks, and constellations, helping students understand scientific concepts through visual art.
In the Teacher Edition, the “Teach Through Inquiry” section supports these connections by offering instructional guidance throughout each lesson. Each unit also includes a STEAM lesson with structured guidance through “Engage”; “Read the Text”; “Look, Think, and Respond”; “Investigate Further”; and “Next Steps” sections, as well as Process Journal activities, helping educators connect fine arts learning to science, technology, engineering, and math.
Evaluation for 6.1b
In the Teacher Edition, lesson 4.2, “Introducing Drawing and Line,” provides a cross‑curricular activity that connects visual art to language arts. Under “Interdisciplinary Connections: Language Arts,” students describe an artwork’s mood using descriptive vocabulary, compare their word lists with peers, and then analyze how line quality contributes to the mood they identified. This activity supports students in exploring cross‑curricular links by combining artistic interpretation with literacy skills.
In the Teacher Edition, the “Teach Through Inquiry” component supports these connections by offering instructional guidance throughout each lesson. Each unit also includes a STEAM lesson with opportunities for students to explore links to science, technology, engineering, and math through structured activities such as “Engage”; “Read the Text”; “Look, Think, and Respond”; “Investigate Further”; and “Next Steps” components, as well as Process Journal activities.
Evaluation for 6.2a
Each unit includes a Traditions lesson strand that provides historical and cultural context for a variety of art forms, supported by “Teach Through Inquiry” guidance in the Teacher Edition for explicit instruction on these topics. The “More About” and “About the Artist” sections offer additional contextual information about artworks featured in the student book. Furthermore, the “Assess” section includes guidance for evaluating student responses related to historical and cultural context. Units also include an art history lesson with similar supports, giving educators structured tools for teaching discipline-specific historical and cultural context throughout the course.
In lesson 3.1 of the Teacher Edition, the materials provide guidance for teaching historical and cultural context through an exploration of individual and group identity. In the “Explore the Images” section, educators lead students in identifying elements that reflect the artist’s Japanese heritage and those that may represent influences from the United States, helping students analyze how blended cultural imagery conveys new ideas. The guidance also encourages educators to connect the discussion to students’ own diverse ancestral, cultural, and community influences, supporting explicit instruction in discipline-specific historical and cultural context.
Evaluation for 6.2b
Each unit’s Traditions strand introduces artistic traditions from diverse cultures, supported by “Teach Through Inquiry,” “About the Artist,” “More About,” and “Inquire Further” sections in the Teacher Edition to deepen contextual understanding. The Artist Stories strand further expands these opportunities by highlighting contemporary artists and their practices, giving students additional ways to explore artistic works and traditions across cultures and time periods.
In the Teacher Edition, lesson 6.1, “Lessons from the Past,” the “Inquire Further: Responding” activity provides students with an opportunity to explore artistic traditions connected to their own visual culture. Educators guide students to select everyday items such as food wrappers, game pieces, or clothing and arrange them around avatars or pictures of themselves to create a self-portrait. By drawing or photographing this composition, students engage with contemporary artistic practices that connect personal identity to cultural traditions.
Evaluation for 6.2c
The Traditions lesson strand in each unit includes activities and tasks that require students to demonstrate understanding of discipline-specific historical and cultural context. “Teach Through Inquiry” provides questions and prompts that guide students in applying this contextual knowledge, while “Inquire Further” offers additional activities for students to show their understanding. “More About” and “About the Artist” sections supply further historical and cultural information connected to artworks in the student book, supporting students as they engage with these concepts throughout the lesson.
In the Teacher Edition, lesson 8.2, “Beauty Through Decoration,” the “Inquire Further: Connecting” activity requires students to demonstrate understanding of historical and cultural context through a research-based task. Educators provide background on how fabric designs express cultural heritage and then guide students to investigate patterns and textiles from cultures such as Indigenous Andean groups, Mexico, Japan, West Africa, Southeast Asia, and Scotland. By gathering information and comparing these traditions, students apply contextual knowledge to deepen their understanding of how cultural identity is communicated through decorative arts.
6.1 Cross-Curricular Connections
6.1a
Materials include guidance for teachers to provide explicit (direct) instruction on cross-curricular connections within and across the fine arts disciplines and between fine arts and core academic subjects (e.g., literacy, math, social studies, science) as applicable.
Materials include guidance for teachers to provide explicit (direct) instruction on cross-curricular connections within and across the fine arts disciplines and between fine arts and core academic subjects (e.g., literacy, math, social studies, science) as applicable.
1 out of 1 points
Evaluation for 6.1a
Evaluation for 6.1a
Materials include guidance for teachers to provide explicit (direct) instruction on cross-curricular connections within and across the fine arts disciplines and between fine arts and core academic subjects (e.g., literacy, math, social studies, science) as applicable.
1 out of 1 points
In the Teacher Edition, the “Teach Through Inquiry” section supports these connections by offering instructional guidance throughout each lesson. Each unit also includes a STEAM lesson with structured guidance through “Engage”; “Read the Text”; “Look, Think, and Respond”; “Investigate Further”; and “Next Steps” sections, as well as Process Journal activities, helping educators connect fine arts learning to science, technology, engineering, and math.
6.1b
Materials provide opportunities for students to explore cross-curricular connections within and across the various fine art disciplines and between fine arts and core academic subjects (e.g., literacy, math, social studies, science) as applicable.
Materials provide opportunities for students to explore cross-curricular connections within and across the various fine art disciplines and between fine arts and core academic subjects (e.g., literacy, math, social studies, science) as applicable.
1 out of 1 points
Evaluation for 6.1b
Evaluation for 6.1b
Materials provide opportunities for students to explore cross-curricular connections within and across the various fine art disciplines and between fine arts and core academic subjects (e.g., literacy, math, social studies, science) as applicable.
1 out of 1 points
In the Teacher Edition, the “Teach Through Inquiry” component supports these connections by offering instructional guidance throughout each lesson. Each unit also includes a STEAM lesson with opportunities for students to explore links to science, technology, engineering, and math through structured activities such as “Engage”; “Read the Text”; “Look, Think, and Respond”; “Investigate Further”; and “Next Steps” components, as well as Process Journal activities.
6.2 Historical and Cultural Context
6.2a
Materials include guidance for teachers to provide explicit (direct) instruction on relevant discipline-specific historical and cultural context in alignment with the course TEKS.
Materials include guidance for teachers to provide explicit (direct) instruction on relevant discipline-specific historical and cultural context in alignment with the course TEKS.
1 out of 1 points
Evaluation for 6.2a
Evaluation for 6.2a
Materials include guidance for teachers to provide explicit (direct) instruction on relevant discipline-specific historical and cultural context in alignment with the course TEKS.
1 out of 1 points
In lesson 3.1 of the Teacher Edition, the materials provide guidance for teaching historical and cultural context through an exploration of individual and group identity. In the “Explore the Images” section, educators lead students in identifying elements that reflect the artist’s Japanese heritage and those that may represent influences from the United States, helping students analyze how blended cultural imagery conveys new ideas. The guidance also encourages educators to connect the discussion to students’ own diverse ancestral, cultural, and community influences, supporting explicit instruction in discipline-specific historical and cultural context.
6.2b
Materials provide opportunities for students to explore a variety of discipline-specific artistic works and traditions (e.g., variety of historical and contemporary artistic works, artistic traditions from diverse cultures).
Materials provide opportunities for students to explore a variety of discipline-specific artistic works and traditions (e.g., variety of historical and contemporary artistic works, artistic traditions from diverse cultures).
1 out of 1 points
Evaluation for 6.2b
Evaluation for 6.2b
Materials provide opportunities for students to explore a variety of discipline-specific artistic works and traditions (e.g., variety of historical and contemporary artistic works, artistic traditions from diverse cultures).
1 out of 1 points
In the Teacher Edition, lesson 6.1, “Lessons from the Past,” the “Inquire Further: Responding” activity provides students with an opportunity to explore artistic traditions connected to their own visual culture. Educators guide students to select everyday items such as food wrappers, game pieces, or clothing and arrange them around avatars or pictures of themselves to create a self-portrait. By drawing or photographing this composition, students engage with contemporary artistic practices that connect personal identity to cultural traditions.
6.2c
Materials include activities and tasks that require students to demonstrate understanding of relevant discipline-specific historical and cultural context in alignment with the course TEKS.
Materials include activities and tasks that require students to demonstrate understanding of relevant discipline-specific historical and cultural context in alignment with the course TEKS.
1 out of 1 points
Evaluation for 6.2c
Evaluation for 6.2c
Materials include activities and tasks that require students to demonstrate understanding of relevant discipline-specific historical and cultural context in alignment with the course TEKS.
1 out of 1 points
In the Teacher Edition, lesson 8.2, “Beauty Through Decoration,” the “Inquire Further: Connecting” activity requires students to demonstrate understanding of historical and cultural context through a research-based task. Educators provide background on how fabric designs express cultural heritage and then guide students to investigate patterns and textiles from cultures such as Indigenous Andean groups, Mexico, Japan, West Africa, Southeast Asia, and Scotland. By gathering information and comparing these traditions, students apply contextual knowledge to deepen their understanding of how cultural identity is communicated through decorative arts.