Explorations in Art, Grade K Texas Edition

Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.

In Explorations in Art, Grade K, the scope and sequence identifies and outlines the course TEKS and provides a correlation chart to support educators’ understanding of when to use them. The scope and sequence organizes foundational art themes and concepts that emphasize the elements of art and principles of design. Furthermore, the Teacher Edition guides educators through planning concepts such as exploring crayons, markers, tearing techniques, three-dimensional art, and creating shapes. The scope and sequence identifies when each concept is taught and references materials associated with instruction.

The Teacher Edition includes a yearlong scope and sequence organized into 10 units that build skills throughout the year through student investigations. The unit 1 “Opener” in the Teacher Edition provides the rationale for unit order, explaining how concepts connect. For example, lesson 1 introduces materials as “all around,” and students begin observing and collecting. The next lesson introduces crayons as a material, and students experiment with applying pressure. The following lesson introduces lines, and students create a variety of lines with markers. Each successive lesson builds upon prior learned concepts in the scope and sequence, and the scope and sequence consistently references spiraled TEKS so educators know where they are addressed throughout the units.

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).

In the Teacher Edition, the “Unit 2 Planning Guide” includes a detailed course-level pacing guide or calendar which supports educators’ understanding of the number of instructional days, class periods, and time needed to cover all instructional units. For example, the “Unit 3 Planning Guide” offers two instructional paths for a traditional school year: one for schools in which art lessons occur multiple times per week, and the other for schools offering art lessons once per week. Each contains a calendar showing which lessons, activities, and assessments can pair on a day of instruction, and an overview indicating the number of days needed to teach each unit.

Additionally, the scope and sequence provides suggested pacing for rotational schedules for individual and multiple classes per lesson from 45–60 minutes. Each unit provides a pacing guide with lesson topics and recommendations for the time required per day or week to cover lessons and an estimated number of total days for the unit as a whole. For example, in lesson 4.1, “Explore as a Group,” the pacing calendar suggests that a full-year schedule in which students complete extension activities should be paced for three or four class periods. A daily semester class will require two periods, and a weekly class will require one period.

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.

The philosophy and structure of the Explorations in Art, Grade K program provides a rationale for the sequencing of units and emphasizes how concepts build and connect across the course. The curriculum is structured to offer flexibility and choice, allowing educators to select from a range of suggested activities and projects based on specific student needs, available time, scheduling, materials, and instructional context. Within this framework, educators draw on their professional judgment; relationships with students, colleagues, and families; and their own areas of expertise and interests to guide instructional decisions. Educators support students in discovering multiple possibilities within artistic media, developing respect for their own work, the work of peers, and diverse artistic traditions and cultures.

For example, the unit 1 “Opener” provides a rationale for unit sequencing and illustrates how concepts connect throughout the course. Unit 1 introduces students to foundational habits of mind and approaches to learning in the visual arts, encouraging them to think and work as artists through active engagement with a variety of studio materials, tools, and processes. Educators facilitate exploratory learning experiences in which educators and students collaborate in discovery, making the classroom a studio-based laboratory for experimentation, observation, and shared meaning-making. Through guided practice, students develop essential skills such as tool use, material care, sensory and physical engagement, skill refinement, and expressive language to describe their work and ideas. These experiences support the development of a collaborative learning community in which students are emerging researchers and thinkers. Overall, the curriculum integrates artistic exploration with broader developmental growth, establishing connections that extend beyond the art studio and support holistic learning across contexts.

Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.

In unit 1, the “Explore Tearing” lesson provides a four-part protocol to help educators internalize unit plans. During the “Prepare” portion, educators internalize the lesson by thoroughly understanding the unit’s key ideas, skills, vocabulary, and overall structure. In the “Teach” stage, educators receive step-by-step guidance on how to lead students through engaging, exploring, and creating activities, including variations, extensions, and teaching tips. The studio portion encourages meaningful creative expression tied to the lesson. Finally, the “Assessment” stage enables educators to evaluate student learning effectively via a rubric aligned to the key features of the instructional program.

Additionally, in the unit 1 lesson “Explore Scissors: Cut Many Shapes,” educators use the lesson-internalization protocol to understand and prepare for instruction. The Teacher Edition guides educators to begin the lesson by introducing its objective and breaking down the lesson’s knowledge, vocabulary, and skills. The “Teach” section shows educators how to support student engagement through guided practice, how to help students explore and complete their work, and how to develop criteria for success during student practice. In the "Create" component of the Teach section of the Teacher Edition lesson, educators identify independent-practice tasks and determine the formative assessment for the lesson. Throughout the lesson, the materials prompt educators to internalize embedded differentiation supports so instruction meets the needs of all students.

Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.

“Setting the Tone: Notes on Teaching” introduces the Teacher Edition, providing resources and implementation guidance for instructional leaders to support educators. This section covers establishing classroom guidelines, building enthusiasm, demonstrating and giving instructions, learning student names, helping students improve their work, using the power of story and music to set the tone, sharing and displaying student work, supporting students who finish early, cleanup procedures, classroom management, family communication, and assessment. Instructional leaders and coaches find support to strengthen educators’ skills in managing materials; increasing student engagement; communicating instruction; differentiating instruction; assessing students; and communicating with families so educators can implement the course effectively.

Additionally, the section “Visual Literacy” in the “Teacher Edition Handbook” outlines techniques for teaching visual literacy in the program. The Handbook section of the Teacher Edition also provides guidance for “Getting Organized” and “Supplies and Materials.”

Lastly, the Davis Digital website provides instructional guidance to ensure that educators have the support needed to deliver the lessons and learning experiences outlined in the program. For example, the “Help” tab contains videos that provide a general overview of the materials and a “Quick Start” guide. There are also implementation videos for elementary, middle school, and high school grade levels, including videos for online art instruction and portfolio support.

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.

The “Unit 1 Planning Guide” provides a comprehensive unit overview to support educators’ knowledge throughout the lessons. The guide’s introduction, “Looking at and Talking About Art,” offers a detailed explanation of the elements of art and principles of design to build conceptual understanding and background knowledge, and the student exploration activities and lessons are organized in charts with key concepts, artworks, studio media, vocabulary, and cross-curricular connections. Each unit introduction provides educator background information in the “Teach” section, including the unit theme and background. This guide supports educators by building their content knowledge to use throughout the unit, supporting instruction.

Additionally, the “Looking at and Talking About Art” feature includes the section “Using the Language of Art,” which provides educators with question stems to support the analysis of Vincent van Gogh’s artwork The Starry Night, combining background knowledge and discipline-specific vocabulary. Each unit plan and lesson includes vocabulary, and glossaries in Teacher and Student Editions define academic language in English and Spanish.

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.

The instructional materials include “Family Tips” that provide support for families in English and Spanish. These include student expectations for the unit, what students will learn, what they will do, vocabulary words, and 10 extension ideas that parents can use to support the progress of their student. Unit 3 includes the suggestion “Encourage your child to name different facial features. What feelings can they express using their facial features? As you read children’s books, ask your child to describe the feelings that are expressed in the pictures.”

Students and family members can access the “Enable Translation” button on the top toolbar of the landing page of the student eBook. This feature can translate contents of the page and texts into several languages, including Spanish. Through this application, students and adults have complete access to all instructional tools.

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).

Each lesson in the Teacher Edition includes comprehensive, structured, and detailed lesson plans that support educators in meeting content standards aligned with the TEKS. Every lesson includes lesson objectives and identifies the TEKS correlations. The “Prepare” section of each lesson includes the daily objectives and states the materials needed for that lesson.

Furthermore, lesson plans include various tasks, questions, and instructional assessments that are aligned with the daily objectives and the TEKS. The lesson objectives and the TEKS provide alignment for the questions, discussions, learning tasks, and assessments. In the “Teach” section of Lesson 1.1, educators help students sort stones by characteristics, asking, “How would you describe the way she has organized her collection of stones?” Learning tasks in the “Create” section guide student engagement, with questions such as “How could you sort these materials?”

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.

Individual unit plans highlight materials needed for lesson delivery in a user-friendly chart for the educator and student. For example, lesson 1.7 identifies construction paper, glue sticks, scissors, and pencils or sticks as student-centered materials needed to create a paper sculpture. Following the materials list in the Teacher Edition is the “Set-Up” section, which provides guidance on the organization and display of materials. Additionally, the Davis Digital website houses a database of 20,000 high-quality art images searchable by lesson, artwork, medium, or element, which can be tagged for future retrieval. Educators create their own slide presentations, which they can share across multiple student platforms for digital or asynchronous learning.

Additionally, “Unit Planning Guides” provide suggestions for total lesson completion time. The scope and sequence also offers pacing suggestions based on particular schedules. Lastly, the daily lesson plans break lesson completion time into suggested minutes for each lesson component, ensuring that lessons are taught in their entirety within the class period.

Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).

Guidance for extended practice supports student development in art beyond the classroom. In lesson 3.2, a sidebar section titled “Variations and Extensions” offers extensions such as drawing faces, working with puppets, and creating characters modeled on children’s lives.

Additionally, lesson 3.2 offers educator guidance for extension activities in STEAM science and engineering.

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.

“Teach” sections incorporate diagnostic assessments in the form of oral discussions on unit concepts. In lesson 1.7, “Explore Three Dimensions: Construct with Paper Strips,” the diagnostic assessment is a preteaching exercise in which educators solicit student ideas for making a three-dimensional paper object.

Additionally, lesson 1.7 contains formative assessments that vary by task. For example, students create original paper sculptures that meet studio evaluation criteria, and educators evaluate artwork using a four-point proficiency scale. Following their studio exploration, students engage in formative discussion as educators ask about techniques to create dimension using sheets of paper. This formative question directly addresses the previous diagnostic question about paper that can “stand up,” so educators know if students need reteaching or more emphasis on vocabulary development.

Lastly, all Grade K lessons, unit assessments, discussions, and student artworks are evaluated with the four-point proficiency scale. These two assessment options vary in task within the same lesson and support instruction and student learning outcomes, and the same rubric evaluates students on a lesson and unit level.

Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.

The section “Strategies for Assessment” in the Teacher Edition defines the types of assessments and the intended purposes of the different types. Diagnostics occur before instruction in “Engage” sections to identify current understanding; formations occur during instruction; and summative assessments occur at lesson or unit close. Grade K guidance includes an “Interpreting and Reporting Progress: Assessment” section.

Furthermore, assessments in areas of art critique measure content knowledge and studio explorations to evaluate developing skills. Students practice a four-step “Art Criticism” routine and engage in critique that educators evaluate. Each lesson includes an “Assessment” section that provides a four-point proficiency scale to support the performance evaluation of student understanding and completed artwork.

Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.

“Evaluation Art Criteria” provides educator guidance to ensure objective administration and scoring. Because each performance level is objectively described, the rubric serves as a guide for evaluating student work consistently to determine precise levels of achievement for each student, reduce subjectivity in scoring, and provide information about student progress.

Assessment during “Explore” in the student book and in the “Create” Teacher Edition emphasizes interpreting and reporting student progress while maintaining space for risk-taking, exploration, and discoveries as essential components of the creative process. The rubric allows educators to value and celebrate diverse artistic approaches, recognizing that students arrive at solutions in different ways and that each child’s work ability varies with development. As an assessment guide, the Teacher Edition suggests preparing class lists in advance to efficiently record scores, comments, and anecdotal notes. Capturing student language, quotes, and behaviors helps assess student performance levels and supports conferencing and reporting progress.

Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.

The assessment rubric provides performance descriptors that guide educator decision-making and support consistent evaluation of student learning. Throughout the course, the instructional materials include diagnostic, formative, and summative assessment opportunities aligned to the TEKS and objectives. The Grade K TEKS center on concepts such as observation and perception, elements of art, creating artworks, arranging components, expressing ideas, and compiling collections, which support lessons in this course. All assessments in the Grade K text engage the student in active, hands-on skills development or oral discussion, both of which are supported by the TEKS.

For example, the TEKS and lesson objectives in unit 1, lesson 1 are aligned. The TEKS require students to arrange art materials, and the lesson objectives require students to notice and describe characteristics such as color, shape, texture, and size. The “Teach” portion of the lesson tells students they should take time to look and explore with their senses. The studio activity involves “[thinking] of a beautiful way to display” resources. Students use the formal elements of art to discuss their materials.

Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.

The unit 2 “Engage,” “Explore,” “Create” sequence incorporates TEKS-aligned instructional assessments that occur at varying levels of complexity throughout the lessons and units. During “Engage,” students respond to visual stimuli and answer guided questions about insects. In the “Explore” phase, students demonstrate use of tools such as fine-line markers and “thinking pens.” In the “Create” phase, students apply knowledge and choice by producing scientific drawings or invented insects, which demonstrates increasing levels of detail, creativity, and skill. Across both parts of the “Create” section, students employ crayon techniques and experimental processes.

Additionally, these unit 2 lessons integrate TEKS-aligned instructional assessments, which allow for ongoing evaluation of student learning at varying levels of complexity. In the first phase, educator questioning and student discussion engages students’ recall and knowledge of lesson and unit concepts, including vocabulary. As students create in the next phase, assessment becomes performance-based. The introduction of detail work increases complexity of the performance task. Students refine their work by adding features and demonstrating increased control, precision, and conceptual understanding. Students evaluate their own artworks and engage in reflection. These varied assessments ensure alignment with the TEKS across multiple cognitive and skills-based levels.

Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.

All assessment in Grade K is rubric-based. As the only scoring tool, the rubric’s text guides educators to assess and interpret art, affording each Grade K artist maximum success while aligning work to grade-level student expectations.

For example, the “Interpreting and Reporting Progress” section of the Teacher Edition provides guidance for evaluating student performance through recorded observations, student comments, and the use of a consistent 0–4 assessment scale. A score of 4 indicates that the student has successfully met all lesson objectives and produced work that reflects their highest level of achievement. A score of 3 indicates that the student has demonstrated proficiency in most lesson objectives. A score of 2 reflects partial understanding, with evidence that the student experienced difficulty mastering some concepts or skills. A score of 1 indicates limited understanding and incomplete work, demonstrating that the student did not successfully grasp the key concepts. If a student is absent and therefore unable to complete the assessment, they receive a score of 0. These descriptions guide educators toward clear performance judgments.

Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.

Each lesson includes “Teaching Tips” on the right-hand sidebar, which provide guidance for responding to student performance based on differences in students’ development, interpretations of subject matter, and status as emergent bilingual (EB) students, among other factors. For example, unit 2, lesson 2 includes support for diverse students by recognizing that students work at different speeds and demonstrate varying levels of control and skill development. Educators remind students to include key elements in their artwork, while understanding that accuracy develops over time, through practice. To reinforce learning, the lesson includes a song that helps students remember insect body parts through repetition and movement. EB students are also supported with insect images, vocabulary practice, and labeled illustrations to strengthen language development and content understanding.

“Engage,” “Explore,” and “Create” components provide guidance for using lesson tasks and activities to clarify concepts and reinforce artistic techniques. For example, in unit 5, lesson 4, “Explore,” students practice printmaking techniques such as dipping, pressing, lifting, and repeating, while creating simple line patterns in response to formative data. The instructional material includes visual examples of patterns and technique demonstrations that encourage students to work from left to right and top to bottom while creating patterns, reinforcing skills that support motor skill development. Using these variations allows the educator to correct or help students based on prior performance or formative assessments.

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.

The materials’ “Documenting and Display” framework provides guidance for monitoring student progress through the collection of student work samples, recorded student comments and documentation of work processes. Educators document student learning through observations, student quotes, photographs, and displays. Recording students’ words provides valuable insight into their thinking, understanding, and learning processes, while photographs capture works in progress, artistic growth, and collaboration. These forms of documentation serve as authentic assessment evidence and help educators better understand student progress and growth. Displaying student artwork alongside photographs, quotes, key vocabulary, lesson objectives, and the TEKS communicates learning and growth to families.

Additionally, the portfolio process supports student self-assessment and reflection by providing a collection of artwork that documents growth over time. As students regularly select pieces to add to their portfolios, they have opportunities to review earlier work, compare it to more recent creations, and recognize improvements in skills, techniques, creativity, and understanding of artistic concepts. Educators guide students in discussing what they have learned, what they are doing well, and what they would like to improve in future projects. When paired with lesson criteria, exemplars, or discussions of common challenges and mistakes, portfolios document growth for educators and students.

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.

Unit 1, lesson 7 provides educator guidance for differentiated instruction, which includes the “Variations and Extensions” section and “Teaching Tips” to support students who have not yet demonstrated proficiency with lesson concepts and skills. Educators receive guidance and strategies for small-group collaboration, additional modeling, experimentation, and guided practice that reinforce learning through multiple approaches. The lesson includes support for EB students, vocabulary development, and documentation of student learning, and enables educators to adjust instruction based on individual student needs and readiness levels.


The instructional materials further support differentiated instruction in unit 6, lesson 2 by providing “Variations and Extensions” and “Teaching Tips” that offer additional opportunities for practice and reinforcement. Educators receive guidance for using examples, templates, vocabulary supports, home-to-school connections, and activities for early finishers to strengthen student understanding of artistic concepts and processes. For example, radial designs commonly appear in young students’ drawings. Showing visual radial designs that occur in art and nature often encourages students to create. Using a template helps students understand radial design and makes it easier for them to begin creating their own artwork. These supports provide multiple pathways for engagement and help educators respond to students who have not yet reached proficiency.

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).

Unit 5, lesson 4 includes embedded vocabulary supports that help students develop understanding of unfamiliar academic and discipline-specific language through the “Engage,” “Explore,” and “Create” components. Educators introduce and reinforce art-related vocabulary such as pattern, placement, repeat, line, and shape through discussion, visual examples, and guided practice. Students apply vocabulary during exploration activities and demonstrate understanding while creating artwork, allowing educators to reinforce concepts throughout instruction.


In unit 9, lesson 1, educator-guided instruction related to the color wheel and color relationships supports vocabulary development. During the “Teach” component, educators use prompts, visuals, and discussion to introduce new vocabulary and build background knowledge before students engage with the content. Consistent preteaching support helps students develop familiarity with discipline-specific language while strengthening understanding of artistic concepts.

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.

Materials include educator guidance for differentiating instruction through enrichment and extension activities in the unit 5 lesson “See Lines in Letters.” Educator guidance inserted throughout lessons differentiates art performance tasks for students demonstrating proficiency. For example, educators encourage students to create letters from their name in upper- and lowercase on colored paper. Guidance in the lesson plan extends student learning by incorporating another technique for printing letters.

Additionally, unit 8, lesson 1 includes enrichment and extension activities that help students build their drawing skills. Educators encourage students who show proficiency to expand their animal drawings by trying new techniques, making larger compositions, and exploring different ways of drawing. Extension ideas include using black crayons or painting on large or mural paper, experimenting with earth-toned crayons, and focusing on animals from different regions or a single animal such as an elephant. Students may practice observational drawing by sketching a live pet in class, continuing to draw animals at home, or using a circular scribble technique to capture an animal’s movement and form.

Evaluation for 3.1d
Materials include teacher guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.

The materials provide SDI supports in unit 2, lesson 2, for which educator guidance emphasizes multiple approaches to learning. Instructional supports highlight the importance of acknowledging individual differences in pacing and motor control, reinforcing that variation in student work is expected and appropriate. Guidance encourages educators to allow open-ended interpretations of insect design while prompting students to notice and include basic insect parts, understanding that conceptual and structural accuracy develop over time. Multisensory learning strategies, such as an insect song set to the tune of “Head, Shoulders, Knees, and Toes,” help students remember key vocabulary such as head, thorax, and abdomen in an engaging and memorable way.

Additionally, in unit 1, lesson 7, educator guidance includes structured variations, extensions, and scaffolding. Instruction emphasizes collaborative exploration as students work together on paper sculptures. The lesson further supports skill development through intentional pacing, such as delaying glue use to encourage experimentation. Materials highlight the importance of repeated practice with techniques such as folding, spacing, rolling, and connecting. Overall, the guidance reinforces discovery, creativity, and play as essential components of learning while students build confidence in constructing and understanding three-dimensional forms, meeting the needs of students who receive SDI.

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.

The instructional materials equip educators with direct prompts and step‑by‑step guidance to model and explain concepts. Unit 4, lesson 4.4 includes explicit educator prompts and direct modeling guidance to teach sculptural concepts and techniques. The lesson begins with guided discussion questions that activate prior knowledge about figurative sculptures and introduces relief sculpture through clear explanations and visual observation of artwork. Educators guide and model body-awareness activities, demonstrating and providing step-by-step instructions for essential clay-handling techniques such as flattening slabs, rolling balls, and coiling; as well as construction techniques such as joining pieces and adding details.

Additionally, unit 5, lesson 5.4 includes educator prompts and guidance to support modeling and explanation of key concepts. Educators define patterns, connect it to real-world and cultural examples, and guide students in identifying repeated lines and shapes within artwork. Educators model printing techniques step-by-step, including the process of creating, extending, and correcting patterns using guiding questions. During “Create,” educators explain multiple ways to vary patterns, such as changing line number, position, direction, and spacing, and provide reminders for organizing patterns.

Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.

Unit 6, lesson 6.3 provides educator guidance and recommendations to support effective instruction through modeling, discussion, and hands-on demonstration of key concepts for making paper cut-outs. The lesson introduces Henri Matisse and his use of cut paper, encouraging students to observe and describe shapes while distinguishing between straight-edged and curvy-edged forms. Guided questions prompt use of descriptive language and visual analysis, helping students notice how shapes are formed and arranged. Educators model additional cutting techniques, including making long cuts, snipping for texture, and creating curves by turning the scissors or the paper, ensuring students understand proper tool use and foundational skills for composition and design.

The instructional materials also equip educators with direct prompts and step‑by‑step guidance in unit 8. Lesson 8.1 includes recommendations to support effective instruction through multiple modeling strategies and structured approaches for drawing animals. The lesson engages students in discussion about historical imagery, including cave paintings at Lascaux. The educator models three drawing strategies—the Shape Approach, Contour Approach, and Detail and Texture Approach—to support student understanding of how to observe and represent animals in different ways.

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.

Materials support multiple types of instructional practice and include educator guidance and recommended structures. For example, unit 4, lesson 4.1 emphasizes whole-group instruction through educator-led demonstrations, questioning, and guided discussion. The educator engages the entire class by manipulating a lump of clay, introducing and reinforcing the vocabulary term clay, and facilitating discussion about clay artworks. The educator models specific techniques for shaping and constructing forms while students observe and respond to questions, ensuring a shared learning experience. This whole-group approach provides students with examples, guided practice, and opportunities to build foundational knowledge before transitioning to collaborative or independent exploration with the material.

Furthermore, unit 4, lesson 4.1 materials support independent practice by providing students with opportunities to apply learned skills and techniques. The educator models in a whole-group setting, and children share with partners or table group about discoveries they’ve made about the clay. Students independently create their own objects using the processes they have observed and practiced. This gradual release of responsibility ensures variety of practice opportunities and learning structures.

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.

Unit 1, lesson 1.2 includes educator guidance on providing linguistic accommodations for various levels of language proficiency. As the lesson begins, the educator introduces the new concept to EB students by holding up the crayons, which helps reinforce the lesson topic and focus their attention on what the educator is demonstrating. The educator then points to the vocabulary terms crayon, side, and blend in the student text to support the acquisition of language and skills. For continued guidance, the educator uses the illustrations to encourage student discussion and demonstrate techniques.

The unit 8 lesson plan on drawing animals includes embedded differentiation supports to assist EB students throughout instruction. Teaching tips support EB students as they engage with new content and vocabulary. For example, educators encourage students to read, listen to, and verbalize key terms such as outline, detail, and texture, helping them connect academic language to visual examples. The educator reinforces and scaffolds student use of these terms during drawing activities, offering support as students describe their artistic choices and apply vocabulary while creating their animal drawings.

Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.

In unit 4, lesson 4.1, implementation guidance supports educators in addressing the language needs of EB students during instruction. The “Teach” section guides students in exploring clay and discussing how clay can be manipulated into different forms. In the “Teaching Tips” section, educators learn to reinforce descriptive vocabulary by having EB students listen to, repeat, and use words such as squeeze, poke, pull, and push while working with clay. These supports help educators build vocabulary development and language comprehension while students participate in hands-on art experiences.

Additionally, unit 5, lesson 5.3 materials include implementation guidance to support educators in effectively using the curriculum within state-approved bilingual or ESL programs. This guidance helps educators support EB students through intentional language and literacy connections in art-making activities. The “Teach” section provides direction for engaging students in conversations about printmaking, exploring lines in letters, letter recognition, and strategies for forming and printing letters, reinforcing the relationship between visual art and early literacy skills. In addition, “Teaching Tips” offers further support by guiding educators to extend student learning after hands-on exploration, encouraging students to print their names and experiment with creating two- or three-letter words. These materials help ensure that instruction is accessible, scaffolded, and aligned with bilingual or ESL instructional practices that support language development and artistic understanding.

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.

Unit 2, lesson 2.2 includes embedded support for EB students by providing opportunities to develop academic and discipline-specific vocabulary through oral language and visual connections. In the “Teaching Tips” section, educators guide students in identifying and naming different insects, helping build background knowledge and strengthen vocabulary development through discussion. Students then apply this language by drawing insects, labeling their work, and reading the labels from their journals with the educator. These activities support comprehension, reinforce vocabulary through multiple modalities, and encourage oral discourse that helps EB students make connections between spoken and written language.

Additionally, in unit 6, lesson 6.4, embedded supports for EB students include instruction and repeated exposure to academic and discipline-specific vocabulary, which develops background knowledge and comprehension. In the “Teaching Tips” section, educators guide students in using and discussing key art terms such as vertical, horizontal, symmetrical, radial, realistic, spiral, and diagonal, which incorporates cross-linguistic connections as four of these are perfect cognates and three are near-perfect cognates. Educators connect the vocabulary to visual examples and illustrations from the lesson. These supports build comprehension, strengthen students’ understanding of art concepts, and provide opportunities for EB students to develop and apply new language through discussion and meaningful connections between words and images.

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.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

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.

The unit 1, lesson 1.3 materials provide explicit instruction in artistic literacy that aligns to the TEKS through the introduction of the vocabulary word lines. The lesson includes educator guidance for explaining and modeling how lines communicate information, supported by artwork examples that help students identify, describe, and discuss types of lines. Through guided questioning, observation, and discussion, students build understanding of the concept before applying it in their own work.

A further example of artistic literacy development appears in unit 6, lesson 6.2. The lesson supports educators in engaging students in discussions about radial designs and symmetry through educator modeling, guided questioning, and explanations of key vocabulary. Students make connections between symmetry in artworks and examples found in natural and human-made worlds. The lesson provides structured opportunities for guided and independent practice as students create their own radial designs using templates and experiment with lines and shapes. Throughout the lesson, the materials support educators with questions to monitor understanding, demonstrations to model artistic processes, and evaluation criteria to provide targeted feedback and support student learning.

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.

Unit 3, lesson 3.3 explicitly connects new discipline-specific artistic literacy to prior learning across lessons and units within the course. For example, in the “Teach Through Inquiry” section, the educator engages students in revisiting their assemblage faces and discussing emerging personalities and characters. Guidance directs educators to ask students about their previous lesson on collage faces and how they will create clothing for their character. Lesson plans provide guidance for educators to review concepts from previous lessons through the unit including using crayons, creating crayon techniques, tearing paper to arrange shapes, arranging cut paper, building faces, and making crayon rubbings before students apply skills in their own artworks.

Additionally, unit 4, lesson 4.2 guides educators in helping students recall clay explorations from the previous lesson while reinforcing their understanding of texture through connections to the texture rubbings completed in unit 3. During the “Teach” section, students explore ways to create texture in clay using various hand and finger techniques, building on previously learned concepts through hands-on practice. The lesson provides structured guidance and activities that support students in reviewing, applying, and extending their understanding of texture as they develop their artistic skills.

Evaluation for 4.1c
Materials consistently provide opportunities for students to develop and use discipline-specific artistic literacy vocabulary.

In unit 1, lesson 1.10, educators enable students to apply discipline-specific vocabulary through instruction, exploration, creation, and reflection. The lesson lists the 11 vocabulary words light, dark, wet, dry, value, dots, dabs, lines, pigment, transparent, and serendipity. During the “Introduce the Studio” and “Explore the Images” sections, educators engage students in discussions using the vocabulary words and the color-related concepts as elements of art. Students identify and discuss details in artworks using these words, then discuss techniques and strategies such as “waking up” the pigment and “tickling” the color, along with dots and dabs of paint. As students create their own designs, they learn that the serendipity of watercolor is that it is a medium full of surprises. The materials reinforce vocabulary development by encouraging students to apply vocabulary words while creating their own watercolors and reflecting on their work.

Additionally, unit 5, lesson 5.2 activities help students develop artistic literacy through explicit introduction, modeling, and reinforcement of vocabulary. During the “Engage” and “Explore” sections, educators introduce students to shape-related vocabulary through direct instruction and guided discussions as they observe, identify, and describe geometric shapes. The lesson provides opportunities for students to deepen their understanding by exploring and analyzing shapes within compositions and applying this vocabulary while creating their own shape-based artwork. Educator modeling and guided practice helps students connect vocabulary to artistic concepts and processes. The lesson concludes with an activity in which they create additional shape compositions, which reinforces their understanding and provides evidence of their ability to apply the vocabulary and discuss concepts learned throughout the lesson.

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.

Unit 1, lesson 1.5 requires students to demonstrate understanding of discipline-specific learning aligned to the TEKS through the use of vocabulary and hands-on activities. In the “Engage” and “Explore” sections, the educator introduces a story connected to the lesson, models the process of tearing paper against the grain, and provides opportunities for students to practice and explore the technique. Throughout the lesson, students create, reflect on, and review the concepts of tearing and arranging paper while discussing their artistic choices. Students demonstrate their understanding by tearing paper against the grain to create large and small shapes after observing the educator’s modeling. The summative assessment requires students to explain how they tore and arranged their shapes, demonstrating their understanding using their developing artistic literacy and skills.

Additionally, in unit 9, lesson 9.2, students demonstrate understanding of discipline-specific learning aligned to the TEKS. During the “Engage” and “Explore” sections, students examine artworks connected to the lesson, participate in educator-led questioning, observe demonstrations, and practice mixing colors with white to create tints. The lesson provides structured opportunities for students to create, reflect on, and review their understanding of tinting colors while reinforcing key vocabulary. Students demonstrate their understanding by selecting colors, mixing a variety of tints, and sharing their results following educator modeling. The summative assessment requires students to explain how they selected their subject matter and mixed tints to create additional color values, demonstrating their understanding and application of discipline-specific artistic concepts and vocabulary.

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.

Unit 1, lesson 1.4 includes guidance for educators to provide direct instruction in discipline-specific, TEKS-aligned artistic skills. The lesson introduces new artistic concepts and skills through definitions, sequenced modeling, and educator prompts that guide students in exploring stripes and direction using vertical, horizontal, and diagonal lines. Students engage in guided practice as they explore images, identify colors, patterns, and stripes, and learn proper techniques for using oil pastels through educator demonstration. The lesson supports hands-on exploration by encouraging students to experiment with coloring and blending on a padded surface. Educator guidance includes assessment criteria and a checklist to monitor student understanding, evaluate artistic skill development, and provide specific, targeted feedback to support student growth throughout the lesson.

Additionally, unit 8, lesson 8.1 includes educator guidance to introduce the skill of drawing animals through facilitated discussions, guided exploration of images, and sequenced modeling. Educator prompts and demonstrations help students understand how artists approach drawing animals through three drawing strategies. Students explore, create, reflect, revise, and refine their drawings after observing educator modeling. Throughout the lesson, materials support educators with the TEKS correlations for each lesson, lesson guidance, questioning strategies, and assessment tools to evaluate student work and provide specific, targeted feedback to support artistic growth.

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.

In unit 5, lesson 5.3 materials explicitly connect new discipline-specific artistic skills to prior learning across lessons and units within the course. The lesson builds on previous experiences with letters, placement, and spatial awareness as students explore line printing. Educators engage students in discussions about printed letters as images, helping them connect familiar concepts to new artistic learning. Through educator modeling and guided exploration, students learn how prior knowledge of letters applies to new strategies and approaches for creating artwork. The “Create” section further supports students in making connections between previously learned skills and new artistic concepts by encouraging the use of multiple strategies; horizontal, vertical, diagonal, and curved lines; and a variety of tools in printing.

Unit 6, lesson 6.3 provides educator guidance for helping students revisit and apply their understanding of shapes from units 1, 2, and 5, including positive and negative shapes and use of shapes in previous art projects. Through demonstration prompts, students identify, explain, and make connections between prior learning and the new concept of arranging a composition. The materials support educators in modeling how students can build these skills by experimenting with different shape arrangements and combining shapes to create original compositions. Materials encourage students to reflect on how they can apply knowledge and skills from earlier lessons to add details and create more complex shape-based artworks.

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.

In unit 1, lesson 1.1, students develop discipline-specific artistic skills through exhibiting artistic works at developmentally appropriate levels. During the lesson, students use visual references, guided demonstrations, and drawing tools to explore natural materials and learn the fundamentals of creating a stone arrangement. Students demonstrate their understanding by selecting, sorting, and arranging stones, then exhibiting and describing their completed arrangements. The lesson further supports artistic skill development by providing opportunities for students to share and discuss their work with the class, identify and explain discoveries about their stones, and recognize the unique qualities of natural materials.

Additionally, throughout unit 3, lesson 3.1, students use guided demonstrations and drawing tools to learn how to notice, display, and organize found materials. Students demonstrate learning by experimenting with different ways to categorize and arrange materials, using elements of art and design principles to describe and explain their arrangements, and practicing the reuse of found objects. The lesson supports skill development as students brainstorm categories for sorting objects, collect materials based on selected categories, share and reflect on their collections with classmates, and create displays that highlight the unique qualities of the objects.

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.

Unit 5, lesson 5.4 offers opportunities for students to strengthen drawing and pattern-making skills through a scaffolded sequence of instruction that gradually increases in rigor and complexity. In this lesson, the educator guides students through printmaking and pattern exploration activities that develop observational skills. Students identify and demonstrate simple line patterns, then progress to creating independent thumbnail sketches that show patterns of lines shifting in direction and position using a variety of materials to improve accuracy and control.

Additionally, in unit 10, lesson 10.2, students refine discipline-specific artistic skills through sequenced activities across lessons and units. The lesson provides scaffolding to support the gradual development of drawing skills with increasing complexity. In “Create,” each strand follows a studio process that guides students in refining artistic techniques through practice. The educator leads instruction in seeing shapes to develop students’ observational skills and understanding how to paint and represent houses by identifying and describing key architectural features. Students progress toward more independent work, making thumbnail sketches using basic shapes to design fanciful and realistic houses, strengthening accuracy and compositional awareness.

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.

Unit 6, lesson 6.3 requires students to demonstrate mastery of artistic skills through exhibiting and presenting artistic works at developmentally appropriate levels. In “Create,” students conclude the lesson with an exhibition of their final compositions, identifying and distinguishing different types of shapes, understanding and applying various paper-cutting methods, and making well-considered decisions about how to arrange their compositions. Students reflect on and describe how they used color, shape, and cut-paper techniques to create a cohesive cut-paper composition. These “Share and Reflect” opportunities provide students with structured experiences to demonstrate mastery of discipline-specific artistic skills through presentation and discussion of their work.

In unit 8, lesson 8.2’s “Create,” students make and exhibit a diorama for an animal of their choice, using their imagination and memory to place their animal in a narrative setting. Students explore multiple ways to represent an animal and make intentional decisions about how to communicate a story through their compositions. Each student explains their composition, which encourages reflection on methods and choices. These steps in the “Share and Reflect” component provide activities that require students to demonstrate mastery through presentation and artistic communication.

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).

In unit 1, lesson 1.7, students explore a variety of discipline-specific art forms. In the “Teach” section, students construct forms using paper strips to transition from two-dimensional to three-dimensional work and use techniques such as arches, folds, springs, and curls to create a paper sculpture. Throughout unit 1, students engage with multiple media, including stones, crayons, markers, oil pastels, cut and torn paper, scissors, paintbrushes, and watercolor. Students create a stone arrangement, a crayon blend, a paper sculpture, marker line work, and a shape collage. Educator guidance describes techniques and properties of each medium within lessons, enabling students to experiment with drawing media, collage, construction, painting media, found materials, clay, printmaking, design, and sewing.

In unit 4, lesson 4.4 “Sculpt in Relief: Clay People Plaques,” students learn to create a self-portrait in clay, identify the difference between freestanding and relief sculpture, and demonstrate techniques such as rolling balls, coils, and slabs to construct a relief sculpture. The lesson includes options for completing the project using additional media such as paint, watercolor, tempera, and glaze. Educator guidance explains the characteristics and techniques associated with each medium across lessons, supporting students in working with and comparing different art forms.

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).

“Allow Time for Children to Share” illustrates how the curriculum approach invites and encourages students to share artworks, stating, “Listen to what children say about their work and invite them to talk about how they began or the story their work tells.” Further, educator guidance notes that engaging in the presentation of artworks gives students “a chance to use their art terms as they share their work and ideas,” which supports retention of their knowledge and skills. The “Document and Display” section provides the philosophical rationale of presentation, and guidance materials include support for all students to maintain a portfolio as the foundation for their presentations throughout the course.

Unit 3, lesson 3.5 provides opportunities for students to create, adapt, and extend discipline-specific artistic work for presentation. Students discuss the continued development of characters they have drawn, describing their emerging personalities and brainstorming what additional details will add to personality as suggested in the text, such as “earrings, pockets, a watch, jewelry, a belt, glasses, shoelaces, bows, and career accessories: a briefcase, safety goggles, a hammer, a construction hat, baseball, hockey stick.” The lesson offers extensions such as depicting a character from a story, using natural materials, or collaborating on mural characters. Educator guidance supports adding this piece to student portfolios, which are shared with peers throughout the course.

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.

Students begin unit 1’s lesson on working with natural materials by sharing the characteristics they observed in stones as they sorted them and explaining how they chose to sort them. Students then decide how to arrange their stones to communicate the unique qualities of each material. They work independently, with a partner, or in small groups to create an arrangement, develop a title for their work, and consider how it will be displayed as part of a museum-style exhibition. The lesson concludes with opportunities for students to share reflections about their artwork, discuss the use of natural materials for artistic expression, collaborate with peers, practice studio cleanup procedures, and begin building portfolios to document their artistic work. Students demonstrate agency and decision-making throughout the lesson.

In unit 3, lesson 3.5, students develop and refine their own character artwork by reflecting on their character’s personality and story before adding details and accessories that support their ideas. Students then draw their completed characters using black fine-line markers, applying previously learned drawing strategies, including the “thinking pen” to plan placement and proportion, and positioning the head near the top of the page. Throughout the lesson, students select various strategies, design options, and art media to develop their personal artistic vision. Students document their work in portfolios and make choices about which artworks to include, supporting reflection and ownership of their artistic development.

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.

The introductory lesson, “Looking at and Talking about Art,” provides educator guidance to deliver direct instruction in interpreting, evaluating, and responding to discipline-specific works of art in alignment with the course TEKS, setting the stage for art criticism throughout the course. Building on the foundation of the elements of art and design principles, the materials provide a structured sequence for discussing and analyzing artworks. Materials guide students to apply their understanding of compositional elements as they create their own versions of van Gogh’s The Starry Night. The materials provide educator guidance for facilitating discussions that encourage students to use academic art vocabulary to describe observations, explain interpretations, and respond to artworks using evidence from what they see, supporting the level of rigor outlined in the course TEKS. Additionally, the program provides a handout containing a variety of lines to guide students in their new practice of looking at art, which they use when observing others’ artworks.

In unit 1, lesson 1.2 includes guidance for educators to provide students explicit instruction in interpreting, evaluating, and responding to discipline-specific artistic works by examining the use of crayons and blended colors. The materials introduce and define discipline-specific vocabulary related to crayon techniques and provide a sequence of instructional prompts that guide students in observing, identifying, and discussing blending techniques in artworks in alignment with the course TEKS. The lesson also includes guidance for engaging students in discussions about the colors and techniques they observe, using academic art vocabulary to support their interpretations and responses to the artwork.

Evaluation for 5.1b
Materials emphasize the use of discipline-specific vocabulary in interpreting, evaluating, and responding to artistic works.

“Looking at and Talking about Art” also provides guidance for educators to introduce and reinforce discipline-specific vocabulary used to interpret, evaluate, and respond to works of art. The lesson includes explicit instruction on the elements of art: line, shape, space, color, texture, value, and form; and the principles of design: unity, variety, contrast, emphasis, repetition, pattern, rhythm, movement, balance, and proportion, in the section “Using the Language of Art.” During artwork discussions, the educator models the use of discipline-specific vocabulary to describe and analyze a composition. For example, the lesson states, “As a follow-up to this lesson, have children choose one art element, such as line, shape, or color, to create their own drawings inspired by The Starry Night.”

Additionally, unit 1, lesson 1.6 offers guidance for educators to introduce discipline-specific vocabulary used in interpreting, evaluating, and responding to artworks. The lesson provides explicit direction for teaching art vocabulary such as shapes, overlapping, scissors, and cutting, and proper hand positioning for cutting. During artwork discussion, the guidance instructs the educator to model the use of these terms when describing and analyzing artworks, including prompting such as, “Explain that Henri Matisse made many artworks from pieces of cut paper. Ask children to point out and describe shapes they see.” The materials provide definitions of key vocabulary and outline a structured sequence for using the terms in observation and discussion of artworks.

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.

Unit 1, lesson 1.4 provides opportunities for students to interpret, evaluate, and respond to discipline-specific artworks through structured observation and discussion tasks that increase in rigor across lessons and units. Following the critical-response protocol, students examine artworks by beginning with “What do you notice?”, “What materials did the artists use to make these designs?”, and “Why do you think these quilts were made?” These prompts support students in identifying visual details, recognizing materials used in the artworks, and considering possible purposes of the designs. This lesson builds on prior learning in which educators review crayon hand holds from lesson 1.2. Students then create their own stripe drawings using oil pastels, applying observed techniques and concepts from the artworks.

Additionally, the “Program Structure” section in the educator’s materials acknowledges that “Lessons build sequentially throughout the year to develop children’s skills with a variety of expressive media,” which is evident in unit 8, lesson 8.2, in which students examine artworks and discuss how artists create a sense of distance using foreground, background, and horizon line. Students use appropriate vocabulary to describe what they observe and identify how these spatial concepts apply. As the unit progresses, art-making concepts and subject matter become more complex, allowing students to recall and apply previously learned skills and vocabulary when interpreting artworks, which is supported by educator guidance that states, “Lessons within a unit are arranged to deepen skills and concepts over the course of a unit.”

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.

Unit 1, lesson 1.2 includes educator guidance in giving feedback on discipline-specific artistic works. The lesson provides simple evaluation criteria, including use of color, crayon techniques, creativity, and neatness, and outlines a step-by-step process for introducing and modeling a variety of crayon techniques. Students begin by discussing crayons and observing artworks, then explore different ways to hold a crayon and create a range of marks before applying these techniques in their own artwork. During the collaborative creation and reflection process, students discuss the different marks, handholds, and techniques from the reference chart; explain how the elements of art relate to their work; and consider how these techniques affect their images. After modeling, the educator facilitates a guided discussion in which students identify how changing the direction of coloring creates different types of lines, how repeated lines create texture, how shapes are formed, and how colors can be blended using the side and tip of the crayon. Throughout the activity, the educator observes student work, asks guiding questions such as “What would you like to try next with crayons?”, and provides feedback as students practice.

Additionally, In unit 10, lesson 10.3, the materials guide educators to provide explicit instruction in receiving feedback on discipline-specific artistic works from other students. The lesson provides criteria for discussing student work, including the use of overlapping geometric shapes, creativity, and neatness, and outlines a step-by-step process for introducing paper sculpture. Students begin by discussing buildings, observing artworks to identify geometric shapes, exploring techniques for cutting and overlapping shapes, and then assembling their own building compositions. During the “Share and Reflect” portion of the lesson, the educator facilitates discussion about students’ compositions by highlighting features of the artwork, inviting peer comments, and asking students to share stories about their compositions and how they relate to their own lives, providing opportunities for students to receive feedback.

Evaluation for 5.2b
Materials provide opportunities for students to give feedback on discipline-specific artistic works created by other students.

In unit 1, lesson 1.1, students give feedback on discipline-specific artistic works created by their peers. In the “Create” section, the educator guide models a step-by-step process in which students reflect on and share characteristics they noticed in their stone arrangements, explain how they chose to sort the stones, describe their arrangements, and discuss how they would display them. Materials direct educators to encourage students to think of the classroom displays as a museum exhibition, allowing classmates to observe one another’s arrangements, discuss details they notice, and exchange feedback about the displayed works. Throughout the activity, students engage in structured conversations about the artworks, including their own, while the educator observes discussions and provides guidance and feedback as needed.

Unit 10, lesson 10.1 also provides opportunities for students to give feedback on discipline-specific artistic works created by their peers. In the “Share and Reflect” section, the educator models a step-by-step process for facilitating peer discussion after students draw a building with an outdoor scene based on their study of architecture. The educator guides students in observing a peer’s artwork and identifying the strategy the artist may have used to begin the drawing, such as starting with the main large shapes, a detail, or the overall outline. Students discuss why the artist may have chosen that approach and identify aspects of the artwork that are effective based on their observations. Throughout the discussion, the educator observes student conversations, listens to responses, and provides feedback and guidance as students reflect on, discuss, and respond to their peers’ architectural drawings.

Evaluation for 5.2c
Materials provide opportunities for students to receive feedback on their discipline-specific artistic works from teachers and other students.

Unit 1, lesson 1.4 provides opportunities for students to receive feedback on their discipline-specific artistic work from the educator. The lesson guides a step-by-step process for educators to observe students, engage in discussion, and provide feedback throughout the lesson, including the beginning, “Explore,” and “Create” phases. During the “Explore” section, educators give verbal feedback on specific skills such as using oil pastels, blending, and drawing different types of lines and textures. Materials embed feedback prompts throughout the lesson to support students in understanding how to complete the activity and apply techniques used in oil pastel experimentation. While students work on their drawings, educators provide targeted feedback, such as directing students to move their arm in the direction of the stroke when blending colors. This process supports ongoing observation and instructional feedback as students engage in creating their artwork.

Additionally, the unit 10, lesson 10.2 materials provide structured opportunities for students to receive feedback on their discipline-specific artwork from peers. The guide models a step-by-step process for educators to facilitate student discussion, reflection, and feedback throughout the lesson. During the “Create” section, students participate in a gallery walk in which they observe classmates’ shape house drawings, describe what they see, and respond to guided prompts about details they notice in others’ work. This activity supports students in comparing different approaches to the same assignment and discussing aesthetic choices as a class. An accompanying assessment rubric is used to guide discussion and establish criteria for feedback, ensuring that conversations remain focused on artistic skills and support revision of student work.

Evaluation for 5.2d
Materials include guidance for teachers to provide feedback to students to refine their discipline-specific artistic works.

Unit 6, lesson 6.3 includes guidance for educators to provide feedback that supports students in refining their discipline-specific artistic work throughout the creative process. Using The Lagoon by Henri Matisse as a model, educators guide students in analyzing how shapes are arranged by discussing relationships and variety of shapes, use of color, and negative space. As students create their cut-paper compositions, educators reinforce criteria for composition such as placing larger shapes first, arranging shapes to touch edges and other shapes, overlapping shapes, considering positive and negative space, and incorporating all shapes into the design. Educators provide ongoing feedback by prompting students to observe how colors interact and by modeling compositional strategies before students finalize their arrangements. The lesson concludes with a “Share and Reflect” discussion in which students describe aspects of their compositions, supporting reflection on their artistic choices and process.

In unit 8, lesson 8.3, the materials provide guidance for educators to support students in refining their discipline-specific artistic work throughout the sculpting process. Educators prompt students to consider what their animal is doing, such as standing, sitting, scratching, running, pointing, or sleeping, and facilitate discussion of possible poses. Students explore how the clay may suggest an animal or position. Educators model and address solutions to structural challenges as they arise. As students develop their sculptures, educators provide feedback that includes encouraging them to smooth forms, view their work from multiple angles, and strengthen unstable areas. During the “Share and Reflect” portion of the lesson, students describe what their animals are doing, and educators prompt them to identify and add finishing details to complete their work.

Evaluation for 5.2e
Materials provide opportunities for students to engage in self-reflection or self-evaluation to refine their discipline-specific artistic works.

Students evaluate and refine their artworks in unit 3, lesson 3.5, “Reflect on Characters: Add Details and Draw.” In “Explore,” students choose accessories to add to their character and consider how these details contribute to the character’s identity and narrative. Students explore, arrange, and test various combinations of objects before making final artistic decisions, reviewing techniques for attaching small items. In the “Create” section, students add accessories and details to their characters, then apply prior knowledge and artistic processes to draw the completed character using fine-line markers. Students focus on planning, size, placement, and sequencing as they evaluate and revise their artworks.

Additionally, In unit 8, lesson 8.2, students engage in reflection and self-evaluation to refine their discipline-specific artistic work. During the creation process, students make aesthetic decisions such as whether to work horizontally or vertically and are guided to establish a working process by first drawing an animal, then allowing the narrative to develop by adding details. In the “Share and Reflect” section, students describe the stories represented in their drawings and identify additional details or colors to enhance their visual compositions. Educators support reflection by revisiting animal habitats from a previously read book and drawing attention to how color is used in the environment. Students then apply this understanding as they review crayon techniques, including covering large areas with the side of a crayon and blending multiple colors to enhance and revise their artwork.

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.

Materials include guidance for educators to give direct instruction on cross-curricular connections within and across the fine arts disciplines and core subjects. In unit 5, lesson 5.3, the educator guidance provides explicit instruction to connect visual arts with literacy by modeling how letters are constructed using straight, diagonal, and curved lines. The lesson directs educators to build on students’ prior learning about lines and apply that knowledge to letter formation by examining printed letters and street signs before students practice creating letters using a progression of line types.

Furthermore, unit 10, lesson 10.1 guides educators to provide explicit instruction on cross-curricular connections among visual art, language arts, and mathematics by having students identify and draw geometric shapes, lines, and spatial relationships found in architecture, while introducing vocabulary related to architecture and architects to support language development. Students analyze the structural features of buildings and apply observational and technical strategies to create detailed drawings.

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.

In unit 3, lesson 3.4, “Fashion Design: Design Shirts, Skirts, and Pants,” students explore cross-curricular connections within and across the fine arts disciplines and between fine arts and core academic subjects. The lesson connects students’ previously created assemblage faces to a new fashion design activity, integrating prior learning about texture through paper rubbings while introducing techniques for creating and layering clothing. Students apply the Grade K mathematical concept of sequence as they design clothing for the characters they previously created, reinforcing connections among visual arts, creative storytelling, and design processes.

Additionally, in unit 6, lesson 6.1, “Think About Placement: Design Wrapping Paper,” students explore cross-curricular connections within and across the various fine arts disciplines and between fine arts and core academic subjects. During “Engage,” students observe everyday classroom objects and recognize that artists and designers create functional objects, contextualizing visual arts within real-world environments. Students also examine wrapping paper to identify repeated lines and shapes, then design repeat patterns with educator guidance to support the mathematical concept of equal-distance spacing in marks, patterns, and sequences.

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.

The unit 1, lesson 1.4 materials include educator guidance to provide direct instruction on relevant discipline-specific historical and cultural context in alignment with the course TEKS. Specifically, the lesson introduces the history and cultural significance of quilts created by the women of Gee’s Bend, explaining how quilts were made out of necessity in the 1920s. Students examine quilt images, discuss materials, purposes, colors, and designs, and connect the artworks to the artists and their historical context. Educator guidance includes questions and explanations that address how history, culture, and available materials influenced artistic choices.

Additionally, in unit 8, lesson 8.1, educators provide explicit instruction on relevant discipline-specific historical and cultural context in alignment with the course TEKS. The lesson introduces students to the Lascaux cave paintings and guides students in observing animal characteristics, exploring drawing techniques, and creating their own animal drawings. The “About the Artwork” sidebar provides historical and cultural background about the artwork, supporting connections among artistic features, early human expression, and social studies concepts.

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).

In unit 1, lesson 1.2, students explore a variety of discipline-specific artistic works and traditions through observations, discussions, and hands-on activities. For example, students examine the artwork of Beverly Buchanan to identify colors, techniques, subject matter, and the messages communicated through artwork. Students connect art concepts to social studies through discussions of the artist’s historical context and the ideas represented in her work. Students learn that Buchanan was an African American artist from Macon, Georgia, whose works depict rural Southern African American architecture, history, and rituals.

Additionally, in unit 7, lesson 7.2, students examine Otomi embroidery, a tradition practiced by Indigenous people of central Mexico, and observe the use of stitching techniques, yarn colors, patterns, and subject matter. The lesson incorporates cross-curricular connections to social studies by introducing the cultural and historical context of Otomi embroidery while students practice stitching techniques, plan designs, and create their own embroidered artwork using learned skills and concepts.

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.

Unit 1, lesson 1.1 includes activities and tasks that require students to demonstrate understanding of relevant discipline-specific historical and cultural context in alignment with the course TEKS. In “Engage,” students examine Stonehenge as an example of early post-and-beam construction, learn about its historical time frame, and discuss students’ speculations as to its intended purpose. Through educator-guided questioning, observations, and discussions, students make connections among art, history, and social studies by exploring the purpose and significance of historical structures to those who created them.

Additionally, unit 10, lesson 10.2 includes activities and tasks that require students to demonstrate understanding of relevant historical and cultural context aligned to the course TEKS. Students examine the subject of houses, using an 1848 image of the White House and educator-guided questions to identify shapes, parts, and details while discussing the building’s purpose and significance. The lesson incorporates cross-curricular connections to social studies by engaging students in conversations about the role of the White House within its historical and cultural context, enabling students to connect artistic representations with the people, places, and events they represent.