Program Information
- ISBN
- 9798886951318
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 517.6 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 374.55 KB)
Exploring Visual Design Texas Edition (Art I)
Grade 9
IMRA 2026
Publisher: Davis Publications, Inc.
Copyright: 2027
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 9 | 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 is located in the table of contents of the Teacher Edition and contains the TEKS in row 7 and course concepts in row 2.
The scope and sequence in the Teacher Edition also includes a framework for the chapters, concepts, and TEKS. Under each “Chapter at a Glance” section in the Student Edition, students see essential questions, contents, what they will learn, and learning objectives, all presented in bullet points that outline the chapter’s scope and sequence. The chapter includes key terms in English and Spanish, as well as an artist introduction.
Evaluation for 1.1b
The scope and sequence includes suggested pacing to support effective implementation across schedules with individual and multiple 20–90-minute classes per lesson. The scope and sequence also 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 in each chapter outlines the pacing by estimating the number of 45-minute classes each “Studio Experience” will take.
The “Chapter Organizer” at the beginning of each chapter in the Teacher Edition includes suggested pacing times for each lesson, given in class periods and minutes, that can be applied to various schedules and calendars.
Evaluation for 1.1c
“Content and Structure” in the Teacher Edition explains how the concepts to be learned connect throughout the course. “About Exploring Visual Design” outlines features, including chapter organizers, openers, and introductions; content lessons; “Looking at Art;” “Studio Experience;” “Career Profiles;” and “Chapter Reviews.” “Elements of Art and Principles of Design” in “About Exploring Visual Design” outlines the rationale for chapter topics and the order of content within the chapter structure.
Additionally, “Chapter Structure and Flexibility” in the Teacher Edition provides a rationale for the chapter order, explains how the concepts to be learned connect throughout the program, offers schedules and pacing guidance, and details the types of content and lessons included in the chapter structure.
Evaluation for 1.1d
The Teacher Edition includes the chapter theme, essential questions, lesson topics, suggested pacing, objectives, artworks, studio topics, vocabulary, and protocols for lesson internalization, as found in the “Chapter Organizers.”
Additionally, lesson plans include explicit instructions for engaging students with the content; corresponding pages in the Teacher and Student Editions; steps for analyzing and discussing fine art and student artwork examples aligned with success criteria; steps in the art-making process; assessment guidance; and closing activities of student-written artist’s statements. Plans include “Reflect,” “Present,” and differentiation options for choice-based work and deeper dives for gifted and talented (GT) students.
Evaluation for 1.1e
The materials include professional development resources in the Teacher Edition, which present articles on assessment strategies, portfolios and displays, classroom safety, and support for emergent bilingual (EB) students.
Additionally, the Davis Digital website provides resources and guidance for instructional leaders. For example, the “Help” tab includes support videos such as a general overview of the materials, a “Quick Start” guide, and implementation videos for elementary, middle school, and high school. The website also provides videos on teaching art online and portfolio support. These resources provide instructional guidance and ensure educators have the support needed to deliver the lessons and learning experiences outlined in the program.
Evaluation for 1.2a
“Chapter Organizers” at the beginning of each chapter include background content knowledge related to the essential question, objectives, strands, and chapter resources. The Student Edition lists academic and discipline-specific vocabulary, or “Key Terms,” in English and Spanish in the “Chapter at a Glance” inset. Additionally, “Chapter Reviews” at the end of every chapter provide questions that ask students to recall, understand, apply, analyze, and evaluate. This process requires students to understand and apply the terms.
The “Chapter at a Glance” at the beginning of each chapter in the Student Edition includes the essential question, chapter contents, learning objectives, and key terms in English and Spanish. The Teacher Edition point-of-use supports include key term definitions, background knowledge, suggestions for introducing the essential question, and related downloadable resources from the print Teacher’s Resource Binder and the digital “Teacher Resource Package.” “About Exploring Design” in the Teacher Edition also contains a “Davis Digital” section outlining the digital platform, where educators can access lesson planning and presentation tools, collaborate with colleagues, and share important information with family members and administrators. This approach allows administrators to oversee unified, grade-level alignment, promoting support for all educators.
Evaluation for 1.2b
“Family Tips” sheets in English and Spanish for each chapter in the program include background information, the chapter theme, key concepts, studio topics, vocabulary terms, and family involvement ideas to help children learn more about the chapter theme. These materials are available to families as downloadable PDFs and customizable Word documents.
Additionally, families and students can use the “Enable Translation” tool on the Davis Digital website to translate selected text into several languages, including Spanish.
Evaluation for 1.3a
The Teacher Edition includes “Studio Experience” lesson plans, along with pacing, objectives, materials and supplies, setup, classroom management, choice center, digital option, and differentiated instruction guidance. “Teach Through Inquiry” includes sections with “Engagement,” “Exploring the Images,” and “Studio Experience” questions and tasks. Assessment tools at the lesson conclusion include questions and tasks. The Student Edition provides students with the lesson objectives and key terms within the text narrative. Each lesson features multiple examples of artwork from art history to illustrate key terms, accompanied by analytical questions for each one. Throughout the “Studio Experiences,” students receive guiding questions and prompts in the “Before You Begin,” “Create,” “Reflect,” “Present,” and “Digital Option” sections.
Additionally, downloadable lesson plan PDFs include pacing suggestions, essential questions, objectives, materials, TEKS and ELPS correlations, and links to program content. They also include “Teach Through Inquiry” questions and tasks, “Choice Center” options, interdisciplinary connections, differentiated instruction supports, studio rubric assessment strategies, and closing questions to assess student learning.
Evaluation for 1.3b
The “Art Materials” section of the Teacher Edition contains the complete list of materials and supplies for the course. “Studio Experience” lesson plans in the Teacher Edition include “Prepare” sections that provide suggested times, the number of classes for each lesson component, and materials and supplies, plus options. The “Planning Guide” for each chapter also includes pacing guides. Downloadable lesson plans also include pacing with the number of periods and the suggested number of classes for each lesson component, a materials and supplies list, and resources.
The Student Edition provides the lesson objective, key terms, “For Your Art Journal” exercises, and “Studio Investigation” activities. Each lesson offers multiple examples of artworks from art history to illustrate key terms, accompanied by analytical questions for each example. Before students reach the larger “Studio Experience,” they complete smaller exercises and answer questions embedded directly in the content narratives.
Evaluation for 1.3c
The Teacher Edition provides guidance for “Choice Center” activities that challenge students to reinforce and extend lesson content; “Inquiry” to reflect on ideas in art and art-making; and “Digital Options” for extending lessons with digital components.
Additionally, “Chapter Topic Lessons” provide extended practice through interdisciplinary connections, design extensions, and inquiry activities that help students connect art to other subject areas, experiment with related media and processes, and research art-making, history, culture, and concepts.
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
The scope and sequence in the Teacher Edition also includes a framework for the chapters, concepts, and TEKS. Under each “Chapter at a Glance” section in the Student Edition, students see essential questions, contents, what they will learn, and learning objectives, all presented in bullet points that outline the chapter’s scope and sequence. The chapter includes key terms in English and Spanish, as well as an artist introduction.
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
The “Chapter Organizer” at the beginning of each chapter in the Teacher Edition includes suggested pacing times for each lesson, given in class periods and minutes, that can be applied to various 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
Additionally, “Chapter Structure and Flexibility” in the Teacher Edition provides a rationale for the chapter order, explains how the concepts to be learned connect throughout the program, offers schedules and pacing guidance, and details the types of content and lessons included in the chapter structure.
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
Additionally, lesson plans include explicit instructions for engaging students with the content; corresponding pages in the Teacher and Student Editions; steps for analyzing and discussing fine art and student artwork examples aligned with success criteria; steps in the art-making process; assessment guidance; and closing activities of student-written artist’s statements. Plans include “Reflect,” “Present,” and differentiation options for choice-based work and deeper dives for gifted and talented (GT) 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
Additionally, the Davis Digital website provides resources and guidance for instructional leaders. For example, the “Help” tab includes support videos such as a general overview of the materials, a “Quick Start” guide, and implementation videos for elementary, middle school, and high school. The website also provides videos on teaching art online and portfolio support. These resources provide instructional guidance and ensure educators have the support needed to deliver the lessons and learning experiences outlined in the program.
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
The “Chapter at a Glance” at the beginning of each chapter in the Student Edition includes the essential question, chapter contents, learning objectives, and key terms in English and Spanish. The Teacher Edition point-of-use supports include key term definitions, background knowledge, suggestions for introducing the essential question, and related downloadable resources from the print Teacher’s Resource Binder and the digital “Teacher Resource Package.” “About Exploring Design” in the Teacher Edition also contains a “Davis Digital” section outlining the digital platform, where educators can access lesson planning and presentation tools, collaborate with colleagues, and share important information with family members and administrators. This approach allows administrators to oversee unified, grade-level alignment, promoting support for all educators.
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
Additionally, families and students can use the “Enable Translation” tool on the Davis Digital website to translate selected text into several languages, including Spanish.
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
Additionally, downloadable lesson plan PDFs include pacing suggestions, essential questions, objectives, materials, TEKS and ELPS correlations, and links to program content. They also include “Teach Through Inquiry” questions and tasks, “Choice Center” options, interdisciplinary connections, differentiated instruction supports, studio rubric assessment strategies, and closing questions to assess student learning.
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
The Student Edition provides the lesson objective, key terms, “For Your Art Journal” exercises, and “Studio Investigation” activities. Each lesson offers multiple examples of artworks from art history to illustrate key terms, accompanied by analytical questions for each example. Before students reach the larger “Studio Experience,” they complete smaller exercises and answer questions embedded directly in the content narratives.
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
Additionally, “Chapter Topic Lessons” provide extended practice through interdisciplinary connections, design extensions, and inquiry activities that help students connect art to other subject areas, experiment with related media and processes, and research art-making, history, culture, and concepts.
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
Lessons include initial “Pre-Assess” content for diagnostic assessment, along with “Engage” and “Exploring the Images.” For example, in chapter 4, lesson 4.2, “The Properties of Color,” educators ask students questions about the colors in a particular work of art, such as “Where do you see primary colors?” and “Where are the secondary colors?” Because engagement questions provide educators with a clear understanding of students’ current performance and comprehension, they are considered diagnostic.
The lessons include a variety of formative assessments. In “Exploring the Images,” the skills demonstration assesses students through discussion, and in “For Your Art Journal,” students are assessed through art making. The “Assess” section of lesson 4.2 concludes by asking students to examine chapter images and compare and contrast how the artists used the qualities of color.
Lastly, summative assessments use a variety of tasks. As a closing activity, educators ask students to use their color wheels to match colors in their classrooms. Students are evaluated on multiple levels through questions such as “Can you find primary, secondary and intermediate colors?” and “Are there more hues, shades, or tints?” Furthermore, the student text directs students to conduct a series of color experiments, such as mixing primary colors to create secondary colors, then mixing a range of values by adding white to create tints and black to create shades.
Evaluation for 2.1b
The Teacher Guide describes various assessments and their purposes, such as the daily “Assess and Close”; “Looking at Art” compare-and-contrast; “Studio Experience” rubrics; and “Chapter Reviews.”
Culminating “Chapter Reviews” include summative assessments with questions, tasks, and skill demonstrations in the review questions (“Recall,” “Understand,” “Apply,” “Analyze,” “Evaluate”); “For Your Portfolio”; “For Your Sketchbook”; and “Writing About Art.” Educator guidance for using the review is provided at the point of use in the Teacher Edition.
Evaluation for 2.1c
“Chapter Reviews” include “Assess” content with guidance to ensure the consistent and accurate administration of instructional assessments in individual and whole-class “Evaluation Activities,” and provide answers to the review assessments in the Student Edition.
The Teacher Edition includes “Assessment Strategies” and educator reference material with definitions and intended purposes for the instructional assessments in the program.
Evaluation for 2.1d
Downloadable lesson plans include the TEKS correlations that align lesson objectives with assessments. “Engagement,” “Exploring the Image,” and “Discuss It” sections embed formative assessments, while “Studio Experience” and “Assess: Evaluation” include summative assessments. The lesson plan PDFs also include a “Studio Experience” rubric with formative and summative criteria aligned with the lesson objectives.
Additionally, the “Assess” section of “Studio Experience” includes assessments that directly align with the studio objectives and the provided rubric.
Evaluation for 2.1e
The “Teacher Resources” tab on the Davis Digital website provides editable, TEKS-aligned “Chapter Reviews” to help educators adjust the complexity levels to match students’ learning needs.
Furthermore, each “Chapter Review” includes instructional assessments at varying levels of complexity that align with the TEKS, including review questions and tasks (observation and perception, historical and cultural relevance, critical evaluation and response); “For Your Portfolio” (critical evaluation and response); “For Your Sketchbook” (observation and perception, creative expression); and “Writing about Art” (observation and perception, historical and cultural relevance, critical evaluation and response). The TEKS correlation documents, PDF lesson plans, and scope and sequence include all TEKS correlations.
Evaluation for 2.2a
The Student Edition “Studio Experience” rubric includes scoring criteria for “advanced,” “proficient,” “developing,” and “incomplete” levels to evaluate “Prepare,” “Create,” “Reflect,” “Evaluate,” “Present,” and “Work Process.” In addition to the rubric’s guidance for interpreting student performance, “Assess” content provides assessment guidance aligned with the rubric and objectives.
For example, “Prepare” in lesson 6.5, “Studio Experience,” specifies that students who meet the “advanced” level criteria “[Review] all aspects of form, real texture, proportion, scale, freestanding sculpture, and clay building techniques.” The “advanced” level for “Create” requires that a student “Plans all aspects of clay sculpture, including word or phrase, shape, use of texture, and combinations of clay building methods. Selects and uses appropriate tools and techniques to sculpt, construct, bisque fire, glaze or paint, and glaze fire hand-built ceramic sculptures.” Students who reach the “advanced” level for the combined “Reflect,” “Evaluate,” and “Present” activities “[Offer] insightful reflection on own work and process, identifying successful aspects and areas that need improvement; [share] ideas and [take] interest in others; [and eagerly participate] in class discussions and presentations.” The “advanced” level for “Work Process” is “Works independently in each class and remains on task at all times. Uses time management to complete the project on time.”
Evaluation for 2.2b
The “Chapter Review” content in the Teacher Edition provides guidance on using the “Chapter Review” tasks and activities in the “Assess” section’s “Evaluation and Review Answers” to determine student performance trends. “Reteach” offers suggestions for revisiting and reinforcing chapter concepts to address student performance trends identified in the “Chapter Review” assessments.
In lesson 4.6 “Patriotic Printmaking,” the “Evaluation” section guides educators to assess the student process before reaching the rubric, prompting students to reflect in their journals on their own work. After reviewing work and reading student artist statements, educators determine whether students intentionally gathered, created, and referenced their own ideas and images to create unique, meaningful symbols for printing. Educators then assess quality, including clean lines and neat printing. The image should provide sufficient contrast between figure and ground to be easily read. Students should also demonstrate good time management and work habits throughout the project.
Evaluation for 2.2c
The “Assess” section of the Teacher Edition provides guidance for evaluating student learning through reflection questions, class critiques, peer feedback, self-assessment, and review of the final artwork and creative process. Educators can also refer to rubrics, lesson plans, and student handouts to document progress.
“Assessment Strategies” in the Teacher Edition’s “Teacher Reference” section provides guidance on using portfolios to track student learning over time. Portfolios enable educators to review student development and help students reflect on their progress, growth, and art-making skills.
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. In “Exploring the Images,” the skills demonstration assesses students through discussion, and in “For Your Art Journal,” students are assessed through art making. The “Assess” section of lesson 4.2 concludes by asking students to examine chapter images and compare and contrast how the artists used the qualities of color.
Lastly, summative assessments use a variety of tasks. As a closing activity, educators ask students to use their color wheels to match colors in their classrooms. Students are evaluated on multiple levels through questions such as “Can you find primary, secondary and intermediate colors?” and “Are there more hues, shades, or tints?” Furthermore, the student text directs students to conduct a series of color experiments, such as mixing primary colors to create secondary colors, then mixing a range of values by adding white to create tints and black to create shades.
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
Culminating “Chapter Reviews” include summative assessments with questions, tasks, and skill demonstrations in the review questions (“Recall,” “Understand,” “Apply,” “Analyze,” “Evaluate”); “For Your Portfolio”; “For Your Sketchbook”; and “Writing About Art.” Educator guidance for using the review is provided at the point of use in the Teacher Edition.
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 Teacher Edition includes “Assessment Strategies” and educator reference material with definitions and intended purposes for the instructional assessments in the program.
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
Additionally, the “Assess” section of “Studio Experience” includes assessments that directly align with the studio objectives and the provided rubric.
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
Furthermore, each “Chapter Review” includes instructional assessments at varying levels of complexity that align with the TEKS, including review questions and tasks (observation and perception, historical and cultural relevance, critical evaluation and response); “For Your Portfolio” (critical evaluation and response); “For Your Sketchbook” (observation and perception, creative expression); and “Writing about Art” (observation and perception, historical and cultural relevance, critical evaluation and response). The TEKS correlation documents, PDF lesson plans, and scope and sequence include all TEKS correlations.
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
For example, “Prepare” in lesson 6.5, “Studio Experience,” specifies that students who meet the “advanced” level criteria “[Review] all aspects of form, real texture, proportion, scale, freestanding sculpture, and clay building techniques.” The “advanced” level for “Create” requires that a student “Plans all aspects of clay sculpture, including word or phrase, shape, use of texture, and combinations of clay building methods. Selects and uses appropriate tools and techniques to sculpt, construct, bisque fire, glaze or paint, and glaze fire hand-built ceramic sculptures.” Students who reach the “advanced” level for the combined “Reflect,” “Evaluate,” and “Present” activities “[Offer] insightful reflection on own work and process, identifying successful aspects and areas that need improvement; [share] ideas and [take] interest in others; [and eagerly participate] in class discussions and presentations.” The “advanced” level for “Work Process” is “Works independently in each class and remains on task at all times. Uses time management to complete the project on time.”
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 lesson 4.6 “Patriotic Printmaking,” the “Evaluation” section guides educators to assess the student process before reaching the rubric, prompting students to reflect in their journals on their own work. After reviewing work and reading student artist statements, educators determine whether students intentionally gathered, created, and referenced their own ideas and images to create unique, meaningful symbols for printing. Educators then assess quality, including clean lines and neat printing. The image should provide sufficient contrast between figure and ground to be easily read. Students should also demonstrate good time management and work habits throughout the project.
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
“Assessment Strategies” in the Teacher Edition’s “Teacher Reference” section provides guidance on using portfolios to track student learning over time. Portfolios enable educators to review student development and help students reflect on their progress, growth, and art-making skills.
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
“Teach” content in each Teacher Edition lesson scaffolds instruction by breaking it into manageable segments and guiding educators through “Engage,” “Exploring the Images,” “Studio Investigation,” “For Your Art Journal,” and “Discuss It” activities that align with the content and skills in the Student Edition. At the bottom of each lesson page, the “Differentiated Instruction” section provides targeted guidance for supporting students who have not yet reached proficiency in TEKS-aligned concepts and skills, offering clear strategies and instructional adjustments to ensure that all learners can access and engage with the material.
The materials also provide educators with guidance to support students who have not yet reached proficiency in the lesson’s content and skills. Each “Studio Experience” lesson includes scaffolded “Teach” content that breaks instruction into smaller, more manageable steps, including “Before You Begin,” “Exploring the Images,” “Engage,” and “Create.” These structures give educators consistent support for using activities and Student Edition content to reinforce TEKS-aligned learning. Additional features such as “Choice Center” and “Differentiated Instruction” offer further opportunities for guided, independent, and collaborative practice. These features help students strengthen their understanding and build proficiency with lesson concepts, ideation, and art-making processes.
Evaluation for 3.1b
Each chapter’s introduction and “Chapter Topic” lesson include definitions for all “Key Terms.” “Engage” in the Teacher Edition provides preteaching suggestions for unfamiliar vocabulary and textual references, and “Exploring the Images” includes embedded supports that help students make sense of academic and art-specific language as they engage with the lesson content.
The materials consistently support unfamiliar vocabulary and references throughout each chapter. In the Student Edition’s chapter introductions and “Chapter Topic” lessons, key terms appear in bold and are clearly defined for students.
Evaluation for 3.1c
Chapter 2, “Shape and Form,” in the Teacher Edition provides educator guidance on differentiated instruction, enrichment, and extension through features such as “Design Extensions,” “About the Artwork,” and “Differentiated Instruction” sections. For example, the “Design Extension” invites students to describe the shapes and forms they observe in the trees in figure 2‑3 and to develop a metaphor for one of those shapes or forms, such as imagining the trees as lace, sentinels, or squirrel apartment houses. Students then draw a tree as they see it in nature, write a metaphor for their tree, and create a second drawing that emphasizes the metaphor through intentional visual choices. These activities extend learning for students who have already demonstrated proficiency by encouraging deeper conceptual thinking and more advanced creative application.
The Teacher Edition also offers art history enrichment opportunities. For example, the “More About Mycenaean Civilization” section, which provides historical and cultural context beyond the core lesson, explains that the Bronze Age Mycenaean Greek civilization is believed to have taken advantage of the weakened Minoan culture after the volcanic eruption on the island of Thera. It also describes how Mycenaean artists adopted and transformed elements of Minoan ceramics. This additional content supports students who have already demonstrated proficiency by offering deeper insight into artistic influences, cultural exchange, and stylistic development.
Evaluation for 3.1d
Downloadable lesson plans include a “Differentiated Instruction” section that provides educator guidance. For example, the “Balance in Narrative Relief” lesson plan suggests using cookie cutters or plaster molds to quickly create basic clay shapes and adding cushioned pencil grips to carving tools to support students who need help holding narrow handles. These clear, tailored instructional adjustments increase accessibility and promote success in the art-making process.
Furthermore, “Differentiated Instruction” in the Teacher Edition provides modifications for students receiving supports and services through special education, including those with visual impairments. These notes guide adjustments to lesson activities and materials, enabling students with diverse learning needs to participate meaningfully in TEKS-aligned art instruction.
Evaluation for 3.2a
“Chapter Topic” lessons include “Teach” content that provides explicit prompts and guidance for “Engage,” “Exploring the Images,” “Discuss It,” “Digital Connection,” “Studio Investigation,” and “For Your Art Journal.” These prompts help the educator model and explain the concepts covered in the corresponding Student Edition lesson, ensuring that students receive clear, direct instruction as they learn new ideas and processes.
Additionally, the “Handbook” section of “Resources” provides detailed instructional support for modeling techniques and for explaining key concepts. For example, “Drawing Figures” covers body and facial proportions, as well as foreshortening, with step-by-step explanations and visual images to help educators demonstrate these skills effectively.
Evaluation for 3.2b
The Teacher Edition provides structured instructional steps that guide educators through the lesson components, including opportunities to introduce concepts, discuss images, ask questions, guide student thinking, and support hands-on art-making. Sections such as “Teach” and “Exploring the Images” help educators apply instructional approaches, including discussion, inquiry, visual analysis, demonstration, and studio-based learning.
Additionally, “Engage” offers explanations and introductions to art-making approaches and concepts. “Exploring the Images” provides inquiry-based instruction for investigating and discussing artworks. Lastly, “Studio Investigation” and “For Your Art Journal” support collaborative and individual hands-on art-making, helping students apply and deepen their understanding of lesson concepts.
Evaluation for 3.2c
The materials include guided, independent, and collaborative practice, along with clear educator guidance and recommended instructional structures. The lesson plans use varied formats throughout each activity. For example, in “Layered ‘Land Mark’ Diptych,” the educator reads a poem aloud while the whole group listens, draws images that represent the poem’s words, and then shares and discusses their interpretations. Later, “Exploring the Images” directs the educator to have students closely examine an artwork together, reading and discussing its caption. In the “Studio Support” section, students engage in hands-on practice by creating an oil pastel diptych that depicts a location on one side and symbols that communicate meaning on the other, reinforcing conceptual understanding and creative application.
“Chapter Topic” lessons also support multiple types of practice and instructional structures through guided educator prompts. “Engage” and “Exploring the Images” provide opportunities for guided whole-class and small-group investigations and discussions. “Studio Investigation” and “For Your Art Journal” offer individual and small-group opportunities for independent and collaborative practice, reflection, and evaluation. “Discuss It” supports independent, whole-class, and small-group investigations and discussions centered on the lesson topic.
Evaluation for 3.3a
Guidance to support EB students appears in the “Differentiated Instruction” sections of the Teacher Edition, where educators receive suggestions for helping students understand and use lesson vocabulary, discuss art concepts, and participate in art-making activities at various levels of language proficiency. The components’ design supports student engagement with increasingly academic and discipline-specific language, in alignment with the ELPS.
Additionally, “Differentiated Instruction” includes guidance on providing linguistic accommodations as EB students develop academic and discipline-specific language. These notes help educators adjust instruction so students can access lesson content and participate meaningfully in discussions and art-making tasks.
Evaluation for 3.3b
In the “Studio Experience” lessons, “Teach” provides step-by-step guidance for leading discussions, and additional supports appear at the bottom of Teacher Edition pages. The “Interdisciplinary Connections for Language Arts” sidebars offer opportunities to integrate reading and writing into art instruction. “Differentiated Instruction” sections provide guidance for supporting EB students as they build understanding of lesson content, vocabulary, and art-making processes, ensuring accessibility across varying levels of language proficiency.
“Studio Experience” lessons also include “Interdisciplinary Connections for Language Arts and Writing Process” opportunities to integrate reading and writing practices. The “Differentiated Instruction” section further supports educators by providing guidance on using the materials with EB students, ensuring that students developing academic and art-specific language can fully participate in the learning experience.
Evaluation for 3.3c
The “Engage,” “Exploring the Images,” and “Discuss It” sections of the Teacher Edition support the development of background knowledge and academic and discipline-specific vocabulary through discussions and readings connected to the Student Edition. 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. The “Differentiated Instruction” section provides additional guidance to help EB students better understand academic and discipline-specific vocabulary and make cross-linguistic connections. The “Inquiry” section further supports EB students by guiding research into art-making processes, history, culture, and concepts using appropriate academic and discipline-specific language.
Chapter introductions also guide educators in introducing key vocabulary before students begin the lesson, supporting EB students by strengthening academic and art-specific language, building background knowledge, developing comprehension, and enabling participation in oral and written discussion. The “Differentiated Instruction” notes reinforce vocabulary development by directing educators to say key terms aloud and write them on the board, helping students connect spoken and written forms. Additional activities, such as having students create four mask designs to represent the four types of balance and then describe their process, provide hands-on opportunities for students to demonstrate understanding and support vocabulary retention, comprehension, and oral language development as they explain their artistic choices.
Evaluation for 3.3d
This guidance does not apply 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
The materials also provide educators with guidance to support students who have not yet reached proficiency in the lesson’s content and skills. Each “Studio Experience” lesson includes scaffolded “Teach” content that breaks instruction into smaller, more manageable steps, including “Before You Begin,” “Exploring the Images,” “Engage,” and “Create.” These structures give educators consistent support for using activities and Student Edition content to reinforce TEKS-aligned learning. Additional features such as “Choice Center” and “Differentiated Instruction” offer further opportunities for guided, independent, and collaborative practice. These features help students strengthen their understanding and build proficiency with lesson concepts, ideation, and art-making processes.
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
The materials consistently support unfamiliar vocabulary and references throughout each chapter. In the Student Edition’s chapter introductions and “Chapter Topic” lessons, key terms appear in bold and are clearly defined for students.
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
The Teacher Edition also offers art history enrichment opportunities. For example, the “More About Mycenaean Civilization” section, which provides historical and cultural context beyond the core lesson, explains that the Bronze Age Mycenaean Greek civilization is believed to have taken advantage of the weakened Minoan culture after the volcanic eruption on the island of Thera. It also describes how Mycenaean artists adopted and transformed elements of Minoan ceramics. This additional content supports students who have already demonstrated proficiency by offering deeper insight into artistic influences, cultural exchange, and stylistic development.
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
Furthermore, “Differentiated Instruction” in the Teacher Edition provides modifications for students receiving supports and services through special education, including those with visual impairments. These notes guide adjustments to lesson activities and materials, enabling students with diverse learning needs to participate meaningfully in TEKS-aligned art instruction.
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
Additionally, the “Handbook” section of “Resources” provides detailed instructional support for modeling techniques and for explaining key concepts. For example, “Drawing Figures” covers body and facial proportions, as well as foreshortening, with step-by-step explanations and visual images to help educators demonstrate these skills effectively.
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
Additionally, “Engage” offers explanations and introductions to art-making approaches and concepts. “Exploring the Images” provides inquiry-based instruction for investigating and discussing artworks. Lastly, “Studio Investigation” and “For Your Art Journal” support collaborative and individual hands-on art-making, helping students apply and deepen their understanding of lesson concepts.
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
“Chapter Topic” lessons also support multiple types of practice and instructional structures through guided educator prompts. “Engage” and “Exploring the Images” provide opportunities for guided whole-class and small-group investigations and discussions. “Studio Investigation” and “For Your Art Journal” offer individual and small-group opportunities for independent and collaborative practice, reflection, and evaluation. “Discuss It” supports independent, whole-class, and small-group investigations and discussions centered on the lesson topic.
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
Additionally, “Differentiated Instruction” includes guidance on providing linguistic accommodations as EB students develop academic and discipline-specific language. These notes help educators adjust instruction so students can access lesson content and participate meaningfully in discussions and art-making tasks.
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
“Studio Experience” lessons also include “Interdisciplinary Connections for Language Arts and Writing Process” opportunities to integrate reading and writing practices. The “Differentiated Instruction” section further supports educators by providing guidance on using the materials with EB students, ensuring that students developing academic and art-specific language can fully participate in the learning experience.
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
Chapter introductions also guide educators in introducing key vocabulary before students begin the lesson, supporting EB students by strengthening academic and art-specific language, building background knowledge, developing comprehension, and enabling participation in oral and written discussion. The “Differentiated Instruction” notes reinforce vocabulary development by directing educators to say key terms aloud and write them on the board, helping students connect spoken and written forms. Additional activities, such as having students create four mask designs to represent the four types of balance and then describe their process, provide hands-on opportunities for students to demonstrate understanding and support vocabulary retention, comprehension, and oral language development as they explain their artistic choices.
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% (14 out of 14 points)
Evaluation for 4.1a
Lesson “Teach” sections in the Teacher Edition provide guidance for delivering explicit instruction in discipline-specific artistic literacy. This guidance appears in “Chapter Topic” and “Looking at Art” lessons through components such as “Engage,” “Exploring the Images,” and “Discuss It,” supporting educators in introducing concepts and directing students to use artistic vocabulary when responding to artworks. “Exploring Ideas” sections extend this support by offering explicit instructional guidance on approaches to art making. Together, these features provide educators with structured prompts for modeling and reinforcing artistic literacy throughout the lessons.
Additionally, chapter 1, lesson 1.7’s “Studio Experience: Exploring Narrative Through Comics” provides educators with guidance to support students in developing discipline-specific skills during art making. The materials direct educators to engage with students individually and offer technical assistance as needed. They note that students with limited drawing experience may need help with backgrounds or objects and advise educators to review or demonstrate one- and two-point perspective, value, proportion, lettering, and color theory when appropriate.
Evaluation for 4.1b
“Studio Experience” lessons explicitly connect new discipline-specific artistic literacy to prior learning through the “Before You Begin” and “Explore the Image” components in the Teacher Edition. “Before You Begin” reviews artistic literacy introduced in the chapter lessons and prepares students for new concepts in the studio lesson. “Explore the Image” provides guidance for addressing artistic literacy questions in the Student Edition and reinforces chapter content by directing students to analyze an artwork. Together, these features help educators connect new artistic literacy to material taught earlier across lessons and chapters.
In chapter 6, lesson 6.5, students build on prior learning by reviewing real and implied texture, types of form, proportion, scale, and clay-building techniques before creating a ceramic sculpture. In chapter 8, lesson 8.4, students extend this learning by defining surface quality in painting and examining how artists use various techniques to achieve different effects. They then apply this understanding to ceramic works, reinforcing connections between previously learned concepts and new artistic literacy across chapters.
Evaluation for 4.1c
Students have multiple opportunities to develop and use discipline-specific artistic literacy vocabulary through structured supports in the chapter topic lessons and the “Looking at Art” lessons. “Engage,” “Exploring the Images,” “Discuss It,” and compare-and-contrast components in the Teacher Edition guide educators in introducing and reinforcing vocabulary, while corresponding Student Edition prompts require students to apply artistic terms in discussion and analysis. “Exploring Ideas” and inquiry-related activities further extend vocabulary development. Together, these features provide consistent practice with artistic literacy vocabulary across lessons and chapters.
In chapter 6, lesson 6.5 of the Teacher Edition, students review and apply discipline-specific vocabulary related to real and implied texture, form, proportion, scale, and clay-building techniques as they create a ceramic sculpture. Then, in chapter 8, lesson 8.4, students define surface quality in paintings and examine how artists use various techniques to achieve different effects. They apply this vocabulary to ceramic works, reinforcing their understanding of surface quality across media.
Evaluation for 4.1d
Students demonstrate discipline-specific artistic literacy through “Looking at Art” and “Chapter Review” activities. Compare-and-contrast tasks in the Student Edition require students to apply artistic vocabulary and analytical skills, and the Teacher Edition provides guidance for supporting these responses. “Chapter Reviews” extend this practice through “Recall,” “Understand,” “Apply,” “Analyze,” “Evaluate,” “Writing About Art,” and “For Your Portfolio” prompts that ask students to communicate their artistic literacy in written and visual formats. The Teacher Edition includes “Evaluation” and “Reteach” supports to help educators assess and revisit key concepts.
In chapter 8, lesson 8.6 of the Student Edition, students demonstrate discipline-specific artistic literacy by using motifs to unify a series of artworks. Students design a motif aligned with their big idea or message and incorporate it across three pieces to create visual unity. The term motif is repeated throughout the task as students connect sketches and develop a layered, textured composition, reinforcing their ability to use artistic vocabulary in alignment with the course TEKS.
Evaluation for 4.2a
Teacher Edition “Teach” guidance appears in the supports for “Studio Investigation,” “For Your Art Journal,” and “Digital Connection,” outlining how educators should introduce and model skill development. Corresponding activities in the Student Edition for “Studio Investigation,” “For Your Art Journal,” and “Digital Connection” give students opportunities to practice these skills through structured tasks. Together, these components provide consistent direction for teaching and reinforcing artistic skills throughout the lessons.
For example, lesson 5.4’s “Teach” section directs educators to ask targeted questions that help students identify how artists use space in selected artworks and then apply those observations in their art journals. This guidance encourages students to emulate and practice specific techniques, reinforcing their understanding of spatial relationships at a developmentally appropriate level.
Evaluation for 4.2b
Each chapter includes three “Studio Experience” lessons that help students connect new, discipline-specific artistic skills to prior learning throughout the course. In the Teacher Edition, “Before You Begin” supports this connection by prompting educators to review previously taught concepts and to guide students in responding to examples of student artwork. These features reinforce earlier instruction and prepare students to apply familiar skills in new studio contexts.
In chapter 3, lesson 3.7, students review values, line qualities, and personality traits from earlier lessons before experimenting with new charcoal techniques. Students practice blending with vine charcoal to create consistent tones, using cotton pads or chamois cloth to refine their application. The materials reference specific value scales in the Student Edition and guide students in analyzing a portrait example, helping them connect prior learning to new skill development.
Evaluation for 4.2c
Students present and exhibit their work in “Studio Experiences” and “Chapter Reviews.” “Present” activities in the Student Edition guide students to share and discuss their completed artworks, and the Teacher Edition supports these presentations with “Assess,” “Evaluation,” and “Close.” Each “Chapter Review” includes “For Your Portfolio” tasks that require students to prepare and present artworks, with Teacher Edition supports to guide these activities. These components work together to give students structured experiences in exhibiting and presenting their artistic works.
In chapter 9, lesson 9.7 of the Teacher Edition, “Collage Letter Mural,” students develop discipline-specific artistic skills by applying previously learned concepts to a new papier-mâché project. The materials instruct educators to have students review how contrast functions in art and apply that understanding to create emphasis in their collage designs. This guidance helps students demonstrate their ability to transfer and apply artistic concepts during the creation and presentation of their work.
Evaluation for 4.2d
Students refine discipline-specific artistic skills through an increasingly complex studio process, progressing from planning and practicing techniques to applying those skills in a finished artwork through drawing, tracing, mark-making, layering, and design decisions. The “Create” section supports refinement by guiding students through multiple stages of practice, revision, transfer, and completion rather than a single isolated task.
In chapter 1, students are introduced to vocabulary such as line quality, implied line, gesture line, and line personality, and apply these concepts in a “Studio Experience” where they create text-based “self-portraits” and focus on graphic mark-making. In chapter 3, students extend their skills by completing value studies and, in lesson 3.6, “Exploring Value with Alter Ego,” creating dual self-portraits. Later, in lesson 8.6, students create three unified works, and in chapter 10, they respond to an inkblot by integrating a pastel portrait. These tasks build on earlier concepts and require students to apply drawing skills in increasingly complex ways.
Evaluation for 4.2e
Students present and exhibit their work in “Studio Experiences” and “Chapter Reviews.” “Studio Experience” lessons include “Present” activities that require students to share and discuss their completed artworks, and the Teacher Edition supports these tasks through “Assess,” “Evaluation,” and “Close.” Each “Chapter Review” includes “For Your Portfolio” tasks in which students prepare and present artworks as evidence of skill mastery, with Teacher Edition supports for facilitating these presentations.
In chapter 11, lesson 11.8, students demonstrate mastery of discipline-specific artistic skills through a multistep process of creation and reflection. The “Advanced” rubric criterion requires students to plan a symbolic print background by borrowing imagery from art history, completing preparatory sketches, selecting tools, and integrating layered techniques. Students apply artistic concepts such as pattern, shape, form, color harmonies, and contrast during the planning stage and are expected to show clear identity, contrast, printed pattern, and accurate reference in the final works. To evaluate their mastery, students reflect on their process, identify strengths and areas for improvement, and participate in open discussion of their own work and that of peers.
Evaluation for 4.3a
“Studio Investigation,” “For Your Art Journal,” and “Digital Connection” activities in the Student Edition introduce media such as drawing, painting, mixed media, digital art, collage, printmaking, photography, and clay, as well as processes such as plaster sculpture, assemblage, jewelry design, installation, and design. “Studio Investigations” and “Studio Experiences” engage students in fiber art, including basketry, and other traditional and contemporary media and forms.
The course materials list opportunities to explore a wide range of discipline-specific art forms using varied substrates, drawing media, painting supplies, printmaking tools, and sculpture materials. The list includes surfaces such as canvas, bristol board, vellum, cardboard, collage paper, colored paper, drawing paper, foam core, transfer paper, printmaking paper, rice paper, and watercolor paper. Students work with drawing materials, including chalk, charcoal, conte crayons, colored pencils, graphite, pastels, ink, and blending tools, as well as water-based and optional oil-based paints. Printmaking options such as linoleum relief printing and Gelli monoprinting, along with sculpture materials including assemblage supplies, wire, clay, armature materials, papier-mâché, wood, and plaster, further expand the range of available artistic forms. The course also includes photography, media arts, fibers, jewelry making, and mosaics, and many lessons incorporate “Choice Centers” with guidance for educators on preparing exploration stations that support student decision-making for larger studio experiences.
Evaluation for 4.3b
“Studio Investigation” activities in the Student Edition guide students in producing artworks for exhibition or presentation. The Teacher Edition supports these tasks with “Teach” content that provides direction for facilitating “Studio Investigations.” “Studio Experience” lessons extend this work through the “Before You Begin,” “Create,” and “Present” steps, which guide students through the full process of developing and sharing artistic works. Teacher Edition supports for these steps include “Explore the Image,” “Create” guidance, “Evaluation” in the “Assess” content, and “Close,” which help educators structure and reinforce the creative and presentation processes. Together, these components offer consistent opportunities for students to develop and refine artistic works for exhibition and presentation.
In chapter 8, lesson 8.7, “Springboard Art Inspiration,” educators guide students to create, adapt, or extend artistic works by reviewing concepts of unity, appropriation, copyright, and the public domain before beginning their installation projects. The Student Edition reinforces this preparation by directing students to revisit these terms as they select one or more famous artworks and decide how to remix them, offering suggestions for transforming two-dimensional works into three-dimensional forms and vice versa. Planning questions help students consider how to transform the original works effectively, and the materials provide guidance on obtaining permission for images when needed. These supports ensure that students adapt and extend artistic works in alignment with fair use and copyright expectations.
Evaluation for 4.3c
“Chapter Topic” lessons, “Studio Experience” lessons, and “Discuss It” in the Teacher Edition provide guidance for supporting student choice when selecting discipline-specific artistic works for study and presentation, aligned with the prompts in the Student Edition. “Studio Experience” lessons extend this focus through “Create” steps that guide educators in encouraging student decision-making as students develop artistic works for exhibition and presentation. “Choice Center” options offer additional opportunities for students to make independent choices about materials, processes, and approaches.
Chapter 4, lesson 4.7 promotes student agency by offering multiple opportunities for students to choose the felted works they will complete. Students begin by selecting and photographing a subject of their choice, which serves as the reference for their felting project. The “Choice Center” provides additional options when felting tools and materials are unavailable, suggesting the use of yarn, string, ribbon, or fabric scraps on rigid surfaces such as mat board or canvas board. The Teacher Edition guides educators in helping students consider how these materials can express elements of art, including movement and texture. The lesson also offers a digital option to modify the original photo and generate new references. These supports encourage students to make independent decisions about materials, processes, and approaches as they develop their artistic work.
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
Additionally, chapter 1, lesson 1.7’s “Studio Experience: Exploring Narrative Through Comics” provides educators with guidance to support students in developing discipline-specific skills during art making. The materials direct educators to engage with students individually and offer technical assistance as needed. They note that students with limited drawing experience may need help with backgrounds or objects and advise educators to review or demonstrate one- and two-point perspective, value, proportion, lettering, and color theory when appropriate.
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.
1 out of 1 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.
1 out of 1 points
In chapter 6, lesson 6.5, students build on prior learning by reviewing real and implied texture, types of form, proportion, scale, and clay-building techniques before creating a ceramic sculpture. In chapter 8, lesson 8.4, students extend this learning by defining surface quality in painting and examining how artists use various techniques to achieve different effects. They then apply this understanding to ceramic works, reinforcing connections between previously learned concepts and new artistic literacy across chapters.
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 chapter 6, lesson 6.5 of the Teacher Edition, students review and apply discipline-specific vocabulary related to real and implied texture, form, proportion, scale, and clay-building techniques as they create a ceramic sculpture. Then, in chapter 8, lesson 8.4, students define surface quality in paintings and examine how artists use various techniques to achieve different effects. They apply this vocabulary to ceramic works, reinforcing their understanding of surface quality across media.
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 chapter 8, lesson 8.6 of the Student Edition, students demonstrate discipline-specific artistic literacy by using motifs to unify a series of artworks. Students design a motif aligned with their big idea or message and incorporate it across three pieces to create visual unity. The term motif is repeated throughout the task as students connect sketches and develop a layered, textured composition, reinforcing their ability to use artistic vocabulary in alignment with the course TEKS.
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
For example, lesson 5.4’s “Teach” section directs educators to ask targeted questions that help students identify how artists use space in selected artworks and then apply those observations in their art journals. This guidance encourages students to emulate and practice specific techniques, reinforcing their understanding of spatial relationships at a developmentally appropriate level.
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.
1 out of 1 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.
1 out of 1 points
In chapter 3, lesson 3.7, students review values, line qualities, and personality traits from earlier lessons before experimenting with new charcoal techniques. Students practice blending with vine charcoal to create consistent tones, using cotton pads or chamois cloth to refine their application. The materials reference specific value scales in the Student Edition and guide students in analyzing a portrait example, helping them connect prior learning to new skill development.
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 chapter 9, lesson 9.7 of the Teacher Edition, “Collage Letter Mural,” students develop discipline-specific artistic skills by applying previously learned concepts to a new papier-mâché project. The materials instruct educators to have students review how contrast functions in art and apply that understanding to create emphasis in their collage designs. This guidance helps students demonstrate their ability to transfer and apply artistic concepts during the creation and presentation of their work.
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 chapter 1, students are introduced to vocabulary such as line quality, implied line, gesture line, and line personality, and apply these concepts in a “Studio Experience” where they create text-based “self-portraits” and focus on graphic mark-making. In chapter 3, students extend their skills by completing value studies and, in lesson 3.6, “Exploring Value with Alter Ego,” creating dual self-portraits. Later, in lesson 8.6, students create three unified works, and in chapter 10, they respond to an inkblot by integrating a pastel portrait. These tasks build on earlier concepts and require students to apply drawing skills in increasingly complex ways.
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
In chapter 11, lesson 11.8, students demonstrate mastery of discipline-specific artistic skills through a multistep process of creation and reflection. The “Advanced” rubric criterion requires students to plan a symbolic print background by borrowing imagery from art history, completing preparatory sketches, selecting tools, and integrating layered techniques. Students apply artistic concepts such as pattern, shape, form, color harmonies, and contrast during the planning stage and are expected to show clear identity, contrast, printed pattern, and accurate reference in the final works. To evaluate their mastery, students reflect on their process, identify strengths and areas for improvement, and participate in open discussion of their own work and that of peers.
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
The course materials list opportunities to explore a wide range of discipline-specific art forms using varied substrates, drawing media, painting supplies, printmaking tools, and sculpture materials. The list includes surfaces such as canvas, bristol board, vellum, cardboard, collage paper, colored paper, drawing paper, foam core, transfer paper, printmaking paper, rice paper, and watercolor paper. Students work with drawing materials, including chalk, charcoal, conte crayons, colored pencils, graphite, pastels, ink, and blending tools, as well as water-based and optional oil-based paints. Printmaking options such as linoleum relief printing and Gelli monoprinting, along with sculpture materials including assemblage supplies, wire, clay, armature materials, papier-mâché, wood, and plaster, further expand the range of available artistic forms. The course also includes photography, media arts, fibers, jewelry making, and mosaics, and many lessons incorporate “Choice Centers” with guidance for educators on preparing exploration stations that support student decision-making for larger studio experiences.
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 chapter 8, lesson 8.7, “Springboard Art Inspiration,” educators guide students to create, adapt, or extend artistic works by reviewing concepts of unity, appropriation, copyright, and the public domain before beginning their installation projects. The Student Edition reinforces this preparation by directing students to revisit these terms as they select one or more famous artworks and decide how to remix them, offering suggestions for transforming two-dimensional works into three-dimensional forms and vice versa. Planning questions help students consider how to transform the original works effectively, and the materials provide guidance on obtaining permission for images when needed. These supports ensure that students adapt and extend artistic works in alignment with fair use and copyright expectations.
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
Chapter 4, lesson 4.7 promotes student agency by offering multiple opportunities for students to choose the felted works they will complete. Students begin by selecting and photographing a subject of their choice, which serves as the reference for their felting project. The “Choice Center” provides additional options when felting tools and materials are unavailable, suggesting the use of yarn, string, ribbon, or fabric scraps on rigid surfaces such as mat board or canvas board. The Teacher Edition guides educators in helping students consider how these materials can express elements of art, including movement and texture. The lesson also offers a digital option to modify the original photo and generate new references. These supports encourage students to make independent decisions about materials, processes, and approaches as they develop their artistic work.
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
“Exploring the Images” in the “Chapter Topic” lessons provides educators with guidance for delivering explicit instruction in interpreting, evaluating, and responding to the artistic works featured in the Student Edition. The same support appears in the “Looking at Art” lessons in the Teacher Edition, where “Explore the Image” guides educators in helping students analyze and respond to artworks by other artists. Together, these components offer consistent guidance for teaching discipline-specific interpretation and evaluation at the depth required by the TEKS.
In the introduction to chapter 3 of the Teacher Edition, educators receive guidance on leading students through explicit analysis of artworks by other artists. Educators help students examine an Ansel Adams photograph by identifying lighting angles and observing the range of values used in the composition. Subsequent guidance directs educators to analyze a monochromatic Travis Louie painting with students, focusing on clarity, transitions, value, and space to support instruction in interpreting and evaluating artistic works at the depth required by the TEKS.
Evaluation for 5.1b
“Looking at Art” lessons emphasize discipline-specific vocabulary through compare-and-contrast activities in the Student Edition, with educator guidance in the corresponding “Teach” content. “Studio Experience” lessons reinforce this vocabulary focus in the “Before You Begin” steps, where students use artistic vocabulary as they interpret and respond to artworks. “Explore the Image” in the Teacher Edition further supports educators in modeling and encouraging precise vocabulary use, ensuring that students apply discipline-specific terms when evaluating and discussing artworks.
In lesson 2.2, “Qualities of Shapes and Forms,” students use discipline-specific vocabulary as they interpret and evaluate artworks. The text guides students to examine the weight of forms in a mountain painting by Kay WalkingStick, encouraging precise use of terms related to form and value. In the following example, a surreal human sculpture by Nick Cave, students analyze textures and surface qualities, reinforcing the application of artistic vocabulary when responding to works by other artists.
Evaluation for 5.1c
Students practice interpreting, evaluating, and responding to artistic works through compare-and-contrast activities in the Student Edition, with educator guidance in the “Teach” content. “Chapter Reviews” extend this practice with “Analyze” and “Evaluate” prompts and “Writing about Art” tasks that require students to apply these skills at increasingly rigorous levels. Educator supports in the “Assess” content reinforce these expectations and help students deepen their interpretive and evaluative skills across lessons and chapters.
In lesson 2.1 of the Teacher Edition, “Explore the Image” guides students in identifying geometric and organic shapes in an artwork, supporting early practice in foundational interpretive skills. Later, in lesson 5.2, “Two‑Dimensional Space,” students engage in more complex analysis by describing spatial depth in Vincent van Gogh’s painting Street in Saintes‑Maries‑de‑la‑Mer and discussing the artist’s use of spatial cues to create a sense of depth. These tasks show increasing rigor as students move from identifying basic visual elements to evaluating artistic decisions and contextual influences.
Evaluation for 5.2a
“Studio Experience” lessons provide educators with guidance on instruction for giving and receiving feedback through “Create” steps, “Reflect” activities, and additional supports such as “Classroom Management,” “Evaluation,” and “Close” in the Teacher Edition. These components help educators model how students should respond to their own work and that of peers during and after the studio process. “Chapter Reviews” extend this practice through “For Your Portfolio” tasks, supported by “Assess” content in the Teacher Edition, which reinforces structured opportunities for students to engage in feedback on discipline-specific artistic works.
For example, in chapter 1 of the Teacher Edition, the “Assess” guidance directs educators to have students work in groups to identify lines in their surroundings, compile a shared list, and discuss how their perceptions changed during the activity, modeling how students respond to others’ observations. Furthermore, in the “Close” section, educators guide students to describe the importance of line in the introduction images, reinforcing structured opportunities for students to offer and receive feedback on artistic works.
Evaluation for 5.2b
“Studio Experience” lessons provide multiple opportunities for students to give feedback on peers’ artworks through “Create” steps, “Present” activities, and educator-supported guidance in “Classroom Management” and “Evaluation.” These components help students practice responding to discipline-specific artworks during and after the studio process. “Chapter Reviews” extend these opportunities through “For Your Portfolio” tasks, supported by “Assess” content in the Teacher Edition, reinforcing structured peer feedback across chapters.
In lesson 1.5 of the Teacher Edition, the rubric for “Self-Portraits and Text” clearly outlines expectations for students to provide feedback on peers’ artistic work. According to the rubric, “Advanced” students offer insightful reflections on their own work, share ideas, and show interest in others during class discussions and presentations. Evaluation guidance in “Assess” supports feedback practices by including class discussions, critiques, and educator modeling of positive critique, creating structured opportunities for students to respond to peers’ artistic work.
Evaluation for 5.2c
“Studio Experience” lessons provide opportunities for students to receive feedback on their artistic work through “Create” steps, evaluation and assessment guidance in the Teacher Edition, and the rubric in the Student Edition. These components help students understand how their work is assessed and enable them to receive feedback from educators and peers during and after the studio process. “Chapter Reviews” extend these opportunities through “For Your Portfolio” tasks, supported by “Assess” content in the Teacher Edition, which reinforces structured feedback across chapters.
For example, in lesson 7.8 of the Student Edition, students have structured opportunities to receive feedback on their artwork. In the “Create” step, students work with a partner to exchange feedback and then use that input to refine their sculptures, reinforcing peer-supported revision. The corresponding Teacher Edition guidance encourages educators to prompt students to consider adding color to strengthen their compositions.
Evaluation for 5.2d
“Studio Experience” lessons include guidance for educators to provide feedback through the “Create” steps in the “Teach” content, “Classroom Management” supports, and “Choice Center” options, all of which help students refine their artistic work during the studio process.
In lesson 2.4 of the Teacher Edition, the “Assess” and “Close” guidance provides educators with structured support for giving feedback to help students refine their artistic work. Educators evaluate students’ compare-and-contrast responses by determining whether they correctly identified categories and qualities of shapes and analyzed elements in each image. The “Close” section further guides educators to prompt students with questions about shapes in their environment and pieces of ephemera they might use in a collage, offering targeted feedback that encourages purposeful refinement of their artistic decisions.
Evaluation for 5.2e
“Create” steps in the Student Edition’s “Studio Experience” lessons enable students to reflect and self-evaluate, supported by corresponding guidance in the “Teach” content. These components prompt students to assess their artistic decisions and refine their work throughout the studio process. Together, they provide structured opportunities for students to reflect on their discipline-specific artistic skills and make purposeful adjustments.
In lesson 1.7 of the Teacher Edition, “Exploring Narrative Through Comics,” the “Evaluation” guidance offers opportunities for students to reflect and self-evaluate. Students write responses to the “Reflect” questions in their art journals to assess their work and decision-making, then use a rubric to evaluate their cartoons. Reminders to remain objective support purposeful reflection as students assess and refine their artistic choices.
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 introduction to chapter 3 of the Teacher Edition, educators receive guidance on leading students through explicit analysis of artworks by other artists. Educators help students examine an Ansel Adams photograph by identifying lighting angles and observing the range of values used in the composition. Subsequent guidance directs educators to analyze a monochromatic Travis Louie painting with students, focusing on clarity, transitions, value, and space to support instruction in interpreting and evaluating artistic works at the depth required by the TEKS.
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
In lesson 2.2, “Qualities of Shapes and Forms,” students use discipline-specific vocabulary as they interpret and evaluate artworks. The text guides students to examine the weight of forms in a mountain painting by Kay WalkingStick, encouraging precise use of terms related to form and value. In the following example, a surreal human sculpture by Nick Cave, students analyze textures and surface qualities, reinforcing the application of artistic vocabulary when responding to works by other artists.
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 lesson 2.1 of the Teacher Edition, “Explore the Image” guides students in identifying geometric and organic shapes in an artwork, supporting early practice in foundational interpretive skills. Later, in lesson 5.2, “Two‑Dimensional Space,” students engage in more complex analysis by describing spatial depth in Vincent van Gogh’s painting Street in Saintes‑Maries‑de‑la‑Mer and discussing the artist’s use of spatial cues to create a sense of depth. These tasks show increasing rigor as students move from identifying basic visual elements to evaluating artistic decisions and contextual influences.
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
For example, in chapter 1 of the Teacher Edition, the “Assess” guidance directs educators to have students work in groups to identify lines in their surroundings, compile a shared list, and discuss how their perceptions changed during the activity, modeling how students respond to others’ observations. Furthermore, in the “Close” section, educators guide students to describe the importance of line in the introduction images, reinforcing structured opportunities for students to offer and receive feedback on artistic works.
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 1.5 of the Teacher Edition, the rubric for “Self-Portraits and Text” clearly outlines expectations for students to provide feedback on peers’ artistic work. According to the rubric, “Advanced” students offer insightful reflections on their own work, share ideas, and show interest in others during class discussions and presentations. Evaluation guidance in “Assess” supports feedback practices by including class discussions, critiques, and educator modeling of positive critique, creating structured opportunities for students to respond to peers’ artistic work.
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
For example, in lesson 7.8 of the Student Edition, students have structured opportunities to receive feedback on their artwork. In the “Create” step, students work with a partner to exchange feedback and then use that input to refine their sculptures, reinforcing peer-supported revision. The corresponding Teacher Edition guidance encourages educators to prompt students to consider adding color to strengthen their compositions.
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 lesson 2.4 of the Teacher Edition, the “Assess” and “Close” guidance provides educators with structured support for giving feedback to help students refine their artistic work. Educators evaluate students’ compare-and-contrast responses by determining whether they correctly identified categories and qualities of shapes and analyzed elements in each image. The “Close” section further guides educators to prompt students with questions about shapes in their environment and pieces of ephemera they might use in a collage, offering targeted feedback that encourages purposeful refinement of their 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 1.7 of the Teacher Edition, “Exploring Narrative Through Comics,” the “Evaluation” guidance offers opportunities for students to reflect and self-evaluate. Students write responses to the “Reflect” questions in their art journals to assess their work and decision-making, then use a rubric to evaluate their cartoons. Reminders to remain objective support purposeful reflection as students assess and refine their artistic choices.
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
“Interdisciplinary Connections” in lesson 1.3 of the Teacher Edition provides guidance on linking visual art directly to mathematics. Students compare the definitions of line in math and art and discuss how lines are drawn differently in each context. The materials also prompt students to identify images in the text—such as the Marshall Islands stick chart, the Eiffel Tower, and the Chancay panel with figures—where line reflects a mathematical approach to design, supporting direct instruction in cross‑curricular connections.
“Studio Experience” lessons further support these connections by incorporating topics from across the fine arts disciplines and core academic subjects, and by providing educator guidance in “Teach” for “Before You Begin,” “Explore the Image,” “Engage,” and “Create.” The “Interdisciplinary Connections” and “Exploring Ideas for Art” sections extend these opportunities by highlighting cross-curricular concepts and approaches to art making that integrate learning from other disciplines.
Evaluation for 6.1b
“Interdisciplinary Connections” in lesson 2.1 of the Teacher Edition provides a science-based, cross-curricular exploration activity. Educators guide students to observe crystal formation by placing drops of salt water, sugar water, and alum on a glass slide and projecting the image as the crystals grow. Students then create watercolor paintings based on the crystal shapes they observed, integrating scientific investigation with artistic interpretation.
“Studio Experience” lessons connect fine arts disciplines with core academic subjects such as math, social studies, design, and engineering. Students engage with interdisciplinary concepts through the “Create” steps in the Student Edition, while educator guidance in “Teach,” including “Before You Begin,” “Explore the Image,” “Engage,” and “Create,” reinforces cross-curricular thinking. “Interdisciplinary Connections” and “Exploring Ideas for Art” sections extend these opportunities by highlighting approaches to art making that integrate concepts from other disciplines.
Evaluation for 6.2a
“Chapter Topic” lessons offer educator guidance for providing explicit instruction on discipline-specific historical and cultural contexts. “Engage” in the “Teach” content introduces contextual information, and “Exploring the Images” supports discussions that help students connect artworks to historical and cultural ideas. “Inquiry” activities in the Teacher Edition guide students in researching these contexts, while “More About” sections in the Student Edition provide additional information related to artworks. Together, these components give educators structured support for teaching historical and cultural context throughout the course.
Additionally, the “Inquiry” section of lesson 1.3 in the Teacher Edition directs educators to collect textile patterns from diverse cultures and to invite students to bring examples that reflect their heritage, such as Indian batiks, Scottish plaids, or African weavings. Students compare the use of lines across these textiles and then create a portfolio or exhibition that analyzes the patterns’ cultural and historical contexts, supporting TEKS-aligned instruction in discipline-specific cultural understanding.
Evaluation for 6.2b
Students explore a wide range of discipline-specific artistic works and traditions through “Chapter Topic” and “Looking at Art” lessons in the Student Edition. Students engage with images of historical and contemporary artworks through “Discuss It” and compare-and-contrast activities. “Exploring the Images” in the Teacher Edition supports discussions that help students analyze artworks, while “Discuss It” guides educators in facilitating these conversations. “More About” sections provide additional contextual information related to the artworks. “Inquiry” activities offer research opportunities for students to investigate historical and cultural contexts, and “Exploring Ideas for Art” encourages students to consider artistic approaches.
Additionally, the “Analyze” activity in the “Chapter 10 Review” of the Student Edition provides students with a structured opportunity to explore artistic works and traditions from diverse cultures and time periods. Students create a virtual exhibition of eight artworks or designs from around the world that demonstrate strong emphasis, identifying what is emphasized in each piece and how the artist achieves it. The task also prompts students to consider cultural and historical connections within their exhibition and to give the collection a descriptive title, supporting deeper engagement with global artistic traditions.
Evaluation for 6.2c
Students demonstrate understanding of historical and cultural contexts through “Looking at Art” lessons and “Chapter Reviews.” “Looking at Art” guides students in applying contextual knowledge through compare-and-contrast activities in the Student Edition, with corresponding guidance in the Teacher Edition. “Inquiry” activities provide opportunities for students to investigate historical and cultural contexts, and “More About” sections supply additional information on artworks in the Student Edition. “Evaluate” and “Writing About Art” in the Student Edition, along with corresponding supports in the Teacher Edition, help educators assess students’ understanding of discipline-specific historical and cultural contexts.
Additionally, “Engage” in lesson 2.6 of the Teacher Edition directs educators to present examples of cultural symbolism and to explain how interpreting symbols—such as the bald eagle in American culture—can help students consider meaningful imagery tied to identity and tradition. “Create” in the Student Edition then asks students to brainstorm ideas related to their cultural background, personality traits, and interests, gathering words and images that represent these concepts. Together, these tasks require students to apply cultural and historical understanding as they plan and create their artworks.
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
“Studio Experience” lessons further support these connections by incorporating topics from across the fine arts disciplines and core academic subjects, and by providing educator guidance in “Teach” for “Before You Begin,” “Explore the Image,” “Engage,” and “Create.” The “Interdisciplinary Connections” and “Exploring Ideas for Art” sections extend these opportunities by highlighting cross-curricular concepts and approaches to art making that integrate learning from other disciplines.
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
“Studio Experience” lessons connect fine arts disciplines with core academic subjects such as math, social studies, design, and engineering. Students engage with interdisciplinary concepts through the “Create” steps in the Student Edition, while educator guidance in “Teach,” including “Before You Begin,” “Explore the Image,” “Engage,” and “Create,” reinforces cross-curricular thinking. “Interdisciplinary Connections” and “Exploring Ideas for Art” sections extend these opportunities by highlighting approaches to art making that integrate concepts from other disciplines.
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
Additionally, the “Inquiry” section of lesson 1.3 in the Teacher Edition directs educators to collect textile patterns from diverse cultures and to invite students to bring examples that reflect their heritage, such as Indian batiks, Scottish plaids, or African weavings. Students compare the use of lines across these textiles and then create a portfolio or exhibition that analyzes the patterns’ cultural and historical contexts, supporting TEKS-aligned instruction in discipline-specific cultural understanding.
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
Additionally, the “Analyze” activity in the “Chapter 10 Review” of the Student Edition provides students with a structured opportunity to explore artistic works and traditions from diverse cultures and time periods. Students create a virtual exhibition of eight artworks or designs from around the world that demonstrate strong emphasis, identifying what is emphasized in each piece and how the artist achieves it. The task also prompts students to consider cultural and historical connections within their exhibition and to give the collection a descriptive title, supporting deeper engagement with global artistic 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
Additionally, “Engage” in lesson 2.6 of the Teacher Edition directs educators to present examples of cultural symbolism and to explain how interpreting symbols—such as the bald eagle in American culture—can help students consider meaningful imagery tied to identity and tradition. “Create” in the Student Edition then asks students to brainstorm ideas related to their cultural background, personality traits, and interests, gathering words and images that represent these concepts. Together, these tasks require students to apply cultural and historical understanding as they plan and create their artworks.