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 II)
Grade 10
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 10 | 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 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
Introductory materials in “About Exploring Visual Design” address content and structure, explain the rationale for chapter order, and detail how concepts connect throughout the course. “About Exploring Visual Design” outlines features such as “Chapter Organizers,” chapter “Openers,” chapter introductions, content lessons, “Looking at Art,” “Studio Experience,” “Career Profiles,” and “Chapter Reviews.” “The Elements of Design” and “Principles of Design” in “About Exploring Visual Design” outline the rationale for chapter topics and the order of content within the chapter structure.
“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 “Chapter Organizers” include the chapter theme, essential questions, lesson topics, suggested pacing, objectives, artworks, studio topics, vocabulary, and internalization protocols.
Lesson plans include detailed 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.
Additionally, Teacher Edition point-of-use supports include key term definitions, background knowledge, suggestions for introducing the essential question, and related downloadable resources from the “Teacher Resource Package.” The Teacher Edition also includes a section outlining the Davis Digital platform, which explains how educators can access lesson planning and presentation tools, collaborate with colleagues, and share important information with parents and administrators. This approach allows administrators to oversee a unified, grade-level alignment, promoting support for every educator.
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, the “Enable Translation” tool in the digital version of the Student Edition allows students and family members to translate website and course materials into several languages, including Spanish.
Evaluation for 1.3a
“Studio Experience” lesson plans in the Teacher Edition include pacing, objectives, materials and supplies, setup, classroom management, “Choice Center” and “Digital Options,” and “Differentiated Instruction” sections. “Teach Through Inquiry” includes sections with “Engagement,” “Explore the Images,” and guidance for “Studio Experience” questions and tasks. Summative assessment tools at the end of each lesson include questions and tasks. The Student Edition presents 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. Throughout the “Studio Experiences,” students receive questions and prompts in the “Before You Begin,” “Create,” “Reflect,” “Present,” and “Digital Option” sections.
Furthermore, 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
“Studio Experience” lesson plans in the Teacher Edition include “Prepare,” with suggested times and the number of classes for each lesson component, and “Materials & Techniques” sections with options. Additionally, the “Planning Guide” contains pacing guides for each chapter. Each “Studio Experience” lesson includes a comprehensive list of required materials. The “Professional Handbook and Resource Guide” in the Teacher Edition contains “Art Materials,” a list covering the entire course. Downloadable lesson plans also include pacing with the number of periods and the suggested number of classes for each lesson component, required materials, and “Teacher Resources” sections.
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. Shorter exercises and questions build understanding and skills within the content narratives before students engage in the larger “Studio Experiences.”
Evaluation for 1.3c
The Teacher Edition provides guidance for extended practice in the “Studio Experience” lessons, including “Choice Center” activities that reinforce and extend lesson content, “Inquiry” that prompts reflection on ideas in art and art making, and “Digital Options” that extend lessons with digital components.
“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
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
“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
Lesson plans include detailed 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
Additionally, Teacher Edition point-of-use supports include key term definitions, background knowledge, suggestions for introducing the essential question, and related downloadable resources from the “Teacher Resource Package.” The Teacher Edition also includes a section outlining the Davis Digital platform, which explains how educators can access lesson planning and presentation tools, collaborate with colleagues, and share important information with parents and administrators. This approach allows administrators to oversee a unified, grade-level alignment, promoting support for every educator.
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, the “Enable Translation” tool in the digital version of the Student Edition allows students and family members to translate website and course materials 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
Furthermore, 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. Shorter exercises and questions build understanding and skills within the content narratives before students engage in the larger “Studio Experiences.”
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
“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
“Teach” sections offer diagnostic assessments at the beginning of lessons, including “Engage” and “Explore the Images.” For example, in chapter 4, lesson 4.2, “The Properties of Color,” educators ask students about the colors in a particular artwork. Engagement questions give educators a clear sense of students’ current performance and understanding, so they are considered diagnostic. These assessments include questions such as “Where do you see primary colors?” and “Where are the secondary colors?”
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?” The Student Edition also engages students in a series of color experiments, such as mixing primary colors to create secondary hues, then adding white and black to create a range of tints and shades.
Evaluation for 2.1b
Throughout the Teacher Edition, the text describes various instructional assessments, such “Assess,” “Close,” ”Looking at Art,” compare-and-contrast activities, ”Studio Experience” rubrics, and “Chapter Reviews.”
Additionally, each chapter’s 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.” The Teacher Edition provides educator guidance for using the review at each point of use.
Evaluation for 2.1c
Each chapter’s “Chapter Review” includes “Assess” content with guidance to ensure the consistent and accurate administration of instructional assessments in individual and whole-class “Evaluation” activities, along with 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.
The “Studio Experience” “Assess” section provides assessments that directly align with the studio objectives and the provided rubric.
In chapter 8, “Studio Experience 8.6,” “Creating a Mini‑Series with Unity,” the “Engage” activity directs educators to assess students’ understanding of unity before starting the studio project. Students identify repeated visual elements that demonstrate how cohesion is created, serving as an informal diagnostic assessment of their existing knowledge. This check aligns directly with the lesson objective to analyze how visual elements contribute to unified compositions.
Evaluation for 2.1e
The Davis Digital website provides TEKS-aligned “Chapter Reviews” in “Teacher Resources,” which are editable to help educators adjust the complexity levels based on students’ learning needs.
“Chapter Reviews” include instructional assessments at varying levels of complexity that align with the TEKS, such as review questions and tasks covering observation and perception, historical and cultural relevance, and 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
In the Student Edition, the “Studio Experience” rubric for each lesson includes “advanced,” “proficient,” “developing,” and “incomplete” scoring information for the lesson tasks “Prepare,” “Create,” “Reflect,” “Evaluate,” “Present,” and “Work Process.” In addition to the rubric’s guidance for interpreting student performance, “Assess: Assessment” content provides guidance aligned with the rubric and objectives.
For example, lesson 6.5’s “advanced” criterion for “Prepare” is “Reviews all aspects of form, real texture, proportion, scale, freestanding sculpture, and clay building techniques. Thoughtfully analyzes artwork for texture, shape, and clay techniques.” The “advanced” level for “Create” is “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.” The “advanced” level for “Reflect,” “Evaluate,” and “Present” is “Offers insightful reflection on own work and process, identifying successful aspects and areas that need improvement. Shares ideas and takes interest in others; eagerly participates in class discussions and presentations.” Lastly, students who meet the advanced level for “Work Process” “[work] independently in each class and [remain] on task at all times,” and “[use] 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 “Assess: Evaluation” and “Review Answers” to identify student performance trends. “Reteach” offers suggestions for revisiting and reinforcing chapter concepts to address performance trends in the “Chapter Review” assessments.
For example, the “Evaluation” section of lesson 4.6 guides educators to assess the student process before reaching the rubric, prompting students to reflect in their journals to evaluate their own work. After reviewing the 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 the quality of student work, including clean lines, neatness, and appropriate contrast. 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.
The “Assessment Strategies” section of the “Teacher Reference” material 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?” The Student Edition also engages students in a series of color experiments, such as mixing primary colors to create secondary hues, then adding white and black to create a range of tints and 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
Additionally, each chapter’s 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.” The Teacher Edition provides educator guidance for using the review at each point of use.
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
The “Studio Experience” “Assess” section provides assessments that directly align with the studio objectives and the provided rubric.
In chapter 8, “Studio Experience 8.6,” “Creating a Mini‑Series with Unity,” the “Engage” activity directs educators to assess students’ understanding of unity before starting the studio project. Students identify repeated visual elements that demonstrate how cohesion is created, serving as an informal diagnostic assessment of their existing knowledge. This check aligns directly with the lesson objective to analyze how visual elements contribute to unified compositions.
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
“Chapter Reviews” include instructional assessments at varying levels of complexity that align with the TEKS, such as review questions and tasks covering observation and perception, historical and cultural relevance, and 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, lesson 6.5’s “advanced” criterion for “Prepare” is “Reviews all aspects of form, real texture, proportion, scale, freestanding sculpture, and clay building techniques. Thoughtfully analyzes artwork for texture, shape, and clay techniques.” The “advanced” level for “Create” is “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.” The “advanced” level for “Reflect,” “Evaluate,” and “Present” is “Offers insightful reflection on own work and process, identifying successful aspects and areas that need improvement. Shares ideas and takes interest in others; eagerly participates in class discussions and presentations.” Lastly, students who meet the advanced level for “Work Process” “[work] independently in each class and [remain] on task at all times,” and “[use] 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
For example, the “Evaluation” section of lesson 4.6 guides educators to assess the student process before reaching the rubric, prompting students to reflect in their journals to evaluate their own work. After reviewing the 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 the quality of student work, including clean lines, neatness, and appropriate contrast. 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
The “Assessment Strategies” section of the “Teacher Reference” material 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
The “Teach” content scaffolds instruction into manageable segments, guiding educators through “Engage,” “Explore the Images,” “Studio Investigation,” “For Your Art Journal,” and “Discuss” activities aligned 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 help ensure 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,” which appear in bold in the Student Edition.
“Engage” sections in the Teacher Edition provide preteaching suggestions for unfamiliar vocabulary and textual references. In “Explore the Images,” educators receive additional embedded supports that clarify unfamiliar terms and references. These supports help ensure that students can access and understand the lesson material, including academic and discipline-specific language.
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 materials also include 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.
“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 in the Teacher Edition include explicit prompts and guidance for the “Engage,” “Explore the Images,” “Discuss It,” “Digital Connection,” “Studio Investigation,” and “For Your Art Journal” steps. 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.
“Handbooks” in the “Teacher Resources” provide detailed instructional support to help educators model techniques and explain key concepts. For example, “Handbook: Drawing Figures” covers body and facial proportions, foreshortening, and includes step-by-step explanations and images that guide educators in demonstrating these skills effectively.
Evaluation for 3.2b
“Teach” sections in the Teacher Edition offer educators guidance and recommendations for a range of instructional approaches. “Engage” introduces art-making approaches and concepts. “Explore the Images” provides inquiry-based instruction for investigating and discussing artworks. “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.
The Teacher Edition provides structured instructional steps that guide educators through the lessons, including opportunities to introduce concepts, discuss images, ask questions, guide student thinking, and support hands-on art making. “Teach,” “Explore the Images,” and other lesson guidance help educators use various instructional approaches, including discussion, inquiry, visual analysis, demonstration, and studio-based learning.
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.
“Teach” content in the Teacher Edition supports multiple types of practice and instructional structures through guided educator prompts. “Engage” and “Explore 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. Lastly, “Discuss It” supports independent, whole-class, and small-group investigations and discussions centered on the lesson topic.
Evaluation for 3.3a
“Differentiated Instruction” sidebars in the “Studio Experience” lesson plans include educator guidance for providing linguistic support to EB students as they develop academic and art-specific language. Educators receive suggestions for helping students understand and use lesson vocabulary, discuss art concepts, and participate in art-making activities at varying levels of language proficiency. The components’ design supports student engagement with increasingly academic and discipline-specific language, in alignment with the ELPS.
“Differentiated Instruction” in the point-of-use Teacher Edition supports, located at the bottom of each lesson page, offer guidance on providing linguistic accommodations for EB students. These notes help educators adjust instruction so students can access lesson content and participate meaningfully in discussions and art-making tasks.
In unit 1, lesson 1.1, “Exploring the Theme,” the materials provide guidance for English learners at different proficiency levels. Beginning learners use cognates to build an initial understanding of key vocabulary, while advanced learners extend their language use by exploring narrative and describing the process of creating artwork. These adjustments help students engage with increasingly academic and discipline‑specific language aligned with the ELPS.
Evaluation for 3.3b
In the “Studio Experience” lessons, the “Teach” content provides step-by-step guidance for leading discussions, and additional supports appear at the bottom of the Teacher Edition pages. The “Interdisciplinary Connections for Language Arts” sections offer opportunities to integrate reading and writing into art instruction. The “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.
Additionally, “Teach” content in the Teacher Edition lessons provides implementation guidance for facilitating discussions, demonstrations, and hands-on art making. At the bottom of each page, “Interdisciplinary Connections for Language Arts” and writing process guidance offer opportunities to integrate reading and writing practices into lessons. 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
“Engage” sections in the Teacher Edition provide preteaching suggestions for unfamiliar vocabulary and textual references. In “Explore the Images,” educators receive additional embedded supports that clarify unfamiliar terms and references. These supports help ensure that students can access and understand the lesson material, including academic and discipline-specific language.
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 materials also include 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
“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
“Handbooks” in the “Teacher Resources” provide detailed instructional support to help educators model techniques and explain key concepts. For example, “Handbook: Drawing Figures” covers body and facial proportions, foreshortening, and includes step-by-step explanations and images that guide educators in demonstrating 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
The Teacher Edition provides structured instructional steps that guide educators through the lessons, including opportunities to introduce concepts, discuss images, ask questions, guide student thinking, and support hands-on art making. “Teach,” “Explore the Images,” and other lesson guidance help educators use various instructional approaches, including discussion, inquiry, visual analysis, demonstration, and studio-based learning.
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
“Teach” content in the Teacher Edition supports multiple types of practice and instructional structures through guided educator prompts. “Engage” and “Explore 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. Lastly, “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
“Differentiated Instruction” in the point-of-use Teacher Edition supports, located at the bottom of each lesson page, offer guidance on providing linguistic accommodations for EB students. These notes help educators adjust instruction so students can access lesson content and participate meaningfully in discussions and art-making tasks.
In unit 1, lesson 1.1, “Exploring the Theme,” the materials provide guidance for English learners at different proficiency levels. Beginning learners use cognates to build an initial understanding of key vocabulary, while advanced learners extend their language use by exploring narrative and describing the process of creating artwork. These adjustments help students engage with increasingly academic and discipline‑specific language aligned with the ELPS.
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
Additionally, “Teach” content in the Teacher Edition lessons provides implementation guidance for facilitating discussions, demonstrations, and hands-on art making. At the bottom of each page, “Interdisciplinary Connections for Language Arts” and writing process guidance offer opportunities to integrate reading and writing practices into lessons. 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% (16 out of 16 points)
Evaluation for 4.1a
“Teach” content on the lesson pages of the Teacher Edition provides educators with 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,” “Explore the Images,” and “Discuss It,” helping educators introduce concepts and direct students to use artistic vocabulary when responding to artworks. “Exploring Ideas” sections further extend this support by offering explicit instructional guidance on art-making approaches. 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. It notes 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 include “Before You Begin” steps that prompt educators to revisit artistic literacy concepts, including vocabulary, from earlier lessons, helping students recall and apply previously taught concepts before engaging with new studio content. Chapter topic lessons also include “Engage” steps that direct students to review artistic literacy concepts from previous chapters and connect them to new learning through activities such as “For Your Art Journal,” “Studio Investigation,” and “Digital Connection.”
Art Level I and Art Level II guidance in the scope and sequence differentiates instruction in Level I and Level II courses, ensuring developmentally appropriate instruction and alignment with the course TEKS. The same Art Level I and Art Level II guidance in the scope and sequence can be used to connect new discipline-specific artistic literacy and skills to prior learning across courses. Concepts introduced in Level I are reviewed and expanded upon with greater independence in Level II.
Evaluation for 4.1c
Students develop and use discipline-specific artistic literacy vocabulary through structured supports in the “Chapter Topic” and “Looking at Art” lessons. “Engage,” “Explore 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. “Inquiry” and “Exploring Ideas” sections at the bottom of lesson pages further extend vocabulary development through inquiry-based and concept-focused activities. Together, these features provide consistent practice with artistic literacy vocabulary across lessons and chapters.
In chapter 6, lesson 6.5 of the Teacher Edition, “Putting the Text in Texture,” 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. In chapter 8, lesson 8.4, “Surface Quality,” students define surface quality in painters’ work and examine how artists use various techniques to achieve different effects. They then apply this vocabulary to ceramic works, reinforcing their understanding of surface quality across media.
Evaluation for 4.1d
Students have multiple opportunities to demonstrate discipline-specific artistic literacy through activities in the “Looking at Art” lessons and the “Chapter Review” sections. 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 prompts such as “Recall,” “Understand,” “Apply,” “Analyze,” “Evaluate,” “Writing About Art,” and “For Your Portfolio,” which ask students to communicate their artistic literacy in written and visual formats. The Teacher Edition includes evaluation and reteaching supports to help educators assess and revisit key concepts.
In chapter 8, lesson 8.6, students demonstrate their understanding of discipline-specific artistic literacy by applying the concept of motif to unify a series of artworks. The instructions direct students to design a motif connected to 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 composition with texture, reinforcing their ability to apply artistic vocabulary in alignment with the course TEKS.
Evaluation for 4.2a
Educators receive consistent guidance for delivering explicit instruction in discipline-specific artistic skills across “Studio Investigation,” “For Your Art Journal,” and “Digital Connection.” These components outline how educators should introduce, model, and reinforce skill development and provide students with structured opportunities to practice those skills. The Teacher Edition presents clear instructional steps that help educators deliver direct instruction aligned with each lesson’s artistic tasks.
Art Level I and Art Level II guidance in the scope and sequence differentiates instruction in Level I and Level II courses at developmentally appropriate levels and in alignment with the course TEKS. The same Art Level I and Art Level II guidance in the scope and sequence can be applied to connect new discipline-specific artistic literacy and skills to prior learning across courses.
Evaluation for 4.2b
“Studio Experience” lessons include “Before You Begin” steps that prompt educators to revisit artistic skills introduced in earlier chapter lessons, helping students recall and apply previously taught skills before learning new ones. These components support connections to prior learning within the same course and prepare students for the studio lesson’s artistic tasks. “Chapter Topic” lessons also include “Engage” steps that direct students to review artistic skills from previous chapters and apply them in activities such as “For Your Art Journal,” “Studio Investigation,” and “Digital Connection.” These features provide structured opportunities for students to link new artistic skills to earlier instruction across lessons and chapters.
Art Level I and Art Level II guidance in the scope and sequence differentiate instruction in Level I and Level II courses, ensuring developmentally appropriate instruction and alignment with the course TEKS. The same Art Level I and Art Level II guidance in the scope and sequence can be used to connect new discipline-specific artistic literacy and skills to prior learning across courses. Concepts are introduced in Level I and then reviewed and expanded with greater independence in Level II.
Evaluation for 4.2c
Students develop discipline-specific artistic skills by presenting and exhibiting their work in the “Studio Experience” lessons and the “Chapter Review” sections. Student Edition “Studio Experience” lessons include “Present” activities that guide students in sharing and discussing their completed artworks, and the Teacher Edition provides additional support through “Assess: Evaluation” and “Close” to help educators facilitate these presentations. 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 within the elements of 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 a structured studio process that grows in complexity across lessons and chapters. They progress 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. These repeated steps help students strengthen skills through increasingly complex applications.
Chapter 1 introduces students to line vocabulary, including line quality, implied line, gesture line, and line personality, and applies these concepts in “Self-Portraits and Text,” a “Studio Experience” focused on graphic mark-making. In chapter 3, students extend their skills by creating dual self-portraits and completing value studies in lesson 3.6, “Exploring Value with Alter Ego.” Later, in lesson 8.6, students create a mini-series with unity, and in chapter 10, they develop a pastel portrait within an ink blot. These tasks build on earlier concepts and require students to apply drawing skills in increasingly complex ways.
Evaluation for 4.2e
“Studio Experience” lessons in the Student Edition include “Present” activities that prompt students to share and discuss their completed artworks. 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 that guide educators in facilitating these presentations. Together, these components provide structured opportunities for students to demonstrate mastery through performance, exhibition, and presentation.
In chapter 11, lesson 11.8, “Art-History Inspired Mixed Media Artwork,” students demonstrate mastery of discipline-specific artistic skills through a multistep process of creation and reflection. The “advanced” criterion in the rubric requires students to plan a symbolic print background and incorporate imagery from art history, supported by planning sketches, tool selection, and layered techniques. Students apply design principles 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 work. To evaluate their mastery, students reflect on their process, identify strengths and areas for improvement, and participate in open discussion of their own artwork and that of peers.
Evaluation for 4.3a
Students explore a wide range of discipline-specific art forms through “Studio Investigation,” “For Your Art Journal,” and “Digital Connection” activities in the Student Edition. These tasks introduce media such as drawing, painting, printmaking, mixed media, collage, digital art, photography, plaster, and clay, as well as activities such as assemblage, jewelry design, installation, and design. “Studio Investigations” and “Studio Experience” lessons extend this exploration by engaging students with additional art forms, including basketry and other fiber art, and with traditional and contemporary media.
The course materials list suggests that students 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, Conté crayons, colored pencils, graphite, pastels, ink, and blending tools, as well as water-based and optional oil-based paints. Printmaking options such as linoleum and Gelli plate printing, along with sculpture materials including assemblage supplies, wire, clay, armature materials, papier-mâché, wood, and plaster, further expand the range of artistic forms available. As noted, students can also engage in photography, media arts, fiber art, jewelry making, and mosaics. 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
Students have opportunities to create, adapt, or extend discipline-specific artistic works through “Studio Investigation” activities in the Student Edition, which guide them 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 lead 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.
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
The materials include guidance for educators on promoting student agency through multiple components in the “Chapter Topic” and “Studio Experience” lessons. For example, “Discuss It” in the Teacher Edition provides direction for supporting student choice when selecting discipline-specific artistic works for study and presentation. “Studio Experience” lessons include “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.
Additionally, chapter 4, lesson 4.7 supports student agency by offering multiple opportunities for students to choose the artistic works they create. Students begin by photographing a subject of their choice, which then serves as the reference for their felting project. The “Choice Center” provides additional options when felting materials are unavailable, such as using yarn, string, ribbon, or fabric scraps on rigid surfaces like 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. It notes 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.
2 out of 2 points
Evaluation for 4.1b
Evaluation for 4.1b
Materials explicitly connect new discipline-specific artistic literacy to prior learning across lessons and units within the course and across courses as applicable.
2 out of 2 points
Art Level I and Art Level II guidance in the scope and sequence differentiates instruction in Level I and Level II courses, ensuring developmentally appropriate instruction and alignment with the course TEKS. The same Art Level I and Art Level II guidance in the scope and sequence can be used to connect new discipline-specific artistic literacy and skills to prior learning across courses. Concepts introduced in Level I are reviewed and expanded upon with greater independence in Level II.
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, “Putting the Text in Texture,” 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. In chapter 8, lesson 8.4, “Surface Quality,” students define surface quality in painters’ work and examine how artists use various techniques to achieve different effects. They then 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, students demonstrate their understanding of discipline-specific artistic literacy by applying the concept of motif to unify a series of artworks. The instructions direct students to design a motif connected to 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 composition with texture, reinforcing their ability to apply 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
Art Level I and Art Level II guidance in the scope and sequence differentiates instruction in Level I and Level II courses at developmentally appropriate levels and in alignment with the course TEKS. The same Art Level I and Art Level II guidance in the scope and sequence can be applied to connect new discipline-specific artistic literacy and skills to prior learning across courses.
4.2b
Materials explicitly connect new discipline-specific artistic skills to prior learning across lessons and units within the course and across courses as applicable.
Materials explicitly connect new discipline-specific artistic skills to prior learning across lessons and units within the course and across courses as applicable.
2 out of 2 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials explicitly connect new discipline-specific artistic skills to prior learning across lessons and units within the course and across courses as applicable.
2 out of 2 points
Art Level I and Art Level II guidance in the scope and sequence differentiate instruction in Level I and Level II courses, ensuring developmentally appropriate instruction and alignment with the course TEKS. The same Art Level I and Art Level II guidance in the scope and sequence can be used to connect new discipline-specific artistic literacy and skills to prior learning across courses. Concepts are introduced in Level I and then reviewed and expanded with greater independence in Level II.
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 within the elements of 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
Chapter 1 introduces students to line vocabulary, including line quality, implied line, gesture line, and line personality, and applies these concepts in “Self-Portraits and Text,” a “Studio Experience” focused on graphic mark-making. In chapter 3, students extend their skills by creating dual self-portraits and completing value studies in lesson 3.6, “Exploring Value with Alter Ego.” Later, in lesson 8.6, students create a mini-series with unity, and in chapter 10, they develop a pastel portrait within an ink blot. 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, “Art-History Inspired Mixed Media Artwork,” students demonstrate mastery of discipline-specific artistic skills through a multistep process of creation and reflection. The “advanced” criterion in the rubric requires students to plan a symbolic print background and incorporate imagery from art history, supported by planning sketches, tool selection, and layered techniques. Students apply design principles 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 work. To evaluate their mastery, students reflect on their process, identify strengths and areas for improvement, and participate in open discussion of their own artwork 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 suggests that students 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, Conté crayons, colored pencils, graphite, pastels, ink, and blending tools, as well as water-based and optional oil-based paints. Printmaking options such as linoleum and Gelli plate printing, along with sculpture materials including assemblage supplies, wire, clay, armature materials, papier-mâché, wood, and plaster, further expand the range of artistic forms available. As noted, students can also engage in photography, media arts, fiber art, jewelry making, and mosaics. 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
Additionally, chapter 4, lesson 4.7 supports student agency by offering multiple opportunities for students to choose the artistic works they create. Students begin by photographing a subject of their choice, which then serves as the reference for their felting project. The “Choice Center” provides additional options when felting materials are unavailable, such as using yarn, string, ribbon, or fabric scraps on rigid surfaces like 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
“Explore the Images” provides educators with guidance for delivering explicit instruction in interpreting, evaluating, and responding to the artistic works featured in the Student Edition. This support also appears in the “Looking at Art” lessons, where “Explore the Image” guides educators in helping students analyze and respond to other artists’ work. 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, “Light and Value,” educators receive guidance for leading students through explicit analysis of artworks by other artists. The materials prompt educators to help students examine an Ansel Adams photograph by identifying lighting angles and observing the range of values in the composition. Subsequent guidance directs educators to analyze a Travis Louie monochromatic painting with students, focusing on clarity, transitions, value, and space, which supports 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
“Looking at Art” lessons provide opportunities for students to practice interpreting, evaluating, and responding to artworks 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.
In chapter 1 of the Teacher Edition, the “Assess” guidance provides explicit support for helping students give and receive feedback as they observe and discuss artistic elements. 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 one another’s observations. 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. To attain an “advanced” level, as outlined in the “Reflect,” “Evaluate,” “Present” row of the rubric, students must offer insightful reflection on their own work, share ideas, and show interest in others during class discussions and presentations. The “Assess: Evaluation” guidance reinforces this practice by including class discussions, critiques, and educator modeling of positive critique, creating structured opportunities for students to respond to their 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. These components guide educators to offer targeted feedback as students develop and adjust their work. Together, they create structured opportunities for educators to support the refinement of discipline-specific artistic skills across lessons.
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
“Studio Experience” lessons provide opportunities for students to reflect and self-evaluate through the “Create” steps in the Student Edition, with corresponding guidance in the “Teach” content. These components prompt students to assess their artistic decisions and refine their work as they progress through the studio process.
In lesson 1.7, “Exploring Narrative Through Comics,” the “Assess: Evaluation” educator guidance provides structured 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. Students then self-evaluate their cartoons using a rubric and reminders to stay objective, supporting purposeful reflection as they 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, “Light and Value,” educators receive guidance for leading students through explicit analysis of artworks by other artists. The materials prompt educators to help students examine an Ansel Adams photograph by identifying lighting angles and observing the range of values in the composition. Subsequent guidance directs educators to analyze a Travis Louie monochromatic painting with students, focusing on clarity, transitions, value, and space, which supports 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
In chapter 1 of the Teacher Edition, the “Assess” guidance provides explicit support for helping students give and receive feedback as they observe and discuss artistic elements. 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 one another’s observations. 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. To attain an “advanced” level, as outlined in the “Reflect,” “Evaluate,” “Present” row of the rubric, students must offer insightful reflection on their own work, share ideas, and show interest in others during class discussions and presentations. The “Assess: Evaluation” guidance reinforces this practice by including class discussions, critiques, and educator modeling of positive critique, creating structured opportunities for students to respond to their 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, “Exploring Narrative Through Comics,” the “Assess: Evaluation” educator guidance provides structured 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. Students then self-evaluate their cartoons using a rubric and reminders to stay objective, supporting purposeful reflection as they 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 further support interdisciplinary connections by incorporating topics across the fine arts disciplines and core academic subjects, including math, social studies, design, and engineering. Students engage with these ideas through the “Create” steps in the Student Edition, while educator guidance in “Teach,” covering “Before You Begin,” “Explore the Image,” “Engage,” and “Create,” reinforces cross-curricular thinking. “Interdisciplinary Connections” and “Exploring Ideas” sections extend these opportunities by highlighting art-making approaches that integrate concepts from other disciplines.
Evaluation for 6.2a
“Engage” in the “Teach” content introduces contextual information, and “Explore 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 about the artworks.
Additionally, in lesson 1.3 of the Teacher Edition, the “Inquiry” section provides explicit guidance on teaching historical and cultural context. Educators collect textile patterns from various cultures and invite students to bring examples that reflect their own heritage, such as Indian batiks, Scottish plaids, or African weavings. Students compare the use of lines across these textiles, then create a portfolio or exhibition analyzing 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
“Looking at Art” lessons and “Chapter Reviews” guide students in applying contextual knowledge through compare-and-contrast activities in the Student Edition, supported by compare-and-contrast guidance in the Teacher Edition. “Inquiry” activities provide opportunities for students to investigate historical and cultural contexts, and “More About” sections supply additional information connected to artworks in the Student Edition. “Chapter Reviews” extend this practice through “Evaluate” and “Writing About Art” prompts in the Student Edition, with “Evaluation” and “Writing About” supports in the Teacher Edition that help educators assess students’ understanding of discipline-specific historical and cultural context.
In lesson 2.6 of the Teacher Edition, the “Engage” guidance provides explicit support for helping students understand historical and cultural context as they develop their linocut designs. Educators show examples of cultural symbolism and explain how interpreting symbols—such as the bald eagle in American culture—can help students consider meaningful imagery tied to identity and tradition. In the corresponding Student Edition, the “Create” step 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 artwork.
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 further support interdisciplinary connections by incorporating topics across the fine arts disciplines and core academic subjects, including math, social studies, design, and engineering. Students engage with these ideas through the “Create” steps in the Student Edition, while educator guidance in “Teach,” covering “Before You Begin,” “Explore the Image,” “Engage,” and “Create,” reinforces cross-curricular thinking. “Interdisciplinary Connections” and “Exploring Ideas” sections extend these opportunities by highlighting art-making approaches 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, in lesson 1.3 of the Teacher Edition, the “Inquiry” section provides explicit guidance on teaching historical and cultural context. Educators collect textile patterns from various cultures and invite students to bring examples that reflect their own heritage, such as Indian batiks, Scottish plaids, or African weavings. Students compare the use of lines across these textiles, then create a portfolio or exhibition analyzing 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
In lesson 2.6 of the Teacher Edition, the “Engage” guidance provides explicit support for helping students understand historical and cultural context as they develop their linocut designs. Educators show examples of cultural symbolism and explain how interpreting symbols—such as the bald eagle in American culture—can help students consider meaningful imagery tied to identity and tradition. In the corresponding Student Edition, the “Create” step 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 artwork.