The Texas Essential Knowledge and Skills for Art take effect in the school year of 2014-2015. This overview will provide meaningful ways to incorporate them into artistic content, focusing on the Quilting Wichita Falls Together Project that features artist Marion Coleman at the Wichita Falls Museum of Art.
Quilting Wichita Falls Together was developed from Pride in Place, an art curriculum developed for the Wichita Falls Museum of Art, and features the artist Marion Coleman, a native of Wichita Falls, Texas.
This introduction was a major addition to the Fine Arts TEKS in revision. The red here highlights 21st century skills needed for our students to be successful in our quickly changing world.
The four basic strands of the new TEKS are (1) observation and perception, (2) creative expression, (3) historical and cultural relevance, (4) and critical evaluation and response.
The elements and principles of art have been combined in one objective.
The use of the elements and principles of design can be a starting point into an artwork but the investigation should not end there.
Students are expected to work with a variety of media.
The development of respect for others is at the heart of this objectives.
Clearly, this shows a boy with a skateboard.
Students must support their choices with reasoning and respect other’s choices.
Marion Coleman uses historical/cultural themes in her quilts. Here is a quilt honoring Ruby Bridges, the first black child to attend an all white elementary school in the south.
Marion Coleman at her sewing machine in her studio.
A garden is the subject of this artwork. How could you relate this to science? Cycles of life, metamorphosis, and the seasons come to mind. Also collaboration.
Math concepts of measurement, geometry, scale, and proportion all play a part in the success of this quilt.
This reflects significant changes from the previous TEKS. All students should show evidence of these objectives. Virtual online field trips and online portfolios can help with experiences with these objectives.
This portrait of Faith Ringgold by Marion Coleman was featured in Oprah Magazine. Faith Ringgold is also a quilt artist, famous for the book Tar Beach, and for many other books and quilts.
4(B) Express ideas found in collections such as real or virtual art museums, galleries, portfolios, or exhibitions.
Use Artsonia to create and share student portfolios and raise money for the artroom.
You can create galleries as well as individual portfolios on Artsonia.
Post portfolios of student work on your school web pages.
Art TEKS for Quilting Wichita Falls Together
Using Art TEKS with
Quilting Wichita Falls Together
(a) TEKS Fine Arts Introduction.
(1) The fine arts incorporate the study of dance, music, theatre,
and the visual arts to offer unique experiences and empower
students to explore realities, relationships, and ideas. These
disciplines engage and motivate all students through active
learning, critical thinking, and innovative problem solving. The
fine arts develop cognitive functioning and increase student
academic achievement, higher-order thinking, communication,
and collaboration skills, making the fine arts applicable to college
readiness, career opportunities, workplace environments, social
skills, and everyday life. Students develop aesthetic and cultural
awareness through exploration, leading to creative expression.
Creativity, encouraged through the study of the fine arts, is
essential to nurture and develop the whole child.
(2) Four basic strands--foundations: observation and perception,
creative expression, historical and cultural relevance, and critical
evaluation and response--provide broad, unifying structures for
organizing the knowledge and skills students are expected to
acquire. Each strand is of equal value and may be presented in any
order throughout the year. Students rely on personal observations
and perceptions, which are developed through increasing visual
literacy and sensitivity to surroundings, communities, memories,
imaginings, and life experiences, as sources for thinking about,
planning, and creating original artworks. Students communicate
their thoughts and ideas with innovation and creativity. Through art,
students challenge their imaginations, foster critical thinking,
collaborate with others, and build reflective skills. While exercising
meaningful problem-solving skills, students develop the lifelong
ability to make informed judgments.
(b) Knowledge and skills.
(1) Foundations: observation and perception. The student develops
and expands visual literacy skills using critical thinking,
imagination, and the senses to observe and explore the world by
learning about, understanding, and applying the elements of art,
principles of design, and expressive qualities. The student uses
what the student sees, knows, and has experienced as sources
for examining, understanding, and creating artworks. The
student is expected to:
(A)gather information from subjects in the environment using the
(B)identify the elements of art, including line, shape, color, texture,
and form, and the principles of design, including
repetition/pattern and balance, in the environment.
1(A) gather information from subjects in the environment using the senses; and
1(B) identify the elements of art, including line, shape, color, texture, and form, and the
principles of design, including repetition/pattern and balance, in the environment.
Marion Coleman’s Grandmother and Aunt
How are the elements and principles
of design used in this quilt?.
(2) Creative expression. The student communicates ideas
through original artworks using a variety of media with
appropriate skills. The student expresses thoughts and ideas
creatively while challenging the imagination, fostering
reflective thinking, and developing disciplined effort and
progressive problem-solving skills. The student is expected
(A) create artworks using a variety of lines, shapes,
colors, textures, and forms;
(B) arrange components intuitively to create artworks;
(C) use a variety of materials to develop manipulative
skills while engaging in opportunities for exploration
through drawing, painting, printmaking, constructing
artworks, and sculpting, including modeled forms.
(3) Historical and cultural relevance. The student demonstrates an
understanding of art history and culture by analyzing artistic styles,
historical periods, and a variety of cultures. The student develops
global awareness and respect for the traditions and contributions of
diverse cultures. The student is expected to:
(A) identify simple subjects expressed in artworks;
(B) share ideas about personal experiences such as family and friends
and develop awareness and sensitivity to differing experiences
and opinions through artwork;
(C) identify the uses of art in everyday life; and
(D) relate visual art concepts to other disciplines.
3(A). Identify simple subjects expressed in artworks.
3(B) Develop awareness and sensitivity to differing experiences and opinions through
artwork. Students must support choices with reasoning and respect other’s choices.
This quilt is titled Waiting
for the Freedom Train. Can
you see the eyes in the
background? What could
those mean? What are the
reasons for your
3(B) The student develops global awareness and respect for the traditions and contributions of diverse cultures.
themes in her quilts.
Here is a quilt
Bridges, the first
black child to attend
an all white
in the south.
3)C) Identify the uses of art in everyday life.
3(D). Relate visual art
concepts to other
disciplines (such as
3(D) Relate visual art concepts to other disciplines such as math.
Math concepts of
scale, and proportion all
play a part in the success
of this quilt.
(4) Critical evaluation and response. The student responds to
and analyzes artworks of self and others, contributing to the
development of lifelong skills of making informed judgments
and reasoned evaluations. The student is expected to:
(A) express ideas about personal artworks or portfolios.
(B) express ideas found in collections such as real or virtual art
museums, galleries, portfolios, or exhibitions using original
artworks created by artists or peers; and
(C) compile collections of artwork such as physical artwork,
electronic images, sketchbooks, or portfolios for the
purposes of self-evaluations or exhibitions.
4(A) Express ideas about personal artworks or portfolios.
The student artist’s statement about
an artwork (his or her own, or about
an artist’s), may be between 1-3
sentences and may describe the
process of creating the work, why
the artist chose the title, or how the
piece relates to the theme. If the
student cannot write a statement,
the teacher may write it or
document it through sound
recording or photography.
A portrait of artist Faith Ringgold
4(B) Express ideas found in collections such as real or virtual art museums, galleries,
portfolios, or exhibitions.
4(C) Compile collections of artwork such as physical artwork, electronic images, sketchbooks, or
portfolios for the purposes of self-evaluations or exhibitions.
of student work
on your school
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