The Art, Level III TEKS (19 TAC §117.304) represent an advanced level of study for high school students in Texas who have completed Art I and Art II. At this level, instruction transitions from teacher-guided skill building to student-driven, independent artistic inquiry and specialization.

Students continue working within a chosen discipline (e.g., Drawing III, Painting III, Sculpture III, Ceramics III, Printmaking III, Photography III, or Digital Art III) and operate under the four foundational strands:

1. Foundations: Observation and Perception

Students use perceptual expertise to develop mature visual concepts and personal voice.

• Sophisticated Visual Literacy: Master the intentional, subtle application of the elements of art and principles of design to communicate specific psychological, emotional, or conceptual themes.

• Conceptual Synthesis: Synthesize personal experiences, direct observation, imagination, research, and current societal issues into cohesive visual metaphors and complex narrative structures.

2. Creative Expression

Students demonstrate advanced technical mastery and self-directed problem-solving.

• Mastery of Specialized Media: Execute high-level technical processes in their chosen medium (e.g., complex multi-plate printmaking, advanced wheel-throwing and glaze chemistry, or high-level digital composite and retouching).

• Sustained Investigation: Plan and execute a themed body of work (a series) by exploring a central concept, experimenting with techniques, and refining works through iterative planning and preliminary studies.

• Ethical Practice: Adhere to legal and ethical standards regarding copyright, intellectual property, and fair use while maintaining authentic personal expression.

3. Historical and Cultural Relevance

Students connect their personal art practice to global art historical contexts and professional fields.

• In-Depth Art History: Research, analyze, and critique historical movements, contemporary art trends, and global traditions that directly inform or parallel their own artistic exploration.

• Cultural Influence: Evaluate how socio-political, cultural, and environmental factors influence artistic production and public response across time.

• Professional Pathways: Research specific art careers, higher education options (BFA/MFA programs), art business practices, and exhibition opportunities.

4. Critical Evaluation and Response

Students participate in professional-level critique, curation, and exhibition preparation.

• Advanced Critique: Conduct articulate, written and verbal critiques evaluating personal works, peer series, and masterworks using sophisticated art historical and technical vocabulary.

• Curative Portfolio Development: Select, organize, and document a refined physical and/or digital portfolio showing conceptual growth, technical excellence, and a sustained body of work.

• Artist Statements & Presentation: Draft comprehensive artist statements articulating intent, process, and context, and prepare artwork for formal display or competitive exhibition (e.g., VASE - Visual Art Scholastic Event).

Progression Across High School Art Levels