Lesson Plan: Katherine S. Dreier, “Composition”

This lesson plan contains the National Learning Standards for Visual Arts and the Texas TEKS for Elementary, Middle, and High School art teachers. The class will study the printmaking methods of Katherine S. Dreier’s lithograph Composition. Afterwards, the students will develop a printmaking portfolio that elaborates on a set abstract theme designed by the students.

If you use or reference this lesson plan, please leave a comment with your feedback. The lesson plan can be downloaded in the link below.

TMA Lesson Plan – Katherine S. Dreier – Composition – Rachel Anthony Download

https://tylermuseum.pastperfectonline.com/webobject/B5301AEE-1B78-42EC-9ED1-700794020940

Katherine S. Dreier, Composition, 1934, hand-colored lithograph, 11.25 inches X 14.875 inches, Tyler Museum of Art, Tyler, Texas.

Culture: American

Subject: Fine Art, Art History

Collection: Tyler Museum of Art’s Permanent Collection

Grades: Elementary School, Middle School and High School

Topics: Artistic Practices, Art History, Critical Thinking, Printmaking, Abstraction

Art Vocabulary

Activity Vocabulary:

Katherine S. Dreier:

Katherine Dreier was born in 1877 and died in 1952.[1]
She received training from the Pratt Institute. Afterwards, she gained additional experience in London and Munich. Her studies caused her artwork to shift from a post-impressionist style to a modern style.[2]
She was contemporaries with Marcel Duchamp and Man Ray. Together, they created an art group for America called Society of Independent Artists.[3]
- The group, which was inspired by the French group called Société des Artistes Indépandants, encouraged American artists to reject the academic standards of modern art. By paying a small fee to the society, the artist could participate in exhibitions without the procedural approval of the academies.[4]
She followed the work of Wassily Kandinsky, who promoted a spiritual and philosophical purpose to abstraction.[5]

Composition:

Katherine Dreier’s piece, titled Composition, uses a yellow circle, bowed triangles, and lines to form the lithograph.
The artwork clearly displays an influence from Wassily Kandinsky’s art style. This is representative in both the title and the geometric design.
This piece is, likely, part of a larger collection known as ‘1 to 40 Variations’.[6]
Developed in 1934, under the supervision of Marcel Duchamp, Dreier created a series of 40 lithographs that vary in compositional design. However, each print maintains a similar base structure of shapes, lines, and primary colors.[7]
- The printing process took three years to complete.
This particular piece is just known as Composition, while the other works in this series follow a similar naming convention of Volume X, Number X. It is possible this work was either: a test print, an artist proof, or the base composition that each subsequent print followed – thus the naming of “ 1 to 40 Variations”.[8]
For more information about the 1 to 40 Variations Series, and in in-depth view at some of the variations in the portfolio, visit the following link to the Guggenheim Article titled “Sublime Rhythms”: Vivid Lithographs by Artist and Collector Katherine S. Dreier” by Claire Lui:[9]
- Link here: https://www.guggenheim.org/blogs/findings/sublime-rhythms-vivid-lithographs-by-artist-and-collector-katherine-s-dreier

Absract Art:

An abstract composition uses a variety of shapes, lines, colors, and patterns to create a mood, an expression of a concept, or a unique view of something from nature.[10]

Lithography:

A lithograph is a type of print.[11]
- To create a lithograph, the artist draws an image on a prepared limestone plate with an oil-based crayon.
- Then, the artist applies a coat of rosin and talcum powder to the top of the plate.
- Afterwards, a gum aribic acid solution is painted onto the plate. This allows a chemical reaction to occur with the previously applied materials.
- After the solution has set, the artist wipes away the original sketch with a solvent called lithotine.
- The result is a ghost image caused by the application of solutions. Once the plate is dry, the artist rolls ink across the surface of the plate.
- When this process is complete, the artist places a piece of paper on the plate and rolls the plate through the printing press.
- The result is an ink image from the plate onto the paper.

Printmaking Portfolio:

A printmaking portfolio is a collection of prints created during a set period of time. In some cases, the portfolio presents a theme or concept that is consistent throughout. Alternatively, the portfolio can represent an artist’s progress in learning a skill or technique.

Elements of Design[12]:

Artists use the elements of design to create the foundation of the artwork. The elements of art include: line, shape, form, space, color, and texture.

Line:

An element of design; line is created on a surface with a pointed moving tool. Lines can range in size, width, texture, and presentation. Common types of line are vertical, horizontal, diagonal, zig-zag, and curved.

Shape:

An element of design; shape is a two-dimensional enclosed space that represents either an organic shape or a geometric shape. Geometric shapes include squares, circles, rectangles, triangles and other standard geometric shapes. Organic shapes include natural non-geometric shapes that are developed from curvilinear lines.

Form:

An element of design; form is a three-dimensional enclosed space that represents organic and geometric shapes in a third space. Geometric forms include cubes, spheres, triangular prisms, rectangular prisms, and cones. Organic shapes include three-dimensional forms observed in nature, such as trees, rivers, and rocks.

Space:

An element of design; this term defines the surface area between, before, and behind an object in a composition.

Color:

An element of design; this term defines the pigments used in a painting. Color can be organized into categories, such as: hues, values, complements, and intensity.

Texture:

An element of design; this term defines an artwork’s surface. The artist’s use of the chosen medium creates either implied or actual texture.

Principles of Design[13]:

Artists used principles of design to build upon the foundational elements of design. This includes the following: rhythm, movement, balance, proportion, variety, emphasis, and unity.

Rhythm/ Pattern:

A principle of design; this term defines the repetitive imagery and elements of design found in a composition.

Movement:

A principle of design; this term defines the visual movement observed in a painting. This can be identified as kinetic movement or implied movement. Additionally, movement can be defined as how the viewer’s eye moves throughout the composition.

Balance:

A principle of design; this term defines the arrangement of the presented imagery with the elements of design. It refers to either asymmetrical compositions or symmetrical compositions.

Proportion:

A principle of design; this term defines the comparative size between objects in the composition. It can refer to the imagery within a painting or the size between a sculpture and a real object.

Variety:

A principle of design; this term defines the combination of imagery, objects, and ideas in an artwork.

Emphasis:

A principle of design; this term defines the most prominent area in a composition. The viewer’s eye is drawn to this point because the artist used a mixture of the elements and principles of design.

Unity:

A principle of design; this term defines how the elements and principles of design are combined within a composition.

[1] Trevor Stark, “Katherine Drier,” The Metropolitan Museum of Art, updated 2016, accessed August 17, 2023, https://www.metmuseum.org/research-centers/leonard-a-lauder-research-center/research-resources/modern-art-index-project/dreier.

[2] “Katherine S. Dreier,” Guggenheim Museum, updated 2022, accessed August 17, 2023, https://www.guggenheim.org/history/katherine-s-dreier.

[3] Ibid.

[4] Ibid.

[5] Ibid.

[6] “Katherine S. Dreier: ‘Variation 30, Vol.II – from the series ‘1 to 40 Variations, 1934,” 1^st Dibs Auction, updated August 17, 2023, accessed August 17, 2023, https://www.1stdibs.com/art/prints-works-on-paper/abstract-prints-works-on-paper/katherine-s-dreier-variation-30-vol-ii-from-series-1-to-40-variations/id-a_9277102/.

[7] Ibid.

[8] Ibid.

[9] Claire Lui, “’Sublime Rhythms”: Vivid Lithographs by Artist and Collector Katherine S. Dreier”, Guggenheim Museum, updated June 30, 2017, accessed August 24, 2023, https://www.guggenheim.org/blogs/findings/sublime-rhythms-vivid-lithographs-by-artist-and-collector-katherine-s-dreier.

[10] “Art Term: Abstract Art,” Tate Modern Museum of Art, updated 2022, accessed April 6, 2022, https://www.tate.org.uk/art/art-terms/a/abstract-art.

[11] Liz Zanis. “Lithograph,” The Metropolitan Museum of Art, updated 2018, ccessed May 17, 2021. https://www.metmuseum.org/about-the-met/curatorial-departments/drawings-and-prints/materials-and-techniques/printmaking/lithograph.

[12] Rosalins Ragan, “Elements of Art,” in Art Talk, 61 – 211, edited by Bennett and McKnight Division, (San Francisco: Glencoe Publishing Company, 1988).

[13] Rosalins Ragan, “Principles of Design,” in Art Talk, 211 – 347, edited by Bennett and McKnight Division, (San Francisco: Glencoe Publishing Company, 1988).

Bibliography: Resources for Vocabulary and Lesson Plan

“Art Term: Abstract Art.” Tate Modern Museum of Art. Updated 2022. Accessed April 6, 2022. https://www.tate.org.uk/art/art-terms/a/abstract-art.

“Katherine S. Dreier.” Guggenheim Museum. Updated 2022. Accessed August 17, 2023. https://www.guggenheim.org/history/katherine-s-dreier.

“Katherine S. Dreier: ‘Variation 30, Vol.II – from the series ‘1 to 40 Variations, 1934.” 1^st Dibs Auction. Updated August 17, 2023. Accessed August 17, 2023. https://www.1stdibs.com/art/prints-works-on-paper/abstract-prints-works-on-paper/katherine-s-dreier-variation-30-vol-ii-from-series-1-to-40-variations/id-a_9277102/.

Lui, Claire. “’Sublime Rhythms”: Vivid Lithographs by Artist and Collector Katherine S. Dreier.” Guggenheim Museum. Updated June 30, 2017. Accessed August 24, 2023, https://www.guggenheim.org/blogs/findings/sublime-rhythms-vivid-lithographs-by-artist-and-collector-katherine-s-dreier.

Office of the Secretary of State. “§117.102: Art, Kindergarten, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=102.

Office of the Secretary of State. “§117.105: Art, Grade 1, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=105.

Office of the Secretary of State. “§117.108: Art, Grade 2, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=108.

Office of the Secretary of State. “§117.111: Art, Grade 3, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=111.

Office of the Secretary of State. “§117.114: Art, Grade 4, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=114.

Office of the Secretary of State. “§117.117: Art, Grade 5, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=117.

Office of the Secretary of State. “§117.202: Art, Middle School 1, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=202.

Office of the Secretary of State. “§117.203: Art, Middle School 2, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=203.

Office of the Secretary of State. “§117.204: Art, Middle School 3, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=204.

Office of the Secretary of State. “§117.302: Art, Level I, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=302.

Office of the Secretary of State. “§117.303: Art, Level II, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=303.

Office of the Secretary of State. “§117.304: Art, Level III, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=304.

Office of the Secretary of State. “§117.305: Art, Level IV, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=305.

Ragan, Rosalins. “Elements of Art.” In Art Talk, 61 – 211. Edited by Bennett and McKnight Division. San Francisco: Glencoe Publishing Company, 1988.

Ragan, Rosalins. “The Principles of Design.” In Art Talk, 211 – 347. Edited by Bennett and McKnight Division. San Francisco: Glencoe Publishing Company, 1988.

Stark, Trevor. “Katherine Drier.” The Metropolitan Museum of Art. Updated 2016. Accessed August 17, 2023. https://www.metmuseum.org/research-centers/leonard-a-lauder-research-center/research-resources/modern-art-index-project/dreier.

Zanis, Liz. “Lithograph.” The Metropolitan Museum of Art. Updated 2018. Accessed May 17, 2021. https://www.metmuseum.org/about-the-met/curatorial-departments/drawings-and-prints/materials-and-techniques/printmaking/lithograph.

Elementary School Lesson Plans: National Learning Standards

Goals:

Elementary School Students of all levels will be able to do the following:

Identify the principles of design used in the artwork;
Identify the elements of design used in the artwork;
Learn about the Abstraction used by Katherine Dreier;
Learning about lithography and the printmaking processes used by Katherine Dreier in the piece Composition;
Learn about printmaking portfolios and how they are made;
Create a single print that uses geometric designs that will serve as the original design for the following printmaking portfolio;
Create a printmaking portfolio of two to five additional and different prints that showcase geometric variations of the original print;
And, write an art statement that explains the student’s reason for creating alternate versions of the original print in the printmaking portfolio.

National Learning Standards for Visual Arts:

Pre-Kindergarten, Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, Fifth Grade

Pre-Kindergarten:

Creating:
- Anchor Standard 1:
  - Creating: Generate and conceptualize artistic ideas and work.
    - VA:Cr1.1.Pka: Engage in self-directed play with materials;
    - VA:Cr1.2.Pka: Engage in self-directed, creative making.
- Anchor Standard 2:
  - Creating: Organize and develop artistic ideas and work.
    - VA:Cr2.1.PKa: Use a variety of artmaking tools;
- Anchor Standard 3:
  - Creating: Refine and complete artistic work.
    - VA:Cr3.1.PKa: Share and talk about personal artwork.

Presenting:
- Anchor Standard 4:
  - Presenting: Select, analyze, and interpret artistic work for presentation.
    - VA: Pr4.1.PKa: Identify reasons for saving and displaying objects, artifacts, and artwork.
- Anchor Standard 5:
  - Presenting: Develop and refine artistic techniques and work for presentation.
    - VA:Pr5.1.PKa: Identify places where art may be displayed or saved.
- Anchor Standard 6:
  - Presenting: Convey meaning through the presentation of artistic work.
    - VA:Pr6.1.PKa: Identify where art is displayed both inside and outside of school.
Responding:
- Anchor Standard 7:
  - Responding: Perceive and analyze artistic work
    - VA:Re.7.1.PKa: Recognize art in one’s environment.
    - VA:Re.7.2.PKa: Distinguish between images and real objects.
- Anchor Standard 8:
  - Responding: Interpret intent and meaning in artistic work.
    - VA:Re8.1.PKa: Interpret art by identifying and describing subject matter.
- Anchor Standard 9:
  - Responding: Apply criteria to evaluate artistic work.
    - VA:Re9.1.PKa: Select a preferred artwork.
Connecting:
- Anchor Standard 11:
  - Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    - VA:Cn11.1.PKa: Recognize that people make art.

Kindergarten:

Creating:
- Anchor Standard 1:
  - Creating: Generate and conceptualize artistic ideas and work.
    - VA:Cr1.1.Ka: Engage in exploration and imaginative play with materials.
- Anchor Standard 2:
  - Creating: Organize and develop artistic ideas and work.
    - VA:Cr2.1.Ka: Through experimentation, build skills in various media and approaches to art-making.
    - VA:Cr2.2.Ka: Identify safe and non-toxic art materials, tools, and equipment.
- Anchor Standard 3:
  - Creating: Refine and complete artistic work.
    - VA:Cr3.1.Ka: Explain the process of making art while creating.
Presenting:
- Anchor Standard 4:
  - Presenting: Select, analyze, and interpret artistic work for presentation.
    - VA: Pr4.1.Ka: Select art objects for personal portfolio and display, explaining why they were chosen.
- Anchor Standard 5:
  - Presenting: Develop and refine artistic techniques and work for presentation.
    - VA:Pr5.1.Ka: Explain the purpose of a portfolio or collection.
- Anchor Standard 6:
  - Presenting: Convey meaning through the presentation of artistic work.
    - VA:Pr6.1.Ka: Explain what an art museum is and distinguish how an art museum is different from other buildings.
Responding:
- Anchor Standard 7:
  - Responding: Perceive and analyze artistic work
    - VA:Re.7.2.Ka: Describe what an image represents.
- Anchor Standard 8:
  - Responding: Interpret intent and meaning in artistic work.
    - VA:Re8.1.Ka: Interpret art by identifying subject matter and describing relevant details.
- Anchor Standard 9:
  - Responding: Apply criteria to evaluate artistic work.
    - VA:Re9.1.Ka: Explain reasons for selecting a preferred artwork
Connecting:
- Anchor Standard 10:
  - Connecting: Synthesize and relate knowledge and personal experiences to make art.
    - VA:Cn10.1.Ka: Create art that tells a story about a life experience.
- Anchor Standard 11:
  - Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    - VA:Cn11.1.Ka: Identify a purpose of an artwork.

First Grade:

Creating:
- Anchor Standard 1:
  - Creating: Generate and conceptualize artistic ideas and work.
    - VA:Cr1.2.1a: Use observation and investigation in preparation for making a work of art.
- Anchor Standard 2:
  - Creating: Organize and develop artistic ideas and work.
    - VA:Cr2.1.1a: Explore uses of materials and tools to create works of art or design.
    - VA:Cr2.2.1a: Demonstrate safe and proper procedures for using materials, tools, and equipment while making art.
    - VA:Cr2.3.1a: Identify and classify uses of everyday objects through drawings, diagrams, sculptures, or other visual means.
- Anchor Standard 3:
  - Creating: Refine and complete artistic work.
    - VA:Cr3.1.1a: Use art vocabulary to describe choices while creating art.
Presenting:
- Anchor Standard 4:
  - Presenting: Select, analyze, and interpret artistic work for presentation.
    - VA: Pr4.1.1a: Explain why some objects, artifacts, and artwork are valued over others.
- Anchor Standard 5:
  - Presenting: Develop and refine artistic techniques and work for presentation.
    - VA:Pr5.1.1a: Ask and answer questions such as where, when, why, and how artwork should be prepared for presentation or preservation.
Responding:
- Anchor Standard 7:
  - Responding: Perceive and analyze artistic work
    - VA:Re.7.1.1a: Select and describe works of art that illustrate daily life experiences of one’s self and others
    - VA:Re.7.2.1a: Compare images that represent the same subject
- Anchor Standard 8:
  - Responding: Interpret intent and meaning in artistic work.
    - VA:Re8.1.1a: Interpret art by categorizing subject matter and identifying the characteristics of form
- Anchor Standard 9:
  - Responding: Apply criteria to evaluate artistic work.
    - VA:Re9.1.1a: Classify artwork based on different reasons for preferences.
Connecting:
- Anchor Standard 10:
  - Connecting: Synthesize and relate knowledge and personal experiences to make art.
    - VA:Cn10.1.1a: Identify times, places, and reasons by which students make art outside of school.
- Anchor Standard 11:
  - Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    - VA:Cn11.1.1a: Understand that people from different places and times have made art for a variety of reasons.

Second Grade:

Creating:
- Anchor Standard 1:
  - Creating: Generate and conceptualize artistic ideas and work.
    - VA:Cr1.2.2a: Make art or design with various materials and tools to explore personal interests, questions, and curiosity
- Anchor Standard 2:
  - Creating: Organize and develop artistic ideas and work.
    - VA:Cr2.1.2a: Experiment with various materials and tools to explore personal interests in a work of art or design
    - VA:Cr2.2.2a: Demonstrate safe procedures for using and cleaning art tools, equipment, and studio spaces
- Anchor Standard 3:
  - Creating: Refine and complete artistic work.
    - VA:Cr3.1.2a: Discuss and reflect with peers about choices made in creating artwork
Presenting:
- Anchor Standard 4:
  - Presenting: Select, analyze, and interpret artistic work for presentation.
    - VA: Pr4.1.2a: Categorize artwork based on a theme or concept for an exhibit.
- Anchor Standard 5:
  - Presenting: Develop and refine artistic techniques and work for presentation.
    - VA:Pr5.1.2a: Distinguish between different materials or artistic techniques for preparing artwork for presentation

Responding:
- Anchor Standard 7:
  - Responding: Perceive and analyze artistic work
    - VA:Re.7.1.2a: Perceive and describe aesthetic characteristics of one’s natural world and constructed environments
    - VA:Re.7.2.2a: Categorize images based on expressive properties
- Anchor Standard 8:
  - Responding: Interpret intent and meaning in artistic work.
    - VA:Re8.1.2a: Interpret art by identifying the mood suggested by a work of art and describing relevant subject matter and characteristics of form
- Anchor Standard 9:
  - Responding: Apply criteria to evaluate artistic work.
    - VA:Re9.1.2a: Use learned art vocabulary to express preferences about artwork
Connecting:
- Anchor Standard 11:
  - Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    - VA:Cn11.1.2a: Compare and contrast cultural uses of artwork from different times and places.

Third Grade:

Creating:
- Anchor Standard 1:
  - Creating: Generate and conceptualize artistic ideas and work.
    - VA:Cr1.1.3a: Elaborate on an imaginative idea.
    - VA:Cr1.2.3a: Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.
- Anchor Standard 2:
  - Creating: Organize and develop artistic ideas and work.
    - VA:Cr2.1.3a: Create personally satisfying artwork using a variety of artistic processes and materials.
    - VA:Cr2.2.3a: Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment for a variety of artistic processes.
- Anchor Standard 3:
  - Creating: Refine and complete artistic work.
    - VA:Cr3.1.3a: Elaborate visual information by adding details in an artwork to enhance emerging meaning.

Presenting:
- Anchor Standard 4:
  - Presenting: Select, analyze, and interpret artistic work for presentation.
    - VA: Pr4.1.3a: Investigate and discuss possibilities and limitations of spaces, including electronic, for exhibiting artwork.
- Anchor Standard 5:
  - Presenting: Develop and refine artistic techniques and work for presentation.
    - VA:Pr5.1.3a: Identify exhibit space and prepare works of art including artists’ statements, for presentation.
- Anchor Standard 6:
  - Presenting: Convey meaning through the presentation of artistic work.
    - VA:Pr6.1.3a: Identify and explain how and where different cultures record and illustrate stories and history of life through art.
Responding:
- Anchor Standard 7:
  - Responding: Perceive and analyze artistic work
    - VA:Re.7.1.3a: Speculate about processes an artist uses to create a work of art.
    - VA:Re.7.2.3a: Determine messages communicated by an image.
- Anchor Standard 8:
  - Responding: Interpret intent and meaning in artistic work.
    - VA:Re8.1.3a: Interpret art by analyzing use of media to create subject matter, characteristics of form, and mood.
- Anchor Standard 9:
  - Responding: Apply criteria to evaluate artistic work.
    - VA:Re9.1.3a: Evaluate an artwork based on given criteria.
Connecting:
- Anchor Standard 10:
  - Connecting: Synthesize and relate knowledge and personal experiences to make art.
    - VA:Cn10.1.3a: Develop a work of art based on observations of surroundings.
- Anchor Standard 11:
  - Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    - VA:Cn11.1.3a: Recognize that responses to art change depending on knowledge of the time and place in which it was made.

Fourth Grade:

Creating:
- Anchor Standard 1:
  - Creating: Generate and conceptualize artistic ideas and work.
    - VA:Cr1.1.4a: Brainstorm multiple approaches to a creative art or design problem.
- Anchor Standard 2:
  - Creating: Organize and develop artistic ideas and work.
    - VA:Cr2.1.4a: Explore and invent art-making techniques and approaches.
    - VA:Cr2.2.4a: When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
- Anchor Standard 3:
  - Creating: Refine and complete artistic work.
    - VA:Cr3.1.4a: Revise artwork in progress on the basis of insights gained through peer discussion.
Presenting:
- Anchor Standard 4:
  - Presenting: Select, analyze, and interpret artistic work for presentation.
    - VA: Pr4.1.4a: Analyze how past, present, and emerging technologies have impacted the preservation and presentation of artwork.
- Anchor Standard 5:
  - Presenting: Develop and refine artistic techniques and work for presentation.
    - VA:Pr5.1.4a: Analyze the various considerations for presenting and protecting art in various locations, indoor or outdoor settings, in temporary or permanent forms, and in physical or digital formats.
- Anchor Standard 6:
  - Presenting: Convey meaning through the presentation of artistic work.
    - VA:Pr6.1.4a: Compare and contrast purposes of art museums, art galleries, and other venues, as well as the types of personal experiences they provide.
Responding:
- Anchor Standard 7:
  - Responding: Perceive and analyze artistic work
    - VA:Re.7.1.4a: Compare responses to a work of art before and after working in similar media.
    - VA:Re.7.2.4a: Analyze components in visual imagery that convey messages.

Anchor Standard 8:
- Responding: Interpret intent and meaning in artistic work.
  - VA:Re8.1.4a: Interpret art by referring to contextual information and analyzing relevant subject matter, characteristics of form, and use of media.
- Anchor Standard 9:
  - Responding: Apply criteria to evaluate artistic work.
    - VA:Re9.1.4a: Apply one set of criteria to evaluate more than one work of art.
Connecting:
- Anchor Standard 11:
  - Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    - VA:Cn11.1.4a: Through observation, infer information about time, place, and culture in which a work of art was created.

Fifth Grade:

Creating:
- Anchor Standard 1:
  - Creating: Generate and conceptualize artistic ideas and work.
    - VA:Cr1.1.5a: Combine ideas to generate an innovative idea for art-making.
    - VA:Cr1.2.5a: Identify and demonstrate diverse methods of artistic investigation to choose an approach for beginning a work of art.
- Anchor Standard 2:
  - Creating: Organize and develop artistic ideas and work.
    - VA:Cr2.1.5a: Experiment and develop skills in multiple art-making techniques and approaches through practice.
    - VA:Cr2.2.5a: Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment.
    - VA:Cr2.3.5a: Identify, describe, and visually document places and/or objects of personal significance.
- Anchor Standard 3:
  - Creating: Refine and complete artistic work.
    - VA:Cr3.1.5a: Create artist statements using art vocabulary to describe personal choices in art-making.
Presenting:
- Anchor Standard 5:
  - Presenting: Develop and refine artistic techniques and work for presentation.
    - VA:Pr5.1.5a: Develop a logical argument for safe and effective use of materials and techniques for preparing and presenting artwork.
- Anchor Standard 6:
  - Presenting: Convey meaning through the presentation of artistic work.
    - VA:Pr6.1.5a: Cite evidence about how an exhibition in a museum or other venue presents ideas and provides information about a specific concept or topic.
Responding:
- Anchor Standard 7:
  - Responding: Perceive and analyze artistic work
    - VA:Re.7.1.5a: Compare one’s own interpretation of a work of art with the interpretation of others.
    - VA:Re.7.2.5a: Identify and analyze cultural associations suggested by visual imagery.
- Anchor Standard 8:
  - Responding: Interpret intent and meaning in artistic work.
    - VA:Re8.1.5a: Interpret art by analyzing characteristics of form and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.
- Anchor Standard 9:
  - Responding: Apply criteria to evaluate artistic work.
    - VA:Re9.1.5a: Recognize differences in criteria used to evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts.
Connecting:
- Anchor Standard 10:
  - Connecting: Synthesize and relate knowledge and personal experiences to make art.
    - VA:Cn10.1.5a: Apply formal and conceptual vocabularies of art and design to view surroundings in new ways through art-making.
- Anchor Standard 11:
  - Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    - VA:Cn11.1.5a: Identify how art is used to inform or change beliefs, values, or behaviors of an individual or society.

Elementary School Lesson Plans: Texas Essential Knowledge and Skills (TEKS)

Goals:

Elementary School Students of all levels will be able to do the following:

Identify the principles of design used in the artwork;
Identify the elements of design used in the artwork;
Learn about the Abstraction used by Katherine Dreier;
Learning about lithography and the printmaking processes used by Katherine Dreier in the piece Composition;
Learn about printmaking portfolios and how they are made;
Create a single print that uses geometric designs that will serve as the original design for the following printmaking portfolio;
Create a printmaking portfolio of two to five additional and different prints that showcase geometric variations of the original print;
And, write an art statement that explains the student’s reason for creating alternate versions of the original print in the printmaking portfolio.

Texas Elementary School TEKS:

Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, and Fifth Grade

Kindergarten:

§117.102.b.1.B
- Foundations: Observation and Perception:
  - 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.
§117.102.b.2. A / B
- Creative Expression:
  - create artworks using a variety of lines, shapes, colors, textures, and forms;
  - arrange components intuitively to create artworks;
§117.102.b.3. A / B
- Historical and Cultural Relevance:
  - identify simple subjects expressed in artworks;
  - share ideas about personal experiences such as family and friends and develop awareness and sensitivity to differing experiences and opinions through artwork;

§117.102.b.4.A / B / C
- Critical Evaluation and Response:
  - express ideas about personal artworks or portfolios;
  - express ideas found in collections such as real or virtual art museums, galleries, portfolios, or exhibitions using original artworks created by artists or peers;
  - compile collections of artwork such as physical artwork, electronic images, sketchbooks, or portfolios for the purposes of self-evaluations or exhibitions.

First Grade:

§117.105.b.1.A / B
- Foundations: Observation and Perception:
  - identify similarities, differences, and variations among subjects in the environment using the senses;
  - identify the elements of art, including line, shape, color, texture, and form, and the principles of design, including emphasis, repetition/pattern, and balance, in nature and human-made environments.
§117.105.b.2. A / B
- Creative Expression:
  - invent images that combine a variety of lines, shapes, colors, textures, and forms;
  - place components in orderly arrangements to create designs;
§117.105.b.3. A / B
- Historical and Cultural Relevance:
  - identify simple ideas expressed in artworks through different media;
  - demonstrate an understanding that art is created globally by all people throughout time;
§117.105.b.4.A / B / C
- Critical Evaluation and Response:
  - explain ideas about personal artworks;
  - identify ideas found in collections such as real or virtual art museums, galleries, portfolios, or exhibitions using original artworks created by artists or peers.
  - compile collections of artwork such as physical artwork, electronic images, sketchbooks, or portfolios for the purposes of self-evaluations or exhibitions.

Second Grade:

§117.108.b.1.A / B
- Foundations: Observation and Perception:
  - compare and contrast variations in objects and subjects from the environment using the senses;
  - identify the elements of art, including line, shape, color, texture, form, and space, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, and balance.
§117.108.b.2. A / B
- Creative Expression:
  - express ideas and feelings in personal artworks using a variety of lines, shapes, colors, textures, forms, and space;
  - create compositions using the elements of art and principles of design;
§117.108.b.3. A / B
- Historical and Cultural Relevance:
  - interpret stories, content, and meanings in a variety of artworks;
  - examine historical and contemporary artworks created by men and women, making connections to various cultures;
§117.108.b.4. A / B / C
- Critical Evaluation and Response:
  - support reasons for preferences in personal artworks;
  - compare and contrast ideas found in collections such as real or virtual art museums, galleries, portfolios, or exhibitions using original artworks created by artists or peers;
  - compile collections of artwork such as physical artwork, electronic images, sketchbooks, or portfolios for the purposes of self evaluations or exhibitions.

Third Grade:

§117.111.b.1.A / B / C
- Foundations: Observation and Perception:
  - explore ideas from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
  - use appropriate vocabulary when discussing the elements of art, including line, shape, color, texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity;
  - discuss the elements of art as building blocks and the principles of design as organizers of works of art.
§117.111.b.2. A / B
- Creative Expression
  - integrate ideas drawn from life experiences to create original works of art;
  - create compositions using the elements of art and principles of design;
§117.111.b.3. A / B
- Historical and Cultural Relevance:
  - identify simple main ideas expressed in artworks from various times and places;
  - compare and contrast artworks created by historical and contemporary men and women, making connections to various cultures;
§117.111.b.4. A / B / C
- Critical Evaluation and Response
  - evaluate the elements of art, principles of design, or expressive qualities in artworks of self, peers, and historical and contemporary artists;
  - use methods such as oral response or artist statements to identify main ideas found in collections of artworks created by self, peers, and major historical or contemporary artists in real or virtual portfolios, galleries, or art museums;
  - compile collections of personal artworks such as physical artworks, electronic images, sketchbooks, or portfolios for purposes of self assessment or exhibition.

Fourth Grade:

§117.114.b.1.A / B / C
- Foundations: Observation and Perception:
  - explore and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
  - use appropriate vocabulary when discussing the elements of art, including line, shape, color, texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity;
  - discuss the elements of art as building blocks and the principles of design as organizers of works of art.
§117.114.b.2. A / B
- Creative Expression:
  - integrate ideas drawn from life experiences to create original works of art;
  - create compositions using the elements of art and principles of design;
§117.114.b.3. A / B
- Historical and Cultural Relevance:
  - compare content in artworks for various purposes such as the role art plays in reflecting life, expressing emotions, telling stories, or documenting history and traditions;
  - compare purpose and content in artworks created by historical and contemporary men and women, making connections to various cultures;

§117.114.b.4. A / B / C
- Critical Evaluation and Response
  - evaluate the elements of art, principles of design, intent, or expressive qualities in artworks of self, peers, and historical and contemporary artists.
  - use methods such as written or oral response or artist statements to identify emotions found in collections of artworks created by self, peers, and major historical or contemporary artists in real or virtual portfolios, galleries, or art museums;
  - compile collections of personal artworks for purposes of self-assessment or exhibition such as physical artworks, electronic images, sketchbooks, or portfolios.

Fifth Grade:

§117.117.b.1.A / B / C
- Foundations: Observation and Perception:
  - develop and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
  - use appropriate vocabulary when discussing the elements of art, including line, shape, color, texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity; and
  - discuss the elements of art as building blocks and the principles of design as organizers of works of art.
§117.117.b.2. A / B
- Creative Expression:
  - integrate ideas drawn from life experiences to create original works of art;
  - create compositions using the elements of art and principles of design;
§117.117.b.3. A / B
- Historical and Cultural Relevance:
  - compare the purpose and effectiveness of artworks from various times and places, evaluating the artist’s use of media and techniques, expression of emotions, or use of symbols;
  - compare the purpose and effectiveness of artworks created by historic and contemporary men and women, making connections to various cultures;
§117.117.b.4. A / B / C
- Critical Evaluation and Response
  - evaluate the elements of art, principles of design, general intent, media and techniques, or expressive qualities in artworks of self, peers, or historical and contemporary artists;
  - use methods such as written or oral response or artist statements to identify themes found in collections of artworks created by self, peers, and major historical or contemporary artists in real or virtual portfolios, galleries, or art museums;
  - compile collections of personal artworks for purposes of self-assessment or exhibition such as physical artworks, electronic images, sketchbooks, or portfolios.

Elementary School Art Activities

Questions for Elementary School Students:

Examine Katherine S. Dreier’s print Composition. Identify where each element of art is located in the artwork.
Examine Katherine S. Dreier’s print Composition. Identify where each principle of art is located in the artwork.
What is Abstract Art?
Why do you think an artist would create Abstract art instead of realistic art?
What is a print? Can you name an example of a print?
Do you think Dreier’s print is a good example of Abstraction? Why or why not?

Activity: Elementary School Fine Arts

Activity Setting: Classroom
Materials: Paper, Styrofoam Plates, Printing Ink. Pencils, Big Construction Paper (14 inches X 18 inches), Glue, Markers
Subject: Printmaking, Abstract Art, and Art Portfolio Creation
National Learning Standards: Pre-Kindergarten, Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, and Fifth Grade
Texas TEKS: Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, and Fifth Grade
Duration: Extended Project

The class will study the art style of Katherine S. Dreier and her lithograph Composition. They will understand how a lithograph is made, what Abstraction is, and how to create a printmaking portfolio. Afterwards, the students will create their own abstract printmaking portfolio.

The students will begin creating their printmaking portfolio. This will be used throughout the duration of the project to hold the paper drawings, Styrofoam plates, completed prints, and additional instructional material the teacher would like to add to this project. The students will each receive a piece of large construction paper in the color of their choice. The paper will be folded in half “hamburger style” or width-ways. Then, the students will apply glue to the sides of the folded construction paper to create sealed sides. No glue will be added to the end of the portfolio. Once the portfolio is glued, the students will decorate their portfolio using markers. It is encouraged that the students design their portfolio using lines, shapes and dots – which will be the basis of their prints.

After the portfolio is completed, the students will start the printing process. The class will receive a small sheet of paper that is the same size as the Styrofoam printing plate. They will draw a design on the paper that uses any lines, shapes, or dots. Once the design is complete and approved by the teacher, the students will receive a Styrofoam plate. Then, they will place their design paper on top of their Styrofoam plate and trace over the design with heavy pressure. This will press the design into the Styrofoam plate. To ensure the drawing is fully transferred, remove the paper and directly trace over the design again on only the Styrofoam plate.

Once this original plate is created, the students of differing grade levels will create the following variations. These plates will be :

Pre-Kindergarten – First Grade: Create a new design on a second Styrofoam plate that uses and alters the same design as the original plate. With this addition, the student’s print series will consist of two prints: one original and one variation.
- Optional: If the teacher has the time and resources, the kindergarten – 1^st grade students can create two variations or the original plate.

Second Grade – Third Grade: Create two new designs on two new Styrofoam plates that alter the design made on the original plate. With this addition, the student’s print series will consist of three prints: one original and two variations.

Fourth Grade – Fifth Grade: Create three new designs on three new Styrofoam plates that alter the design made on the original plate. With this addition, the student’s print series will consist of four prints: one original and three variations.

When the students have completed their Styrofoam plate designs, they can being printing their designs. The teacher will decide what color of ink will be used for the designs. Additionally, the teacher will help the students print their Styrofoam plates to ensure the printing is successful. The paper used for the print will be slightly larger than the Styrofoam plate. This will allow the students to write the following information below the printed image for each print:

“Student’s Name” “Original Print: Title of Print” “Teacher’s Name”
“Student’s Name” “Title of Print: Variation 1 of __” “Teacher’s Name”
“Student’s Name” “Title of Print: Variation 2 of __” “Teacher’s Name”
“Student’s Name” “Title of Print: Variation 3 of __” “Teacher’s Name”

After the students have printed each plate, and wrote the print citations on each print, the students can add the prints into their portfolio in chronological order.

Activity: Elementary School Art History

Activity Setting: Classroom
Materials: Pencil/ Pen on Paper or Word Document
Subject: Printmaking, Abstract Art, Art Portfolio Creation, and Artist Statement Development
National Learning Standards: Pre-Kindergarten, Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, and Fifth Grade
Texas TEKS: Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, and Fifth Grade
Duration: Extended Project

After the class has completed the printmaking portfolio, the students will write an artist statement. The students will answer the following questions in their artist statement:

How did you decide on your design for your original print?
What did you name your original print?
Why did you choose this title?
What did you change in your printed variation(s)?
Why did you make these changes to the variation(s)?
What did you learn by creating the variation(s) of the original print?
What inspiration did you gain from Katherine Dreier’s print Composition?

The completed statement will be added to the printmaking portfolio and complete the total project.

Middle School Lesson Plans: National Learning Standards

Goals:

Middle School Students of all Levels will be able to do the following:

Identify the principles of design used in the artwork;
Identify the elements of design used in the artwork;
Learn about the Abstraction used by Katherine Dreier;
Learning about lithography and the printmaking processes used by Katherine Dreier in the piece Composition;
Learn about printmaking portfolios and how they are made;
Create a single print that uses geometric designs that will serve as the original design for the following printmaking portfolio;
Create a printmaking portfolio of two to five additional and different prints that showcase geometric variations of the original print;
And, write an art statement that explains the student’s reason for creating alternate versions of the original print in the printmaking portfolio.

National Learning Standards for Visual Arts:

Sixth Grade, Seventh Grade, and Eighth Grade

Sixth Grade:

Creating:
- Anchor Standard 1:
  - Creating: Generate and conceptualize artistic ideas and work.
    - VA:Cr1.2.6a: Formulate an artistic investigation of personally relevant content for creating art.
- Anchor Standard 2:
  - Creating: Organize and develop artistic ideas and work.
    - VA:Cr2.1.6a: Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.
    - VA:Cr2.3.6a: Design or redesign objects, places, or systems that meet the identified needs of diverse users.
- Anchor Standard 3:
  - Creating: Refine and complete artistic work.
    - VA:Cr3.1.6a: Reflect on whether personal artwork conveys the intended meaning and revise accordingly.
Presenting:
- Anchor Standard 4:
  - Presenting: Select, analyze, and interpret artistic work for presentation.
    - VA: Pr4.1.6a: Analyze similarities and differences associated with preserving and presenting two-dimensional, three- dimensional, and digital artwork.
- Anchor Standard 5:
  - Presenting: Develop and refine artistic techniques and work for presentation.
    - VA:Pr5.1.6a: Individually or collaboratively, develop a visual plan for displaying works of art, analyzing exhibit space, the needs of the viewer, and the layout of the exhibit.
- Anchor Standard 6:
  - Presenting: Convey meaning through the presentation of artistic work.
    - VA:Pr6.1.6a: Assess, explain, and provide evidence of how museums or other venues reflect history and values of a community.
Responding:
- Anchor Standard 7:
  - Responding: Perceive and analyze artistic work
    - VA:Re.7.1.6a: Identify and interpret works of art or design that reveal how people live around the world and what they value.
    - VA:Re.7.2.6a: Analyze ways that visual components and cultural associations suggested by images influence ideas, emotions, and actions.
- Anchor Standard 8:
  - Responding: Interpret intent and meaning in artistic work.
    - VA:Re8.1.6a: Interpret art by distinguishing between relevant and non-relevant contextual information and analyzing subject matter, characteristics of form and structure, and use of media to identify ideas and mood conveyed.
- Anchor Standard 9:
  - Responding: Apply criteria to evaluate artistic work.
    - VA:Re9.1.6a: Develop and apply relevant criteria to evaluate a work of art.
Connecting:
- Anchor Standard 10:
  - Connecting: Synthesize and relate knowledge and personal experiences to make art.
    - VA:Cn10.1.6a: Generate a collection of ideas reflecting current interests and concerns that could be investigated in art-making.
- Anchor Standard 11:
  - Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    - VA:Cn11.1.6a: Analyze how art reflects changing times, traditions, resources, and cultural uses.

Seventh Grade:

Creating:
- Anchor Standard 1:
  - Creating: Generate and conceptualize artistic ideas and work.
    - VA:Cr1.2.7a: Develop criteria to guide making a work of art or design to meet an identified goal.
- Anchor Standard 2:
  - Creating: Organize and develop artistic ideas and work.
    - VA:Cr2.1.7a: Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design.
    - VA:Cr2.2.7a: Demonstrate awareness of ethical responsibility to oneself and others when posting and sharing images and other materials through the Internet, social media, and other communication formats.
    - VA:Cr2.3.7a: Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.
- Anchor Standard 3:
  - Creating: Refine and complete artistic work.
    - VA:Cr3.1.7a: Reflect on and explain important information about personal artwork in an artist statement or another format.
Presenting:
- Anchor Standard 4:
  - Presenting: Select, analyze, and interpret artistic work for presentation.
    - VA: Pr4.1.7a: Compare and contrast how technologies have changed the way artwork is preserved, presented, and experienced.
- Anchor Standard 5:
  - Presenting: Develop and refine artistic techniques and work for presentation.
    - VA:Pr5.1.7a: Based on criteria, analyze and evaluate methods for preparing and presenting art.
- Anchor Standard 6:
  - Presenting: Convey meaning through the presentation of artistic work.
    - VA:Pr6.1.7a: Compare and contrast viewing and experiencing collections and exhibitions in different venues.

Responding:
- Anchor Standard 7:
  - Responding: Perceive and analyze artistic work
    - VA:Re.7.1.7a: Explain how the method of display, the location, and the experience of an artwork influence how it is perceived and valued.
    - VA:Re.7.2.7a: Analyze multiple ways that images influence specific audiences.
- Anchor Standard 8:
  - Responding: Interpret intent and meaning in artistic work.
    - VA:Re8.1.7a: Interpret art by analyzing art-making approaches, the characteristics of form and structure, relevant contextual information, subject matter, and use of media to identify ideas and mood conveyed.
- Anchor Standard 9:
  - Responding: Apply criteria to evaluate artistic work.
    - VA:Re9.1.7a: Compare and explain the difference between an evaluation of an artwork based on personal criteria and an evaluation of an artwork based on a set of established criteria.
Connecting:
- Anchor Standard 10:
  - Connecting: Synthesize and relate knowledge and personal experiences to make art.
    - VA:Cn10.1.7a: Individually or collaboratively create visual documentation of places and times in which people gather to make and experience art or design in the community.
- Anchor Standard 11:
  - Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    - VA:Cn11.1.7a: Analyze how response to art is influenced by understanding the time and place in which it was created, the available resources, and cultural uses.

Eighth Grade:

Creating:
- Anchor Standard 1:
  - Creating: Generate and conceptualize artistic ideas and work.
    - VA:Cr1.1.8a: Document early stages of the creative process visually and/or verbally in traditional or new media.
- Anchor Standard 2:
  - Creating: Organize and develop artistic ideas and work.
    - VA:Cr2.1.8a: Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of art-making or designing.
    - VA:Cr2.3.8a: Select, organize, and design images and words to make visually clear and compelling presentations.
- Anchor Standard 3:
  - Creating: Refine and complete artistic work.
    - VA:Cr3.1.8a: Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress.
Presenting:
- Anchor Standard 4:
  - Presenting: Select, analyze, and interpret artistic work for presentation.
    - VA: Pr4.1.8a: Develop and apply criteria for evaluating a collection of artwork for presentation.
- Anchor Standard 6:
  - Presenting: Convey meaning through the presentation of artistic work.
    - VA:Pr6.1.8a: Analyze why and how an exhibition or collection may influence ideas, beliefs, and experiences.
Responding:
- Anchor Standard 7:
  - Responding: Perceive and analyze artistic work
    - VA:Re.7.1.8a: Explain how a person’s aesthetic choices are influenced by culture and environment and impact the visual image that one conveys to others.
    - VA:Re.7.2.8a: Compare and contrast contexts and media in which viewers encounter images that influence ideas, emotions, and actions.
- Anchor Standard 8:
  - Responding: Interpret intent and meaning in artistic work.
    - VA:Re8.1.8a: Interpret art by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, art-making approaches, and relevant contextual information contributes to understanding messages or ideas and mood conveyed.
- Anchor Standard 9:
  - Responding: Apply criteria to evaluate artistic work.
    - VA:Re9.1.8a: Create a convincing and logical argument to support an evaluation of art.
Connecting:
- Anchor Standard 10:
  - Connecting: Synthesize and relate knowledge and personal experiences to make art.
    - VA:Cn10.1.8a: Make art collaboratively to reflect on and reinforce positive aspects of group identity.
- Anchor Standard 11:
  - Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    - VA:Cn11.1.8a: Distinguish different ways art is used to represent, establish, reinforce, and reflect group identity.

Middle School Lesson Plans: Texas Essential Knowledge and Skills (TEKS)

Goals:

Middle School Students of all Levels will be able to do the following:

Identify the principles of design used in the artwork;
Identify the elements of design used in the artwork;
Learn about the Abstraction used by Katherine Dreier;
Learning about lithography and the printmaking processes used by Katherine Dreier in the piece Composition;
Learn about printmaking portfolios and how they are made;
Create a single print that uses geometric designs that will serve as the original design for the following printmaking portfolio;
Create a printmaking portfolio of two to five additional and different prints that showcase geometric variations of the original print;
And, write an art statement that explains the student’s reason for creating alternate versions of the original print in the printmaking portfolio.

Texas Middle School TEKS:

Art 1, Art 2, Art 3

Art 1:

§117.202.c.1.A / B / C / D
- Foundations: Observation and Perception:
  - identify and illustrate concepts from direct observation, original sources, personal experiences, and communities such as family, school, cultural, local, regional, national, and international;
  - understand and apply the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks using art vocabulary appropriately;
  - understand and apply the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artworks using art vocabulary appropriately;
  - discuss the expressive properties of artworks such as appropriation, meaning, narrative, message, and symbol using art vocabulary accurately.

§117.202.c.1.A / B
- Creative Expression:
  - create original artworks based on direct observations, original sources, personal experiences, and the community;
  - apply the art-making process to solve problems and generate design solutions;
§117.202.c.3.A / B
- Historical and Cultural Relevance:
  - identify the influence of historical and political events in artworks;
  - identify examples of art that convey universal themes such as beliefs, cultural narrative, life cycles, the passage of time, identity, conflict, and cooperation;
§117.202.c.4.A / B / C / D
- Critical Evaluation and Response
  - create written or oral responses to artwork using appropriate art vocabulary;
  - analyze original artworks using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
  - develop a portfolio;
  - investigate and explore original artworks in a variety of venues outside of the classroom such as museums, galleries, or community art;

Art 2:

§117.203.b.1.A / B / C / D
- Foundations: Observation and Perception:
  - identify and illustrate ideas from direct observation, original sources, imagination, personal experiences, and communities such as family, school, cultural, local, regional, national, and international;
  - compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks using vocabulary accurately;
  - compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artworks using vocabulary accurately;
  - understand and apply the expressive properties of artworks such as appropriation, meaning, narrative, message, and symbol using art vocabulary accurately.
§117.203.b.1.A / B
- Creative Expression:
  - create original artworks that express a variety of ideas based on direct observations, original sources, and personal experiences, including memory, identity, imagination, and the community;
  - apply the art-making process to solve problems and generate design solutions;
§117.203.b.3.A / B
- Historical and Cultural Relevance:
  - analyze ways that global, cultural, historical, and political issues influence artworks;
  - analyze selected artworks to determine contemporary relevance in relationship to universal themes such as belief, cultural narrative, life cycles, the passage of time, identity, conflict, and cooperation;
§117.203.b.4.A / B / C / D
- Critical Evaluation and Response:
  - create written or oral responses about personal or collaborative artworks addressing purpose, technique, organization, judgment, and personal expression;
  - analyze original artworks using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
  - develop a portfolio that demonstrates progress;
  - investigate and explore original artworks in a variety of venues outside of the classroom such as museums, galleries, or community art;

Art 3:

§117.203.b.1.A / B / C / D
- Foundations: Observation and Perception:
  - identify and illustrate concepts from direct observation, original sources, imagination, personal experience, and communities such as family, school, cultural, local, regional, national, and international;
  - evaluate the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks using vocabulary accurately;
  - evaluate the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artworks using vocabulary accurately;
  - compare and contrast the expressive properties of artworks, including appropriation, meaning, narrative, message, and symbol, using vocabulary accurately.
§117.203.b.1.A / B
- Creative Expression:
  - create original artworks expressing themes found through direct observation; original sources; personal experiences, including memory, identity, and imagination; and the community;
  - apply the art-making process to solve problems and generate design solutions;
§117.203.b.3.A / B
- Historical and Cultural Relevance:
  - analyze ways in which global, contemporary, historical, and political issues have influenced art;
  - analyze cultural ideas expressed in artworks relating to social, political, and environmental themes such as environment/nature, conflict and power, relationships to others, and reality/fantasy;
§117.203.b.4.A / B / C
- Critical Evaluation and Response:
  - create written and oral responses about personal or collaborative artworks addressing purpose, technique, organization, judgment, and personal expression;
  - analyze original artworks and portfolios using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
  - investigate and explore original artworks in a variety of venues outside of the classroom such as museums, galleries, or community art;

Middle School Art Activities

Questions for Middle School Students:

Examine Katherine S. Dreier’s print Composition. Identify where each element of art is located in the artwork.
Examine Katherine S. Dreier’s print Composition. Identify where each principle of art is located in the artwork.
What is Abstract Art?
Why do you think an artist would create Abstract art instead of realistic art?
What is a print? Can you name an example of a print?
Do you think Dreier’s print is a good example of Abstraction? Why or why not?

Activity: Middle School Fine Arts

Activity Setting: Classroom
Materials: Pencil/ Pen on Paper or Word Document
Subject: Printmaking, Abstract Art, Art Portfolio Creation, and Artist Statement Development
National Learning Standards: Sixth Grade, Seventh Grade, and Eighth Grade
Texas TEKS: Art 1, Art 2, Art 3
Duration: Extended Project

Once this original plate is created, the students will create the following variations. These plates will be :

6^th Grade – 8^th Grade: Create three or four new designs on three or four new Styrofoam plates that alter the design made on the original plate. With this addition, the student’s print series will consist of four to five prints: one original and three or four variations.

When the students have completed their Styrofoam plate designs, they can being printing their designs. The teacher will decide what color of ink will be used for the designs. Additionally, the teacher can choose to either: help the students print their Styrofoam plates, allow the students to print independently, or set up printing groups to allow the students in the group to help each other. The paper used for the print will be slightly larger than the Styrofoam plate. This will allow the students to write the following information below the printed image for each print:

“Student’s Name” “Original Print: Title of Print” “Teacher’s Name”
“Student’s Name” “Title of Print: Variation 1 of __” “Teacher’s Name”
“Student’s Name” “Title of Print: Variation 2 of __” “Teacher’s Name”
“Student’s Name” “Title of Print: Variation 3 of __” “Teacher’s Name”
“Student’s Name” “Title of Print: Variation 4 of __” “Teacher’s Name”

After the students have printed each plate, and wrote the print citations on each print, the students can add the prints into their portfolio in chronological order.

Activity: Middle School Art History

Activity Setting: Classroom
Materials: Pencil/ Pen on Paper or Word Document
Subject: Printmaking, Abstract Art, Art Portfolio Creation, and Artist Statement Development
National Learning Standards: Sixth Grade, Seventh Grade, and Eighth Grade
Texas TEKS: Art 1, Art 2, Art 3
Duration: Extended Project

After the class has completed the printmaking portfolio, the students will write an artist statement. The students will answer the following questions in their artist statement:

How did you decide on your design for your original print?
What did you name your original print?
Why did you choose this title?
What did you change in your printed variation(s)?
Why did you make these changes to the variation(s)?
What did you learn by creating the variation(s) of the original print?
What inspiration did you gain from Katherine Dreier’s print Composition?

The completed statement will be added to the printmaking portfolio and complete the total project.

High School Lesson Plans: National Learning Standards

Goals:

High School Students of all Levels will be able to do the following:

Identify the principles of design used in the artwork;
Identify the elements of design used in the artwork;
Learn about the Abstraction used by Katherine Dreier;
Learning about lithography and the printmaking processes used by Katherine Dreier in the piece Composition;
Learn about printmaking portfolios and how they are made;
Create a single print that uses geometric designs that will serve as the original design for the following printmaking portfolio;
Create a printmaking portfolio of two to five additional and different prints that showcase geometric variations of the original print;
And, write an art statement that explains the student’s reason for creating alternate versions of the original print in the printmaking portfolio.

National Learning Standards for Visual Arts:

High School Proficient, High School Accomplished, and High School Advanced

High School Proficient:

Creating:
- Anchor Standard 1:
  - Creating: Generate and conceptualize artistic ideas and work.
    - VA:Cr1.1.Ia: Use multiple approaches to begin creative endeavors.
    - VA:Cr1.2.Ia: Shape an artistic investigation of an aspect of present-day life using a contemporary practice of art or design.
- Anchor Standard 3:
  - Creating: Refine and complete artistic work.
    - VA:Cr3.1.Ia: Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and plan revisions for works of art and design in progress.
Presenting:
- Anchor Standard 4:
  - Presenting: Select, analyze, and interpret artistic work for presentation.
    - VA: Pr4.1.Ia: Analyze, select, and curate artifacts and/or artworks for presentation and preservation.
- Anchor Standard 5:
  - Presenting: Develop and refine artistic techniques and work for presentation.
    - VA:Pr5.1.Ia: Analyze and evaluate the reasons and ways an exhibition is presented.
Responding:
- Anchor Standard 7:
  - Responding: Perceive and analyze artistic work
    - VA:Re.7.1.Ia: Hypothesize ways in which art influences perception and understanding of human experiences.
    - VA:Re.7.2.Ia: Analyze how one’s understanding of the world is affected by experiencing visual imagery.
- Anchor Standard 8:
  - Responding: Interpret intent and meaning in artistic work.
    - VA:Re8.1.Ia: Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and its various contexts.
- Anchor Standard 9:
  - Responding: Apply criteria to evaluate artistic work.
    - VA:Re9.1.Ia: Establish relevant criteria in order to evaluate a work of art or collection of works.
Connecting:
- Anchor Standard 10:
  - Connecting: Synthesize and relate knowledge and personal experiences to make art.
    - VA:Cn10.1.Ia: Document the process of developing ideas from early stages to fully elaborated ideas.
- Anchor Standard 11:
  - Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    - VA:Cn11.1.Ia: Describe how knowledge of culture, traditions, and history may influence personal responses to art.

High School Accomplished:

Creating:
- Anchor Standard 1:
  - Creating: Generate and conceptualize artistic ideas and work.
    - VA:Cr1.1.IIa: Individually or collaboratively formulate new creative problems based on student’s existing artwork.
- Anchor Standard 2:
  - Creating: Organize and develop artistic ideas and work.
    - VA:Cr2.1.IIa: Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
    - VA:Cr2.3.IIa: Redesign an object, system, place, or design in response to contemporary issues.
- Anchor Standard 3:
  - Creating: Refine and complete artistic work.
    - VA:Cr3.1.IIa: Engage in constructive critique with peers, then reflect on, re-engage, revise, and refine works of art and design in response to personal artistic vision.
Presenting:
- Anchor Standard 4:
  - Presenting: Select, analyze, and interpret artistic work for presentation.
    - VA: Pr4.1.IIa: Analyze, select, and critique personal artwork for a collection or portfolio presentation.
- Anchor Standard 5:
  - Presenting: Develop and refine artistic techniques and work for presentation.
    - VA:Pr5.1.IIa: Evaluate, select, and apply methods or processes appropriate to display artwork in a specific place.
- Anchor Standard 6:
  - Presenting: Convey meaning through the presentation of artistic work.
    - VA:Pr6.1.IIa: Make, explain, and justify connections between artists or artwork and social, cultural, and political history.
Responding:
- Anchor Standard 7:
  - Responding: Perceive and analyze artistic work
    - VA:Re.7.1.IIa: Recognize and describe personal aesthetic and empathetic responses to the natural world and constructed environments.
    - VA:Re.7.2.IIa: Evaluate the effectiveness of an image or images to influence ideas, feelings, and behaviors of specific audiences.
- Anchor Standard 8:
  - Responding: Interpret intent and meaning in artistic work.
    - VA:Re8.1.IIa: Identify types of contextual information useful in the process of constructing interpretations of an artwork or collection of works.
- Anchor Standard 9:
  - Responding: Apply criteria to evaluate artistic work.
    - VA:Re9.1.IIa: Determine the relevance of criteria used by others to evaluate a work of art or collection of works.
Connecting:
- Anchor Standard 10:
  - Connecting: Synthesize and relate knowledge and personal experiences to make art.
    - VA:Cn10.1.IIa: Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through art-making.
- Anchor Standard 11:
  - Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    - VA:Cn11.1.IIa: Compare uses of art in a variety of societal, cultural, and historical contexts and make connections to uses of art in contemporary and local contexts.

High School Advanced:

Creating:
- Anchor Standard 1:
  - Creating: Generate and conceptualize artistic ideas and work.
    - VA:Cr1.1.IIIa: Visualize and hypothesize to generate plans for ideas and directions for creating art and design that can affect social change.
    - VA:Cr1.2.IIIa: Choose from a range of materials and methods of traditional and contemporary artistic practices, following or breaking established conventions, to plan the making of multiple works of art and design based on a theme, idea, or concept.
- Anchor Standard 2:
  - Creating: Organize and develop artistic ideas and work.
    - VA:Cr2.1.IIIa: Experiment, plan, and make multiple works of art and design that explore a personally meaningful theme, idea, or concept.
    - VA:Cr2.2.IIIa: Demonstrate understanding of the importance of balancing freedom and responsibility in the use of images, materials, tools, and equipment in the creation and circulation of creative work.
    - VA:Cr2.3.IIIa: Demonstrate in works of art or design how visual and material culture defines, shapes, enhances, inhibits, and/or empowers people’s lives.
- Anchor Standard 3:
  - Creating: Refine and complete artistic work.
    - VA:Cr3.1.IIIa: Reflect on, re-engage, revise, and refine works of art or design considering relevant traditional and contemporary criteria as well as personal artistic vision.
Presenting:
- Anchor Standard 4:
  - Presenting: Select, analyze, and interpret artistic work for presentation.
    - VA: Pr4.1.IIIa: Critique, justify, and present choices in the process of analyzing, selecting, curating, and presenting artwork for a specific exhibit or event.
- Anchor Standard 5:
  - Presenting: Develop and refine artistic techniques and work for presentation.
    - VA:Pr5.1.IIIa: Investigate, compare, and contrast methods for preserving and protecting art.
- Anchor Standard 6:
  - Presenting: Convey meaning through the presentation of artistic work.
    - VA:Pr6.1.IIIa: Curate a collection of objects, artifacts, or artwork to impact the viewer’s understanding of social, cultural, and/or political experiences.
Responding:
- Anchor Standard 7:
  - Responding: Perceive and analyze artistic work
    - VA:Re.7.1.IIIa: Analyze how responses to art develop over time based on knowledge of and experience with art and life.
    - VA:Re.7.2.IIIa: Determine the commonalities within a group of artists or visual images attributed to a particular type of art, timeframe, or culture.
- Anchor Standard 8:
  - Responding: Interpret intent and meaning in artistic work.
    - VA:Re8.1.IIIa: Analyze differing interpretations of an artwork or collection of works in order to select and defend a plausible critical analysis.
- Anchor Standard 9:
  - Responding: Apply criteria to evaluate artistic work.
    - VA:Re9.1.IIIa: Construct evaluations of a work of art or collection of works based on differing sets of criteria.
Connecting:
- Anchor Standard 10:
  - Connecting: Synthesize and relate knowledge and personal experiences to make art.
    - VA:Cn10.1.IIIa: Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create meaningful works of art or design.
- Anchor Standard 11:
  - Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    - VA:Cn11.1.IIIa: Appraise the impact of an artist or a group of artists on the beliefs, values, and behaviors of a society.

High School Lesson Plans: Texas Essential Knowledge and Skills (TEKS)

Goals:

High School Students of all Levels will be able to do the following:

Identify the principles of design used in the artwork;
Identify the elements of design used in the artwork;
Learn about the Abstraction used by Katherine Dreier;
Learning about lithography and the printmaking processes used by Katherine Dreier in the piece Composition;
Learn about printmaking portfolios and how they are made;
Create a single print that uses geometric designs that will serve as the original design for the following printmaking portfolio;
Create a printmaking portfolio of two to five additional and different prints that showcase geometric variations of the original print;
And, write an art statement that explains the student’s reason for creating alternate versions of the original print in the printmaking portfolio.

Texas High School TEKS:

Art Level I, Level II, Level III, and Level IV

Level I:

§117.302.c.1.A / B / C / D
- Foundations: Observation and Perception:
  - consider concepts and ideas from direct observation, original sources, experiences, and imagination for original artwork;
  - identify and understand the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;
  - identify and understand the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork;
  - make judgments about the expressive properties such as content, meaning, message, and metaphor of artwork using art vocabulary accurately.

§117.302.c.2.A / D
- Creative Expression:
  - use visual solutions to create original artwork by problem solving through direct observation, original sources, experiences, narrations, and imagination;
  - create original artwork to communicate thoughts, feelings, ideas, or impressions;
§117.302.c.3.A / B
- Historical and Cultural Relevance
  - compare and contrast historical and contemporary styles while identifying general themes and trends;
  - describe general characteristics in artwork from a variety of cultures, which might also include personal identity and heritage;
§117.302.c.4.A / B / C / D
- Critical Evaluation and Response
  - interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists such as that in museums, local galleries, art exhibits, and websites;
  - evaluate and analyze artwork using a verbal or written method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
  - construct a physical or electronic portfolio by evaluating and analyzing personal original artwork to provide evidence of learning;
  - select and analyze original artwork, portfolios, and exhibitions to form precise conclusions about formal qualities, historical and cultural contexts, intentions, and meanings.

Level II:

§117.303.c.1.A / B / C / D
- Foundations: Observation and Perception:
  - use visual comparisons to illustrate concepts and ideas from direct observation, original sources, experiences, narration, and imagination for original artworks;
  - identify and apply the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks;
  - identify and apply the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity in personal artworks;
  - explore suitability of art media and processes to express specific ideas such as content, meaning, message, appropriation, and metaphor relating to visual themes of artworks using art vocabulary accurately.

§117.303.c.2.A / D
- Creative Expression:
  - create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;
  - create original artwork to communicate thoughts, feelings, ideas, or impressions;
§117.303.c.3.A / B
- Historical and Cultural Relevance:
  - examine selected historical periods or styles of art to identify general themes and trends;
  - analyze specific characteristics in artwork from a variety of cultures;
§117.303.c.4.A / B / C / D / E
- Critical Evaluation and Response:
  - interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists such as that in museums, local galleries, art exhibits, and websites;
  - evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
  - use responses to artwork critiques to make decisions about future directions in personal work;
  - construct a physical or electronic portfolio by evaluating and analyzing personal original artworks to provide evidence of learning;
  - select and analyze original artwork, portfolios, and exhibitions to form precise conclusions about formal qualities, historical and cultural contexts, intentions, and meanings.

Level III:

§117.304.c.1.A / B / C / D
- Foundations: Observation and Perception:
  - analyze visual characteristics of sources to illustrate concepts, demonstrate flexibility in solving problems, create multiple solutions, and think imaginatively;
  - compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;
  - compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork;
  - explore the suitability of art media and processes and select those appropriate to express specific ideas such as content, meaning, message, and metaphor relating to visual themes to interpret the expressive qualities of artwork.
§117.304.c.2.A / D
- Creative Expression:
  - create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;
  - create original artwork to communicate thoughts, feelings, ideas, or impressions;
§117.304.c.3.A / B
- Historical and Cultural Relevance:
  - research selected historical periods, artists, general themes, trends, and styles of art;
  - distinguish the correlation between specific characteristics and influences of various cultures and contemporary artwork;
§117.304.c.4.A / B / C / D / E / F
- Critical Evaluation and Response:
  - interpret, evaluate, and justify artistic decisions in artwork such as that in museums, local galleries, art exhibits, and websites based on evaluation of developmental progress, competency in problem solving, and a variety of visual ideas;
  - evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
  - analyze personal artwork in order to create a written response such as an artist’s statement reflecting intent, inspiration, the elements of art and principles of design within the artwork, and measure of uniqueness;
  - use responses to artwork critiques to make decisions about future directions in personal work;
  - construct a physical or electronic portfolio by evaluating and analyzing personal original artwork to provide evidence of learning;
  - select and analyze original artwork, portfolios, and exhibitions to demonstrate innovation and provide examples of in-depth exploration of qualities such as aesthetics; formal, historical, and cultural contexts; intentions; and meanings.

Level IV:

§117.305.c.1.A / B / C / D
- Foundations: Observation and Perception:
  - consider concepts and themes for personal artwork that integrate an extensive range of visual observations, experiences, and imagination;
  - compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;
  - compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork;
  - discriminate between art media and processes to express complex visual relationships such as content, meaning, message, and metaphor using extensive art vocabulary.
§117.305.c.2.A / D
- Creative Expression:
  - produce an original body of artwork that integrates information from a variety of sources, including original sources, and demonstrates sustained self-directed investigations into specific themes such as a series or concentration of works;
  - create original artwork to communicate thoughts, feelings, ideas, or impressions;
§117.305.c.3.A / B
- Historical and Cultural Relevance:
  - research and report on selected historical periods, artists, general themes, trends, and styles of art;
  - analyze and evaluate the influence of contemporary cultures on artwork;
§117.305.c.4.A / B / C / D / E / F
- Critical Evaluation and Response:
  - develop evaluative criteria to justify artistic decisions in artwork such as that in museums, local galleries, art exhibits, and websites based on a high level of creativity and expertise in one or more art areas;
  - evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
  - analyze personal artwork in order to create a written response such as an artist’s statement reflecting intent, inspiration, the elements of art and principles of design within the artwork, and the measure of uniqueness;
  - use responses to artwork critiques to make decisions about future directions in personal work;
  - construct a physical or electronic portfolio by evaluating and analyzing personal original artwork to provide evidence of learning;
  - evaluate a wide range of artwork to form conclusions about formal qualities, aesthetics, historical and cultural contexts, intents, and meanings.

High School Art Activities

Questions for High School Students:

Examine Katherine S. Dreier’s print Composition. Identify where each element of art is located in the artwork.
Examine Katherine S. Dreier’s print Composition. Identify where each principle of art is located in the artwork.
What is Abstract Art?
Why do you think an artist would create Abstract art instead of realistic art?
What is a print? Can you name an example of a print?
Do you think Dreier’s print is a good example of Abstraction? Why or why not?

Activity: High School Fine Arts

Activity Setting: Classroom and/or outdoor location
Materials: Paper, Styrofoam Plates, Printing Ink. Pencils, Big Construction Paper (14 inches X 18 inches), Glue, Markers
Subject: Printmaking, Abstract Art, and Art Portfolio Creation
National Learning Standard in Visual Arts: High School Proficient, high School Accomplished, and High School Advanced
Texas TEKS: Art Level I, Level II, Level III, and Level IV
Duration: Extended Project

Once this original plate is created, the students will create the following variations. These plates will be :

9^th Grade – 12^th Grade: Create three to five new designs on three to five new Styrofoam plates that alter the design made on the original plate. With this addition, the student’s print series will consist of four to six prints: one original and three to five variations.

When the students have completed their Styrofoam plate designs, they can being printing their designs. The teacher will decide what color of ink will be used for the designs. Additionally, the teacher can choose to either: help the students print their Styrofoam plates, allow the students to print independently, or set up printing groups to allow the students in the group to help each other. The paper used for the print will be slightly larger than the Styrofoam plate. This will allow the students to write the following information below the printed image for each print:

“Student’s Name” “Original Print: Title of Print” “Teacher’s Name”
“Student’s Name” “Title of Print: Variation 1 of __” “Teacher’s Name”
“Student’s Name” “Title of Print: Variation 2 of __” “Teacher’s Name”
“Student’s Name” “Title of Print: Variation 3 of __” “Teacher’s Name”
“Student’s Name” “Title of Print: Variation 4 of __” “Teacher’s Name”
“Student’s Name” “Title of Print: Variation 5 of __” “Teacher’s Name”

After the students have printed each plate, and wrote the print citations on each print, the students can add the prints into their portfolio in chronological order.

Activity: High School Art History

Activity Setting: Classroom
Materials: Pencil/ Pen on Paper or Word Document
Subject: Printmaking, Abstract Art, Art Portfolio Creation, and Artist Statement Development
National Learning Standard in Visual Arts: High School Proficient, high School Accomplished, and High School Advanced
Texas TEKS: Art Level I, Level II, Level III, and Level IV
Duration: Extended Project

After the class has completed the printmaking portfolio, the students will write an artist statement. The students will answer the following questions in their artist statement:

How did you decide on your design for your original print?
What did you name your original print?
Why did you choose this title?
What did you change in your printed variation(s)?
Why did you make these changes to the variation(s)?
What did you learn by creating the variation(s) of the original print?
What inspiration did you gain from Katherine Dreier’s print Composition?

The completed statement will be added to the printmaking portfolio and complete the total project.

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Lesson Plan: Katherine S. Dreier, “Composition”

Art Vocabulary

Bibliography: Resources for Vocabulary and Lesson Plan

Elementary School Lesson Plans: National Learning Standards

Elementary School Lesson Plans: Texas Essential Knowledge and Skills (TEKS)

Elementary School Art Activities

Middle School Lesson Plans: National Learning Standards

Middle School Lesson Plans: Texas Essential Knowledge and Skills (TEKS)

Middle School Art Activities

High School Lesson Plans: National Learning Standards

High School Lesson Plans: Texas Essential Knowledge and Skills (TEKS)

High School Art Activities

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Art Vocabulary

Bibliography: Resources for Vocabulary and Lesson Plan

Elementary School Lesson Plans: National Learning Standards

Elementary School Lesson Plans: Texas Essential Knowledge and Skills (TEKS)

Elementary School Art Activities

Middle School Lesson Plans: National Learning Standards

Middle School Lesson Plans: Texas Essential Knowledge and Skills (TEKS)

Middle School Art Activities

High School Lesson Plans: National Learning Standards

High School Lesson Plans: Texas Essential Knowledge and Skills (TEKS)

High School Art Activities

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