This lesson plan contains the National Learning Standards for Visual Arts and the Texas TEKS for High School art teachers. The students will study the art methods found in Tré Arenz’s artwork Civilized. Afterwards, the students will write an art history essay that examines the historical meaning of the artwork.
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Tré Arenz, Civilized, not dated, Ceramic and Metal, 13.5 Inches X 15.5 inches X 21 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, and World History
Art Vocabulary
Activity Vocabulary:
Tré Arenz:
- Tré Arenz was born in 1953 and died in 2003.[1]
- She received her Bachelors of Fine Arts in 1975 from the California College of Arts and Crafts.[2]
- In 1988, she gained her Master of Fine Arts from the University of Texas at Austin.[3]
- She is most well known for her depiction of historical events and feminist compositions by using the imagery of dogs, toys, flowers, faces, bodies, and fruits.[4]
- Her work provides a humorous view of serious subject matter. The sculpture Civilized is showing a tongue-in-cheek representation of the rise and eventual fall of the Roman Empire.[5]
- Though she is most well known for her ceramic artwork, she often created asemblages of ceramic and metal, as seen in Civilized.[6]
Civilized:
- Tré Arenz traveled to Italy in the mid-1990’s, where she began to study the history of Rome.[7]
- The artist began making connections between her definition dog imagery as a loyal and steadfast companion and the Roman legend of the She-Wolf.[8]
- One of her sculptures that was inspired by visit was titled Civilized. It is made from three main pieces. The first two parts are the broken front and back parts of a left foot. The brake occurs along the ball of the foot.
- This foot references broken statue Colossus of Constantine.[9]
- The ankle extends slightly upward into a flat top.
- Standing on this pedestal-like top is a metal figure of the legendary She-Wolf. The sculpture directly references the bronze Etruscan depiction of the She-Wolf, completed between 401 B.C.E. and 500 B.C.E.[10]
The Roman Legend of the She-Wolf:
- The legend of the She-Wolf states that Romulus and Remus were two twin boys were who cast into Tiber River after their birth. They were to be punished for the relationship between the Roman god of war, Mars, and their mother. The twins washed up on a river bank and were found by a She-Wolf. In many accounts, it is said that the wolf’s litter died and decided to protect and nurture the twins. In other retellings, Mars instructed a She-Wolf to find and take care of his ill-begotten children. Afterwards, the twins were found by a local shepherd, who raised them into adulthood. After getting revenge on the individuals who threw them away, the twins decided they would found their own city. However, they could not agree of where it should be built. Though the many versions of the legend differ, they all agree that Romulus defeats Remus in a fight. From here, the legend of the She-Wolf resolves with the founding and building of Rome, named after the surviving brother.[11]
Colossus of Emperor Constantine:
- Emperor Constantine I, also known as Constantine the Great, was born in 280 C.E. and died in 337 C.E.[12]
- He officially gained control of the Roman Empire in 324 C.E.[13]
- He was most well known for adopting to Christianity after winning a battle with Christian symbols painted on his soldier’s sheilds.[14]
- Additionally, he moved the capital from Rome to the newly renamed Constantinople. This city was originally known as Byzantium and is now referred to a Istanbul.[15]
- Constantinople was established as the new capital in 330 C.E.[16]
- The Colossus of Constantine was constructed between 313 C.E. and 324 C.E.[17]
- The original sculpture was a largescale artwork that featured Emperor Constantine in the manner of a Roman god. Historians have determined that the sculpture was broken to take the gilded bronze “cloak” that was originally draped over the figure’s form. The broken work was rediscovered in the 15th century C.E..[18]
Ceramics:
- Ceramics are form of art that are objects made of fired clay at high temperatures. Ceramics can either be functional or sculptural.[19]
Metal Casting:
- Metal casting is a process where molten metal is poured into a mold. Once cooled, the metal will take the mold’s shape.[20]
- Most molds are made from three types of materials: sand, metal, and ceramic.[21]
- It is important that the mold can withsand and contain the heat from the molten metal.[22]
Elements of Design[23]:
- 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[24]:
- 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] “ARFF! Tré Arenz Memorial”, Public Art Archive, updated 2025, accessed June 16, 2025, https://publicartarchive.org/art/ARFF-Tr-Arenz-Memorial/a967507b.
[2] “Tré Arenz – One of Us: A Retrospective”, Women and Their Work, updated March 27, 2004, accessed June 16, 2025, https://womenandtheirwork.org/archive/exhibitions/tre-arenz/#:~:text=Tr%C3%A9%20Arenz%2C%20June%209%2C%201953,of%20numerous%20awards%20and%20grants.
[3] Ibid.
[4] Lisa Tamiris, “One of Us: A Retrospective”, Women and Their Work, updated March 27, 2004, accessed June 16, 2025, https://watw-media.storage.googleapis.com/wp-content/uploads/20230301161734/Tre-Arenz.pdf.
[5] Ibid.
[6] Ibid.
[7] Ibid.
[8] Ibid.
[9] Kim Tomio, “Civilized: Exhibition Records” Tyler Museum of Art, updated 2025, accessed June 17, 2025, https://tylermuseum.pastperfectonline.com/Webobject/7F8826EC-D914-4775-B47E-492548638588.
[10] “Capitoline She-Wolf”, Musei Capitolini, updated 2017, accessed June 17, 2025, https://www.museicapitolini.org/en/opera/lupa-capitolina.
[11] Cristina Mazzoni, “Introduction: Rome and the She-Wolf”, in She-Wolf: The Story of a Roman Icon, (New York: Cambridge university Press, 2010), 2 – 4.
[12] Kristin Baird Rattini, “Who was Constantine?”, National Geographic, updated February 25, 2019, accessed June 19, 2025, https://www.nationalgeographic.com/culture/article/constantine.
[13] Ibid.
[14] Ibid.
[15] Ibid.
[16] Ibid.
[17] “Colossal Statue of Constantine: Head”, Musei Capitolini, updated 2024, accessed June 19, 2025, https://www.museicapitolini.org/en/opera/statua-colossale-di-costantino-testa.
[18] “Colossal Statue of Constantine: Foot”, Musei Capitolini, updated 2024, accessed June 19, 2025, https://www.museicapitolini.org/en/node/1014233.
[19] “Ceramic Vocabulary”, The American Museum of Ceramic Art, Education Department, Accessed on January 22, 2025, https://www.amoca.org/wp-content/uploads/2013/08/Ceramic-Vocabulary.pdf
[20] “About Metal Casting”, American Foundry Society, updated 2020, accessed June 17, 2025, https://www.afsinc.org/about-metalcasting.
[21] Ibid.
[22] Ibid.
[23] Rosalins Ragan, “Elements of Art,” in Art Talk, 61 – 211, edited by Bennett and McKnight Division, (San Francisco: Glencoe Publishing Company, 1988).
[24] 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
“About Metal Casting”. American Foundry Society. Updated 2020. Accessed June 17, 2025. https://www.afsinc.org/about-metalcasting.
“ARFF! Tré Arenz Memorial”. Public Art Archive. Updated 2025. Accessed June 16, 2025. https://publicartarchive.org/art/ARFF-Tr-Arenz-Memorial/a967507b.
“Capitoline She-Wolf”. Musei Capitolini. Updated 2017. Accessed June 17, 2025. https://www.museicapitolini.org/en/opera/lupa-capitolina.
“Ceramic Vocabulary”. The American Museum of Ceramic Art Education Department. Accessed on January 22, 2025. https://www.amoca.org/wp-content/uploads/2013/08/Ceramic-Vocabulary.pdf
Mazzoni, Cristina. “Introduction: Rome and the She-Wolf”. In She-Wolf: The Story of a Roman Icon. New York: Cambridge university Press, 2010.
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.
Tamiris, Lisa. “One of Us: A Retrospective”. Women and Their Work. Updated March 27, 2004. Accessed June 16, 2025. https://watw-media.storage.googleapis.com/wp-content/uploads/20230301161734/Tre-Arenz.pdf.
Tomio, Kim. “Civilized: Exhibition Records”, Tyler Museum of Art. Updated 2025. Accessed June 17, 2025. https://tylermuseum.pastperfectonline.com/Webobject/7F8826EC-D914-4775-B47E-492548638588.
“Tré Arenz – One of Us: A Retrospective”. Women and Their Work. Updated March 27, 2004. Accessed June 16, 2025. https://womenandtheirwork.org/archive/exhibitions/tre-arenz/#:~:text=Tr%C3%A9%20Arenz%2C%20June%209%2C%201953,of%20numerous%20awards%20and%20grants.
High School Lesson Plan: 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;
- Discuss how Tré Arenz combines art history and her use of ceramic and metal assemblages;
- Discuss the founding legends of Rome and how the Roman empire began to fall into decline with the change of the capital;
- And, write an art history essay that explains an interpretation of Tré Arenz’s artwork Civilized based on cited research.
National Learning Standards for Visual Arts:
High School Proficient, High School Accomplished, and High School Advanced
High School Proficient:
- 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.
- Responding: Perceive and analyze artistic work
- 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.
- Responding: Interpret intent and meaning in artistic work.
- Anchor Standard 7:
- 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.
- Connecting: Synthesize and relate knowledge and personal experiences to make art.
- 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.
- Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
- Anchor Standard 10:
High School Accomplished:
- 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.
- Responding: Perceive and analyze artistic work
- 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.
- Responding: Interpret intent and meaning in artistic work.
- Anchor Standard 7:
- 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.
- Connecting: Synthesize and relate knowledge and personal experiences to make art.
- 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.
- Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
- Anchor Standard 10:
High School Advanced:
- 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.
- Responding: Perceive and analyze artistic work
- 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.
- Responding: Interpret intent and meaning in artistic work.
- 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.
- Responding: Apply criteria to evaluate artistic work.
- Anchor Standard 7:
- 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.
- Connecting: Synthesize and relate knowledge and personal experiences to make art.
- 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.
- Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
- Anchor Standard 10:
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;
- Discuss how Tré Arenz combines art history and her use of ceramic and metal assemblages;
- Discuss the founding legends of Rome and how the empire began to fall into decline with the change of the capital;
- And, write an art history essay that explains an interpretation of Tré Arenz’s artwork Civilized based on cited research.
Texas High School TEKS:
Art Level I, Level II, Level III, and Level IV
Level I:
- §117.302.c.1. B / C / D
- Foundations: Observation and Perception:
- 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.
- Foundations: Observation and Perception:
- §117.302.c.3.A / B / D
- 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;
- compare and contrast career and avocational opportunities in art.
- Historical and Cultural Relevance
- §117.302.c.4.A / B / C
- 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;
- select and analyze original artwork, portfolios, and exhibitions to form precise conclusions about formal qualities, historical and cultural contexts, intentions, and meanings.
- Critical Evaluation and Response
Level II:
- §117.303.c.1.B / C / D
- Foundations: Observation and Perception:
- 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.
- Foundations: Observation and Perception:
- §117.303.c.3.A / B / D
- 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;
- examine and research career, entrepreneurial, and avocational opportunities in art.
- Historical and Cultural Relevance:
- §117.303.c.4.A / B / C / 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;
- select and analyze original artwork, portfolios, and exhibitions to form precise conclusions about formal qualities, historical and cultural contexts, intentions, and meanings.
- Critical Evaluation and Response:
Level III:
- §117.304.c.1.B / C / D
- Foundations: Observation and Perception:
- 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.
- Foundations: Observation and Perception:
- §117.304.c.3.A / B / D
- 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;
- examine, research, and develop a plan of action for relevant career, entrepreneurial, and avocational art opportunities within a global economy.
- Historical and Cultural Relevance:
- §117.304.c.4.A / B / C / 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;
- 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.
- Critical Evaluation and Response:
Level IV:
- §117.305.c.1.B / C / D
- Foundations: Observation and Perception:
- 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.
- Foundations: Observation and Perception:
- §117.305.c.3.A / B / D
- 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;
- examine, research, and develop a plan of action for relevant career or entrepreneurial art opportunities within a global economy, justifying the choice.
- Historical and Cultural Relevance:
- §117.305.c.4.A / B / C / 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;
- evaluate a wide range of artwork to form conclusions about formal qualities, aesthetics, historical and cultural contexts, intents, and meanings.
- Critical Evaluation and Response:
High School Art Activities
Questions for High School Students:
- Examine Tré Arenz’s artwork Civilized. Identify where each element of art is located in the artwork.
- Examine Tré Arenz’s artwork Civilized. Identify where each principle of art is located in the artwork.
- What is an assemblage? Explain your answer.
- What art movement would you place Civilized within? Explain your answer.
Activity: High School Art History
- Activity Setting: Classroom
- Materials: Pencil/ Pen on Paper or Word Document
- Subject: Art History, Roman Empire, Modern Art
- 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
The students will study the art methods found in Tré Arenz’s artwork Civilized. Afterwards, the students will write an art history essay to answer to following questions:
- Who is Tré Arenz?
- What is the piece Civilized depicting?
- What art style would classify Civilized? Why?
- What is the historical connection between the she-wolf and the broken foot?
- What is Tré Arenz trying to say with her artwork?
Students must write a minimum of three pages double spaced. All sources used for this essay must be cited using either MLA, Chicago, or another teacher-preferred citation method. The students are not permitted to use AI or other generative programs when writing their essay.
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