Home > K-4 Art TEKS > Third Grade Art TEKS§117.111. Art, Grade 3, Adopted 2013.- Introduction.
- The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.
- Four basic strands–foundations: observation and perception; creative expression; historical and cultural relevance; and critical evaluation and response–provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Each strand is of equal value and may be presented in any order throughout the year. Students rely on personal observations and perceptions, which are developed through increasing visual literacy and sensitivity to surroundings, communities, memories, imaginings, and life experiences, as sources for thinking about, planning, and creating original artworks. Students communicate their thoughts and ideas with innovation and creativity. Through art, students challenge their imaginations, foster critical thinking, collaborate with others, and build reflective skills. While exercising meaningful problem-solving skills, students develop the lifelong ability to make informed judgments.
- Statements that contain the word “including” reference content that must be mastered, while those containing the phrase “such as” are intended as possible illustrative examples.
- Knowledge and skills.
Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. | The student is expected to:- 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; and
- discuss the elements of art as building blocks and the principles of design as organizers of works of art.
| Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem solving skills. | The student is expected to:- integrate ideas drawn from life experiences to create original works of art;
- create compositions using the elements of art and principles of design; and
- produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as ceramics, fiber art, constructions, mixed media, installation art, digital art and media, and photographic imagery using a variety of materials.
| Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. | The student is expected to:- 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;
- connect art to career opportunities for positions such as architects, animators, cartoonists, engineers, fashion designers, film makers, graphic artists, illustrators, interior designers, photographers, and web designers; and
- investigate the connections of visual art concepts to other disciplines.
| Critical evaluation and response. The student responds to and analyzes artworks of self and others, contributing to the development of lifelong skills of making informed judgments and reasoned evaluations. | The student is expected to:- 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; and
- compile collections of personal artworks such as physical artworks, electronic images, sketchbooks, or portfolios for purposes of self assessment or exhibition.
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Arthur G James (March 14, 1912 - October 22, 2001) was an American surgeon who specialized in treating cancer patients. He was instrumental in the founding of the Arthur G. James Cancer Hospital in Columbus, Ohio, which is named after him.
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- Arthos obtained a Ph.D. From the University of Pennsylvania, and subsequently worked as a Post-Doctoral Fellow in the Department of Microbiology and Immunology at The Stanford University School of Medicine. He is currently a Staff Scientist in the.
- Third Grade Art TEKS §117.111. Art, Grade 3, Adopted 2013. The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all students through active learning, critical thinking.
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Childhood[edit]
James was born Arthur David Giangiacomo on March 14, 1912, in Rhodesdale, Ohio, a former mining town in Belmont County.
James was the second oldest of seven children (Grace, Felix, Arthur, Elizabeth, Leona, Lilian, Clara, and Vincent 'Vince', according to the 1920 Census for Wheeling Township, Belmont County). His parents were Abraham and Rosa Pezzotane Giangiacomo, Italian immigrants who arrived in the U.S. in 1904 and 1906 respectively. Abraham worked initially as a coal miner and later owned a grocery store. As a boy, James delivered groceries at the store.
Education[edit]
James's first education was in a one-room schoolhouse in Belmont County, Ohio. He later attended a larger two-room school in Uniontown near Saint Clairsville, Ohio, for third to eighth grades. James went to St. Clairsville High School, where he graduated in 1930 as co-valedictorian. Download microsoft office tickler template free. He attended Ohio State University (OSU), earning a bachelor's degree in 1934; and a master's degree in surgery and a medical degree, both in 1937.
James served his medical internship at the University of Chicago Hospitals and his second-year surgical internship at Duke University Hospital. He then returned to OSU Hospital and completed his three-year residency in general surgery. James served as chief resident at OSU Hospital from 1941 to 1942.
After completing his surgical residency, James was accepted as a Fellow at Memorial Hospital in New York City. His fellowship began July 1, 1942, but six weeks later he was called to military service for World War II. James served with the 65th General Hospital Army Reserve unit, which he had joined while at Duke. James served 43 months in the Army Medical Corps as a major, 22 of which were in the European Theatre at the Duke University Army General Hospital. After the war, James returned to Memorial Hospital and completed his fellowship.
James returned to Ohio State University in 1947 as an assistant professor in the Department of Surgery. He remained at OSU for the rest of his career, working his way up to full professor and chief of the Division of Surgical Oncology. James was also the first physician to hold the Lucius A. Wing Chair of Cancer Research and Therapy.
Family[edit]
In 1940, James married Mildred 'Millie' Cameron. They had two children, David and Cameron.
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Awards and leadership[edit]
Ea sports cricket 2007 online play. During his life, James served on the board of directors for the Columbus Cancer Clinic and as its medical director. He served as the national president of the American Cancer Society from 1972 to 1973. In 1987, James was inducted into the Horatio Alger Association of Distinguished Americans.
James once said, “All cancer will eventually be wiped out; there’s no doubt about that, I don’t know how long it will take, but… I’m sure that day is coming.” That belief, plus his conviction that cancer patients needed separate, specialized care, led James to lobby, campaign, and fundraise for 35 years to build a cancer hospital in Central Ohio.
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The ribbon cutting for the new cancer hospital was Tuesday, January 16, 1990. At this ceremony, to James' surprise, it was announced that the new hospital would be called the Arthur G. James Cancer Hospital and Research Institute. The cancer hospital and its research institute are now known as Arthur G. James Cancer Hospital and Richard J. Solove Research Institute, part of The Ohio State University Medical Center in Columbus.
Death[edit]
At age 89, on October 22, 2001, James died of Parkinson's disease.
References[edit]
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External links[edit]
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