As students encounter art and produce their own art based on personal experiences, they begin to understand that people often have different responses to similar experiences. At times, instruction must be individualized. Students who have had limited involvement with art begin with basic processes. As understanding grows, so does the ability to express ideas and respond to visual forms. Visits to museums and galleries foster students' interest in art and help them relate art to everyday life, but do not supplant the need for sequenced art instruction in class.
Students continue to develop visual literacy.
Experiences that develop students' awareness of line, color, texture, and form are fundamental to the grades 3-5 program. Examining the design, structure, and function of natural objects and of works of art enables students to appreciate art and make informed personal choices about art in their lives. As students approach adolescence, they have an increased desire to apply art elements, design principles, and art techniques to their own creations. Their works reflect more deliberate decision-making than earlier works, and they describe their thinking and artistic processes using more specific art vocabulary. Developing sincere, informed art appreciation by interacting with contemporary and historic artwork is a key aspect of early art education.