Texture

Big ideas: Grade 1 artists will study a few of all the generally recognized elements of art. In this lesson they will study texture.

Objective: Study and recognize texture as an element of art.

Week 1 Real Texture

Project: Create an artwork that has 3 different kinds of real texture.

Students will measure and cut a square from a textured wallpaper sample. They will then add to that texture by choosing from different materials including yarn, beads, paper scraps, and sand.

Week 2 Implied Texture

Objective:  Study and recognize visual or implied texture as an element of art.

Project: Students will use basic printmaking, crayon rubbing and drawing techniques to create implied textures.

An implied texture is how something appears to feel, not how it actually does feel. For example, a picture of a porcupine is smooth. It looks like it would be prickly, but the picture itself is smooth.

Assessment: Verbal feedback- asking questions and looking for correct answers. Visual feedback- thumbs up/down.

What purpose did this basket have for Indian Americans? What was its job?

What would it feel like to hold this basket in your hands?

What are some words we can use to describe how it would feel?

How is the basket different from ones you might have touched before?

Will someone come up and feel this basket?

What does it feel like?

Why doesn’t it feel rough?

What shapes do you see on this basket?

How many colors are used in this basket?

Students will create implied textures. Have 4 different stations:

1. Rubbing plates- to make rubbings of texture plates

2. Drawing textures- draw what it would look like, fill up the entire page.

3. Drawing textures- draw what it would look like, fill up the entire page. (Two tables will do this. One with soft, silky texture, one with a rough, prickly texture).

4. Stamping- using foam or sponge stamps to repeat a shape that creates a visual texture.

5. Find an object in the room and make a rubbing of that surface.

Students will collect 5 papers throughout the class period. These papers will stay in the studio and be used next week to create a collaged piece.

Extension from Week 2 implied textures

Using textures created last week, students will measure different size shapes and layer them, gluing them down to create visually stimulating collages.

Cross curricular: Using their math and ruler skills to measure a rectangle or triangle, students will draw a texture and in one area use a rubber stamp or sponge stamp to create a texture to cut and layer on top of that area.

Vocab: 

texture- an artwork’s real or implied surface quality, such as rough, smooth, slippery, etc.

http://www.philamuseum.org/collections/permanent/82565.html

“Another quality of texture is its interaction with light. Examine the rought surfaces of the young girl’s bodice in the reproduction of Degas’ Little Dancer, Aged Fourteen Years. Notice how the heavily textured areas of the bronze and muslin refract or abosrb the light as compared ot the girl’s smooth, metal cheek or silk reibbon that reflects it.”

Week 4 Real texture Collage

Project: Artists will create collages from squares of cardboard. While maintaining the square format, students will tear, cut and peel the cardboard to reveal and create at least 3 textures.

These will be covered with paint, so that texture is focused on.

Look for example at this large artwork by sculpture Louise Nevelson.

Louise Nevelson's artwork, unknown viewer

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About Ms. O

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