Texture Unit Plan

Grade 3 Unit Plan on Texture

Group Members:……….

Big Idea: “ Creative Experiences involve an interplay between exploration, inquiry and purposeful choice”

Potential starting points for the topic: students observe textures in their free time painting activities; students observe textures in picture-book art work; students try to draw textures in animal fur, etc.

Exploring and Creating #1: Curricular Competency: “Choose elements, processes, and materials, movements, technologies, tools and techniques of the arts”

Class 1: Explore 2 or more of 5 learning centres related to creating Texture (Element of Design) followed by a Non-judgemental Critique to share learning and introduce the terms texture, illusion of texture, real texture

1)         Relief Textures: students place name on the back then press grey plastercine onto 3” squares of cardboard then use tools to create at least 6 different textures. Examples of tools: forks, butter knife, garlic press, small firm objects like the top of a screw, etc.

2)         Stamped Textures: sponges, corks, cotton balls, small pieces of wood, etc. stamped into a single colour of paint then stamped onto paper

3)         Mono-print finger paintings: students create textures with one colour of finger paint on the table then make a print by placing finger painting paper over top and pressing lightly

4)         Drawing textures from photographs of grass, trees, rocks, animal fir etc. onto a 1/2 sheet of paper with 6 squares for experimenting in. Tools could include pencils, pencil crayons, felt pens, etc.

5)         Texture Rubbings: supply thinner paper and crayons so students can find 8 different textures and do rubbings around the room. Let them know about the great textures on the bottom of shoes. When done, students paint over with a light colour of water colour paint to make a crayon resist and cut out textures and glue onto a second sheet of firmer paper to make a pattern or picture

Non-Judgemental Critique: introduce terms texture, relief, real texture, illusion of texture.

Assessment: Communication Profile #1) Connect and engage with others (to share and develop ideas) Profiles 1 – 8

Students check their names off on a clip board class list if they spoke during the critique. Teacher visits those who did not speak up and assesses growing understanding of new terms related to the Element of Design – Texture.

Reasoning and Reflecting #1

Curricular Competency: “Observe and share how artists use processes, materials, movements, technologies, tools and techniques”

Critical Analysis Process:

Artists:

Brian Jungen: Detail from “3 pieces” 2010, Nike Running Shoes

brian-j

Robert Bateman: ‘Arctic Cliff, White Wolves”, 1991, oil paint and canvas

 

robert-bateman

Barbara Reid: image from children’s book, plastercine on cardboard, 2016 (from official website)

barbara-reid

Initial Reaction: “Which piece catches your eye first and why do you think that is?”

Description: “Describe what you see in one of the 3 art works. After a general description, describe the textures you see.”

Analysis: Why do you think the artists used the textures in the ways he or she did? Would you have used them in the same way? Often artists Elaborate on the details or the feelings of their piece using textures. Which of these do you think the artist you are looking at was trying to achieve?

Cultural Context: “All of these artists are Canadian and each is currently alive. One artist is a First Nations artist. Can you tell which? Robert Bateman is now a senior citizen who lives on the Gulf Islands and still paints. Barbara Reid is a children’s book illustrator who lives and works in Toronto, Brian Jungen lives here in B.C. Do you think the place and culture each is from contributes to the goals of their art works? Explain your ideas”.

Informed Point of View: ‘Now that you have learned a little more about the artists and their use of Texture and Elaboration, has your initial reaction to any of the pieces changed? Do you see more in them after looking closely?”

Assessment:

Critical Thinking Competency #1) Analyze and Critique Profiles 1 – 6, Positive Personal and Cultural Identity Profile #1) Relationships and Cultural Contexts, Profiles 1 – 5

Students write 3-4 sentences in their art journal to tell about one of the pieces of work they have studied and how this artist reflects something about the culture of Canada. Teacher will scribe for those who need assistance

Title: Artists use Texture and Elaboration

Exploring and Creating #2:

Class 3

Students will return to their favourite centre from Day 1 where the teacher will assist them to form Inquiry groups of 2-3 people. Each group will create a response to the following prompt:

“Using the materials at this centre, decide on a theme that will show off your understanding of texture. You may each create an art piece with a similar idea, or all work on the same piece. Your textures will be used to Elaborate the details of your idea or the feeling of the idea. Discuss this before you create your final piece.”

Use the rest of this class to experiment and come up with the final idea which will be shared with the teacher.

Assessment: Creative Thinking #2) Generating Ideas, Profiles 1-5

Teacher makes notes of students’ progress and the depth of their creative thinking.

Social Responsibility Profile #3) Valuing Diversity, Profiles 1-5. Place the following 3 statements on the board and go over them with students at the start of the work period. Have students give examples of positive responsibility. At the end of class they will each pick one that they were able to focus on and document their contribution in 2 sentences in their art journal:

-I can demonstrate respectful and inclusive behaviour

-I can advocate for others

-I can explain when something is unfair

Class 4:

Continue working with your Inquiry Group. If you finish, plan how you will document and share your work.

Assessment:

Personal Awareness and Responsibility Profile #2) Self-regulation: Students write 1- 3 on a sticky note at the start of class and tick them off at the end of class, circling any that are challenging, place their name on the stick note and hand it in to teacher at the end of the class. Teacher will graph the challenging areas to discuss with students the following class:

1)         I can persevere with challenges

2)         I can adjust plans as needed

3)         I can take charge of my learning this period

Class 5:

Finish creating your Inquiry project. Prepare to share.

Communicating and Documenting:

(Second half of class): share Inquiry Projects

Curriculum Criteria: “Apply learned skills, understandings and processes in new contexts”

Each group will share their work utilizing the terms texture and elaboration while explaining their process and product.

They should focus on the Big Idea: “ Creative Experiences involve an interplay between exploration, inquiry and purposeful choice” and explain both their process and product.

If desired, the presentation could be recorded as a movie on an iPad for future consideration. They will field 3 questions from the audience. Teacher will also note the appropriate nature of the questions and responses and part of each students’ mark.

Evaluation: Students will compile a portfolio of their work prior to the presentation and photograph 2 favourite pieces for their year-long digital portfolio.

 

 

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