14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. Total Percentage What was effective in the lesson? Why? What do I want to consider for the next time I teach this lesson? What were the strongest connections between visual arts and writing? Teacher: Date: ARTS IMPACT VISUAL ARTS AND WRITING INFUSION – Second Grade Lesson Three: Lines Show Textures 11 ARTS IMPACT FAMILY LETTER ARTS ANS WRITING LESSON: Lines Show Textures Dear Family: Today your child participated in an Arts and Writing lesson. We described various different qualities of line, such as rough and smooth, feathery and leathery, thick and thin. We discovered that artists can use different line qualities to imply textures on a smooth surface. We learned how to use a Sumi brush and ink to make both wet and dry brushstrokes that looked like different textures in • We made various different qualities of lines. • We implied different textures in nature with our various line qualities. • We used adjectives to describe our various implied textures and line qualities, and even wrote poems to describe our landscapes. • We painted both wet and dry brushstrokes with sumi ink and bamboo brush. At home, the next time you are on a walk, play a texture game where one player calls out a describing word and the other has to guess what texture s/he is looking at. Enduring Understanding
14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. Total Percentage What was effective in the lesson? Why? What do I want to consider for the next time I teach this lesson? What were the strongest connections between visual arts and writing? Teacher: Date: ARTS IMPACT VISUAL ARTS AND WRITING INFUSION – Second Grade Lesson Three: Lines Show Textures 11 ARTS IMPACT FAMILY LETTER ARTS ANS WRITING LESSON: Lines Show Textures Dear Family: Today your child participated in an Arts and Writing lesson. We described various different qualities of line, such as rough and smooth, feathery and leathery, thick and thin. We discovered that artists can use different line qualities to imply textures on a smooth surface. We learned how to use a Sumi brush and ink to make both wet and dry brushstrokes that looked like different textures in • We made various different qualities of lines. • We implied different textures in nature with our various line qualities. • We used adjectives to describe our various implied textures and line qualities, and even wrote poems to describe our landscapes. • We painted both wet and dry brushstrokes with sumi ink and bamboo brush. At home, the next time you are on a walk, play a texture game where one player calls out a describing word and the other has to guess what texture s/he is looking at. Enduring Understanding