Hand each learner an A3 piece of paper and a pencil or Texture involves two senses, the Texture Hunt through their visual and tactile. Therefore there selected felt pen. Ask them to trace the outline of their hand onto photos is a) simulated texture - feels the paper five times. different when touched. It is the Allow them to choose a textured object to glue onto each illusion of texture. b) actual texture sharing: hand and write a word underneath each one that - feels as it looks. It is an important The learners element for craftsmen, interior describes how it feels. demonstrate decorators, potters, and architects. their Found textures can be used to Texture Hunt create art: Collage, rubbings, of texture Hand the learners the Hunt’ sheet and have them ‘Texture printing (eg. leaf printing) by guessing explore the school environment searching for a range of constructions, slide transparencies, which plaster casts, weaving textures. Allow them to take photos of at least three types descriptive Artists can create their own word has of texture listed on the sheet. textures (simulated and actual): been Responding: drawing, thick paint, craypas represented Allow learners to share one photo they have taken while etching, ceramics, etc. Different by their the other students try to guess which word on the sheet tools and materials facilitate classmate’s different textures. they used to describe the texture. photos. Texture affects colour. Texture creates mood and feeling. Follow Up Texture can create the illusion of 3 Collate photos into a slideshow for future lessons. dimensional a) objects with Print out the learners’ photos and glue into their art books clear, sharp, and hard surface textures tend to advance in space. b) objects with hazy, fuzzy, and soft surface textures tend to recede in space. Some which describe texture: hard, soft, sharp, shiny, dull, smooth, rough, coarse, prickly, spikey, matt, gloss, slippery, hot, cold, slimy, wet, dry, abrasive, etc. Some texture perceptual aids: feely boxes, texture cards, texture tables, field experiences, environments. Focus: Actual Texture Vs Implied Texture-Activate Prior Learning: Texture: Summative: 2-3 ☐ Slideshow of Assessment The learners discover the Texture Hunt collated photos real Sheet taken during difference between Actual Texture actual are Lesson One’s visual and Implied Texture and create a able to Texture Hunt. implied work of art that utilizes both.
Texture involves two senses, the visual and tactile. Therefore there is a) simulated texture - feels different when touched. It is the illusion of texture. b) actual texture - feels as it looks. It is an important element for craftsmen, interior decorators, potters, and architects. Found textures can be used to create art: Collage, rubbings, printing (eg. leaf printing) constructions, slide transparencies, plaster casts, weaving Artists can create their own textures (simulated and actual): drawing, thick paint, craypas etching, ceramics, etc. Different tools and materials facilitate different textures. Texture affects colour. Texture creates mood and feeling. Texture can create the illusion of 3 dimensional a) objects with clear, sharp, and hard surface textures tend to advance in space. b) objects with hazy, fuzzy, and soft surface textures tend to recede in space. Some which describe texture: hard, soft, sharp, shiny, dull, smooth, rough, coarse, prickly, spikey, matt, gloss, slippery, hot, cold, slimy, wet, dry, abrasive, etc. Some texture perceptual aids: feely boxes, texture cards, texture tables, field experiences, environments. Hand each learner an A3 piece of paper and a pencil or felt pen. Ask them to trace the outline of their hand onto the paper five times. Allow them to choose a textured object to glue onto each hand and write a word underneath each one that describes how it feels. Texture Hunt Hand the learners the ‘Texture Hunt’ sheet and have them explore the school environment searching for a range of textures. Allow them to take photos of at least three types of texture listed on the sheet. Responding: Allow learners to share one photo they have taken while the other students try to guess which word on the sheet they used to describe the texture. Follow Up Collate photos into a slideshow for future lessons. Print out the learners’ photos and glue into their art books Texture Hunt through their selected photos sharing: The learners demonstrate their of texture by guessing which descriptive word has been represented by their classmate’s photos. 2-3 Focus: The learners discover the difference between Actual Texture and Implied Texture and create a work of art that utilizes both. Actual Texture Vs Implied Texture-Activate Prior Learning: Texture Hunt Texture: real actual visual implied ☐ Slideshow of collated photos taken during Lesson One’s Texture Hunt. Summative: Assessment Sheet are able to
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