TEXTURES IN NATURE
Unit Overview
Big Idea: Nature
Content Statement: Students will explore how elements of nature can be used for art
making.
Objectives/Expected Learner Outcomes
Students will understand that textures can be identified using their different senses (touch, sight, sound, taste). They will learn what it means to interpret something and they will demonstrate this understanding through objectively and non-objectively interpreting different sounds from nature using various colors, patterns and textures in various mediums (crayon, paint, clay).
Standards of Education
3.4 The student will use imaginative and expressive strategies to create works of art.
3.10 The student will use subtractive or additive processing in various media, including clay, to create sculptures.
Student Group Targeted
3nd grade
Time Required
3, 40 minute sessions
Lesson 1
Materials and Resources- white paper, crayons, watercolors, paintbrushes, water cups, resources: nature sounds
Itinerary and Instructional Strategies
Key Terms
1. interpret
2. objective and non-objective
3. texture
4. pattern
Discussion/Questioning Strategies
What does it mean to interpret something? Have you ever danced interpretively? What does objective mean? Non-objective? How can we interpret the sound of rain without drawing
raindrops or a birdcall without drawing a bird? How can we use color, thick/thin lines, long/short strokes, patterns, textures, etc. when mark making?
Demonstration
Demonstrate how to approach mark making in a non-objective manner. Also, show
students how crayons resist watercolor and encourage them to overlap the two mediums
in their art making.
Student Independent Practice
Students will listen to various sounds of nature provided and do their best to interpret
these sounds with different textures, patterns and colors in a non-objective manner.
Closure
Clean up. If extra time occurs, students will answer critical thinking questions (on tables)
and/or have a chance to share how they interpreted different sounds.
Time Flow
10 minutes- Discussion/Questioning Strategies
20 minutes- Student Independent Practice
10 minutes- Closure
Evaluation Strategies
- Before moving from discussion to independent practice, student will be asked questions reviews concepts, vocabulary and assignment.
- Students will review critical thinking strategies on tables after clean up.
- Students should demonstrate in their work:
- An understanding of what it means to interpret using both objective and non-objective
imagery through the use of various colors, lines, patterns, and textures.
Lesson 2
Materials and Resources- clay, 4"x4" templates, clay cutting tools, leaves, twigs, pinecones, bark, etc., resources: nature sounds
Itinerary and Instructional Strategies
Key Terms
1. interpret
2. non-objective
3. texture
4. pattern
5. depth
Discussion/Questioning Strategies
What does it mean to interpret something? How did we interpret sounds last week? What is objective and non-objective? How can we non-objectively interpret sounds? What does
depth mean? How can we use the various objects provided to create different depths in our
clay? How can we use the various objects provided to interpret the sounds from nature?
Demonstration
Demonstrate how to press and cut clay with the templates provided. Also demonstrate
how to smooth edges and gently press objects into clay. Discuss how different objects
(leaves, bark, pinecones) will create different patterns, textures and depths.
Student Independent Practice
Students will listen to various sounds of nature provided (in the background) and interpret them non-objectively by pressing different objects from nature into the clay.
Closure
Clean up. If extra time occurs, students will answer critical thinking questions (on tables).
Time Flow
10 minutes- Discussion/Questioning Strategies
20 minutes- Student Independent Practice
10 minutes- Closure
Evaluation Strategies
- Before moving from discussion to independent practice, student will be asked questions
and reviews concepts, vocabulary and assignment.
- Students will review critical thinking strategies on tables after clean up.
- Students should demonstrate in their work:
- A variety of patterns and textures using the objects from nature.
- An understanding of how different objects can be used to create different depths.
Lesson 3
Materials and Resources- watercolors, paintbrushes, water cups
Itinerary and Instructional Strategies
Key Terms
1. fossil
2. texture
3. stain
4. translucent/opaque
5. bisque ware
Discussion/Questioning Strategies
What is a fossil? How are fossils created? Do fossils have texture? How could we use
fossils as inspiration for painting our plaques? What does transparent mean? Opaque?
How can we use transparency and opacity to create interesting surfaces?
Demonstration
Demonstrate how to use water to play with the transparency and opacity of the watercolor paints. First, use watered-down black paint to emphasize the textures in our clay. Explain the importance of wiping away the excess before it gets the chance to dry. Next,
demonstrate how to use the brown paint to color the surface of the clay, encouraging
students to experiment with both opaque and transparent application techniques to
creating an interesting surface.
Student Independent Practice
Students will use watercolor paints to “fossilize” their bisque ware.
Closure
Clean up. If extra time occurs, students will answer critical thinking questions (on tables).
Time Flow
10 minutes- Discussion/Questioning Strategies
20 minutes- Student Independent Practice
10 minutes- Closure
Evaluation Strategies
- Before moving from discussion to independent practice, student will be asked questions and reviews concepts, vocabulary and assignment.
- Students will review critical thinking strategies on tables after clean up.
- Students should demonstrate in their work:
- Opaque and transparent painting techniques
- An understanding of how variety helps create interesting surfaces.