MACRO AQUATIC TEXTURES
Unit Overview
Big Idea: Nature
Content Statement: Students will investigate abstracted textures and forms found in nature both visually and tactilely.
Objectives/Expected Learner Outcomes
Students will demonstrate an understanding of visual and tactile textures and forms through the creation of their own 3-dimensional macro textures inspired by aquatic life. Students will plan their sculptures in their sketchbooks and then translate these visual textures and forms into tactile ones using clay. Students will demonstrate an understanding of basic clay techniques, including slab, coil, pinch, and slip and score. Students will also show a basic understanding of the abstraction process.
Standards of Education
6.1 The student will use, and record in a sketchbook/journal, steps of the art-making
process, including brainstorming, preliminary sketching, planning, reflecting,
refining, and elaborating, to create works of art.
6.5 The student will use elements of art and principles of design, including the
following, to express meaning in works of art:
Texture—visual, tactile
6.8 The student will use modeling, assembling, or carving to create three-dimensional
works of art.
Student Group Targeted
Grade Level and Group: 6th grade art
Time Required
3-4, 90 minute sessions
Lesson 1
Materials and Resources- sketchbooks, computer, templates (5”x5”), pencils, colored pencils, resources: Heather Knight (ceramicist), Jason deCaires Taylor (sculptor), normal vs. macro photography visuals, ocean.nationalgeographic.com
Itinerary and Instructional Strategies
Key Terms
1. texture
2. form
3. visual/implied
4. tactile/actual
5. macro
6. abstract
7. slab
8. pinch
9. coil
10. slip and score
Discussion/Questioning Strategies
What is texture? What is form? What is the difference between a visual and a tactile textures and forms? Where do we find textures in nature? What types of textures come to mind when thinking about aquatic life? How does an artist like Jason deCaires Taylor utilize aquatic textures and forms in his artwork (Google- Jason deCaires Taylor)? What about Heather Knight (Google- Heather Knight art)? How do these two artist utilize these textures and forms differently? What does macro mean? What happens to textures and forms when viewed under a macro lens? How does macro photography emphasize forms and textures that we may not otherwise notice (normal vs. macro visuals)? What does abstract mean? How does Heather Knight use macro techniques to create abstracted sculptures?
Demonstration
Demonstrate different clay techniques, including, slab, coil, pinch (explain air pockets), and slip and score, to create different textures and forms. Emphasize that texture can be created not only in the clay, but that the clay can also be used to create textures (subtractive vs. additive techniques). Demonstrate how students will transform a slab of clay into a 3-D sculpture using the various techniques to create forms and textures. Demonstrate how to draw multiple viewpoints of a 3-dimensional object (i.e. top view, side view, etc.). Emphasize the importance of considering 3-dimensional forms even when drawing 2-dimensionally.
Student Independent Practice
Students will visit ocean.nationalgeographic.com, where they will choose an aquatic creature to use as inspiration for their project. Students will be encouraged to choose a creature that has interesting textures, forms and colors, but also ones that can be replicated using the clay techniques demonstrated. They will work in their sketchbooks to create a plan/design for their sculpture using visual textures and forms. Students will be instructed to show at least two different views of their sculpture. If students finish their sketches early, they may work on other sketchbook assignments.
Closure
Students will review terms introduced during discussion, including: texture and form (visual and tactile), macro, abstract, etc., and share how their selected sea creature and macro view utilize and emphasize these elements.
Time Flow
5 minutes- Attendance/Settle In
10 minutes- Discussion
10 minutes- Instruction/Demonstration
50 minutes- Student Independent Practice
5 minutes- Closure/Clean Up
Evaluation Strategies
- Before moving from discussion to independent practice, student will be asked questions reviews concepts, vocabulary and assignment.
- Students should demonstrate in their work:
- An understanding of textures and forms both visually and tactilely.
- An ability to draw a 3-dimensional form from several different viewpoints (including top and side).
Lesson 2
Materials and Resourcessketchbooks, craft paper table coverings, tape, sharpies, trays, clay, template (5”x5”), popsicle sticks, clay glue, paintbrushes
Itinerary and Instructional Strategies
Key Terms
1. texture
2. form
3. macro
4. slab
5. pinch
6. coil
7. slip and score
Discussion/Questioning Strategies
Briefly review the various clay techniques introduced in the previous lesson, including: slab, pinch, coil, and slip and score. How can you use both additive and subtractive methods to create the textures and forms found in your aquatic creature (look at/discuss project examples)?
Demonstration/Instruction
Demonstrate how to cut slab into square using template, emphasize the importance of smoothing edges to remove excess clay and roughness. Students will cover their tables with paper in preparation for clay. They will also write their trays as well as their initials on the bottom of their clay slabs before beginning.
Student Independent Practice
Students will use their sketches from the previous lesson as a guideline for their clay sculptures. They will utilize the various clay techniques learned in the last lesson to create their sculptures (additive and subtractive). If students finish early, they may add color to their sculpture designs and/or work in their sketchbooks.
Closure
Students will clean up.
Time Flow
5 minutes- Attendance/Settle In
5 minutes- Discussion/Review
10 minutes- Instruction/Demonstration
60 minutes- Student Independent Practice
10 minutes- Closure/Clean Up
Evaluation Strategies
- Before moving from discussion to independent practice, student will be asked questions reviews concepts, vocabulary and assignment.
- Students should demonstrate in their work:
- An understanding of basic clay techniques such as pinch, slab and slip and score.
- An ability to create various textures using both additive and subtractive techniques.
Lesson 3
Materials and Resources- sketchbooks, craft paper table coverings, tape, trays, fired clay pieces, craft paints (assorted colors), paintbrushes, paper towels, water cups
Itinerary and Instructional Strategies
Key Terms
1. texture
2. form
3. value
4. visual/implied
5. tactile/actual
6. macro
7. abstract
8. tint
9. shade
Discussion/Questioning Strategies
Review the concepts of implied and tactile textures and forms. When drawing your sculpture plans, did you use implied or tactile techniques? What about when using clay? What would painting the finished clay pieces be considered? How can implied textures and forms enhance tactile ones? How did you create implied textures in you sculpture plans? How could you mimic this process when using paint? Think about color, shape, lines, tints and shades.
Demonstration/Instruction
Demonstrate how to paint clay sculpture, focusing on implied textures and forms. Show how using tints on the highest points and shades closer to the base of the sculpture can further emphasize the forms.
Student Independent Practice
Students will paint their clay sculptures using implied textures and form to accentuate the tactile textures and forms created with the clay.
Closure
Students will clean up.
Time Flow
5 minutes- Attendance/Settle In
10 minutes- Discussion/Review
10 minutes- Instruction/Demonstration
55 minutes- Student Independent Practice
10 minutes- Closure/Clean Up
Evaluation Strategies
- Before moving from discussion to independent practice, student will be asked questions reviews concepts, vocabulary and assignment.
- Students should demonstrate in their work:
- An ability to create implied textures and forms using paint.