Lesson Plan
Lesson 10: Working with Texture – Impressive Imprints
60 minutes | Suitable for Grades: 5 - 6A 60-minute lesson in which students will create a three-dimensional textured tile artwork using impressions.
This lesson plan includes the following resources:
Preparation
Prior to commencing the lesson, ensure all the necessary materials are available for each student. You will need to source various tools for creating texture, e.g. meat tenderisers, driftwood, fabric, toothbrushes, the soles of shoes, the wheels of toy cars, garlic presses, seashells, peach seeds, cinnamon sticks, marker pen lids and the like. You will also need to ensure that the students have a non-stick surface to work on (that clay will not stick to), e.g. a ceramic tile, a plastic tray, a laminated sheet of paper or some other form of baseboard.Equipment
- air hardening clay
- various tools for creating texture
- non-stick work surfaces
Lesson Plan
Tuning In
- Provide the students with a grapefruit-sized piece of clay and a suitable workboard. Have the students flatten their clay by squashing it with the palm of their hand. On one half of the flat piece of clay, ask the students to make imprints using their fingernails. On the other side, ask them to make imprints using their thumbprint.
- Have the students run their fingers over both sets of imprints. Ask them to compare the texture of the imprints they have made, then share their ideas with the class. Explain to the students that they have just created ‘actual’ texture (texture that can be touched).
Teacher Instruction
- Display and discuss slides 15–18 of the Visual Arts Elements Texture PowerPoint – Upper Years presentation. Encourage the students to identify the techniques used to create implied texture in the images on the slides.
- Display and discuss slides 19–25. Ensure the students understand that:
- texture can be used to evoke a particular emotion or mood
- textured materials play a particularly important role in three-dimensional artworks
- three-dimensional elements can be added to two-dimensional artworks to create texture.
Guided/Independent Learning
- Read through the activity on slide 26. Explain to the students that they will be experimenting with an assortment of objects to create ‘actual’ texture on a three-dimensional artwork.
- Display the IMPRESSive Imprints Activity on the board and read through the instructions as a class. Explain to the students that they will first explore the textures made by a variety of imprints, then decide which imprints they would like to apply to their final artwork. Ensure that the students understand the importance of working carefully with their clay, as it can be fragile.
- Provide each student with the necessary materials to complete the task. The ‘texture tools’ may need to be placed in a central location for all students to access and share throughout the activity.
- Monitor and support the students as they construct their textured tiles. Set the finished artworks aside to allow them to harden.
Wrapping Up
- Gather the class together and allow volunteer students to share their artworks. Ask reflective questions, such as:
- How did you decide which imprints to use in your artwork?
- What challenges did you face throughout the process, and how did you overcome these?
- How is creating a three-dimensional artwork different to creating a two-dimensional artwork?
Differentiation
Extending Students
- Using this activity as a basis for investigation, students requiring extension may like to write a list of other 'texture tools' that could be used to create imprints.
Supporting Students
- Support and guide less-confident students in selecting suitable 'texture tools' to use for their artworks.
Assessment Strategies
Suggested Assessment Strategies
- used strategic whole class or individual questioning
- observed student participation during learning activities
- recorded student progress on a checklist
- annotated student work samples
- collected and reviewed student work samples
- facilitated whole class or peer feedback sessions
- encouraged student self-reflection
- administered formal assessment tasks.
National Curriculum Curriculum alignment
- Key Stage 2 (KS2) – Upper
Key Stage 2 (KS2) - Upper covers students in Year 5 and Year 6.
- Art and design
Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils should be taught: to create sket...
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