Course/Subject by Grade: Elementary School Art - Grade 1 Unit: Recognize Texture
| Program Outcomes for Unit | Instructional Outcomes | Suggested Activities | Vocabulary | Assessment | Texture |
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Outcome I: Perceiving and Responding - Aesthetic Education The student will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment. I.A. The student will identify and describe observed form. I.A.1 The student will identify and describe qualities of size, line, shape, color, and texture of observed visual forms. 1.A.2: The student will identify and describe the content and meaning of observed form. 1.B The student will identify and compare ways in which selected works of art represent what people see, feel, know, and imagine. I.B.1 The student will determine ways in which artists communicate ideas, feelings, and experiences by comparing the work of different artists. I.B.2 The student will compare selected works of art and describe how different artists use imagination in their work. I.C The student will discover a variety of ways that artists organize the elements of art in responding to what they see. I.C.1The student will describe different ways that artists organize art elements in compositions. Outcome II: Historical, Cultural, and Social Contexts The student will demonstrate understanding of the visual arts as a basic aspect of history and human experiences. 2.B The student will classify reasons why people create and use art by studying artworks and other sources of information. II.B.1 The student will study artworks to identify ways in which art is created and used by different people. II.B.2 The student will observe works of art and describe ways that they reflect everyday life. Outcome III: Creative Expression and Production The student will demonstrate the ability to organize knowledge and ideas for expression in the production of art. 3.A The student will use a variety of art media, processes, and techniques to express thoughts and feelings. III.A.1 The student will produce a variety of art forms using selected tools, materials, and techniques safely. III.A.2 The student will communicate ideas and feelings using art media. III.A.3 The student will apply knowledge of art processes and skill in using media and tools to solve problems in visual composition. 3.B The student will identify sources of art expression and describe the processes artists' use in developing their ideas. III.B.1 The student will select ideas and images from imagination and observation to express or interpret through art. III.B.2 The student will create original art works based in fantasy that express personal feelings and ideas. III.B.3 The student will record ideas and experiences for art making using visual and verbal notation. Outcome IV: Aesthetic Criteria The student will demonstrate the ability to identify, analyze, and apply criteria for making visual aesthetic judgments. IV.A The student will identify and apply criteria for evaluating visual form. IV.A.1 The student will describe aesthetic qualities observed in nature and human-made objects using oral and written language. IV.B The student will evaluate personally created artwork and the work of others. IV.B.1 The student will determine the success of personal creative efforts in the visual arts by applying given and self-constructed criteria to evaluate progress. |
Recognize texture as the look and feel of a surface and distinguish between visual and tactile surfaces. | Introduce lesson on texture by playing games to help students understand concept. Mystery Box - Identify the texture of various objects placed inside shoe boxes. Scavenger Hunt Rubbings Have students search the art room, halls or outside for different textures. Look at the difference of man-made and natural surface textures. Tana Hoban - Texture Book Series is helpful to demonstrate the look and feel of texture. (MI) Self-portraits focusing on the texture of clothing, hair, and skin. Optional media. Prehistoric Cave Art - Look at prints of cave art and discuss the texture and primitive drawings. Have students create a cave wall from any of the falling media: crumbled paper bags, clay, sand-casting. Finish by drawing or painting contour line drawings of animals. (E) Explore how different found objects or everyday objects make textures in clay. This can be a finished work or just an exercise. (MI) Draw Close-ups of Different Animals' Fur, Shell, or Skin (Example: Jaguar, Lion, Cheetah, Dog, Zebra, Cat, Giraffe, and Turtles). (E) |
Texture Tactile Visual Touch Repeat Pattern Hard Smooth Rough Bumpy Scratchy Shiny Dull Prickly Furry Soft Self-portrait Prehistoric Natural Man-made Close-up Rubbings |
Analyze student work Student/teacher evaluation Group Critiques Compare and Contrast Self assessment Games Evaluation of student's ability to successfully plan, refine, and clarify his/her work Assessment of student's ability to meet established criteria Monitor student use of materials |
Tana Hoban Texture Books Unknown Artist Cave Art, Yellow Horse, Two Reindeer, Head of a Bull, Standing Bison, Group of Deer, Engraved Deer Lasceaux, France by Shorewood Self-portrait: and portraits by: Vincent Van Gogh Rembrandt Van Rijn Leornardo da Vinci Frans Hals Mary Cassatt Edgar Degas |
Unit continues teaching all indicators identified.
| M - Multicultural | T - Technology | ID - Interdisciplinary |
| LM - Library Media | MO - Modifications | C - Career Education |
| E - Environmental Education | MI- Multiple Intelligence | G/T - Enrichment |