Recognising the meaning of working like an artist as: appropriate behaviours organising materials and cleaning up naming, framing and displaying work investigative: researching, discovering reinterpreting artworks from various viewpoints as artist and audience observational: seeing, noticing, viewing critically practical: use and handling of visual arts materials, equipment photo-montage weaving printing digital imaging wrapping ceramics collagraph frottage investigating determining experimenting questioning predicting testing conceiving evaluating comparing analysing observing identifying connecting Learning Framework Community Contributor Leader and Collaborator Active Investigator Effective Communicator Designer and Creator Quality Producer Cross Curricular Priorities Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Social Emotional Learning Asia and Australia’s Engagement with Asia Inclusive Education Sustainability Education General Capabilities Literacy Critical and Creative Thinking Numeracy Ethical Behaviour Information and Communication Technology Personal and Social Competence Content Descriptors Elaborations
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
understanding The learners their knowledge of texture to creating a visually interesting textured sculpture. Representation: matter: sculpture pottery Conventions: texture, balance, contrast Understanding qualities and properties of a range of materials Practices: skills: reinterpreting art works from various viewpoints skills: use of visual art materials and equipment experimenting, testing, evaluating recognising the meaning of studio for visual and adopting appropriate behaviour in the studio as a specialised space, for example, cleaning up, organising , naming work and exhibiting work. Viewpoints: recognising artists and artworks Revise the story of ‘Where the Wild Things Are’ Ask if the textures used in their Frottage (previous lesson) were actual or implied? (implied) Explain that they will now be given the opportunity to create a three dimensional version of their monster and apply actual texture to it. Making: Clay Joining Techniques Hand out a fist-sized piece of clay to each learner. Explain that clay shrinks as it dries and if they do not join the different parts correctly, their monster will fall apart once it is dry. Introduce the term ‘Score, Slip, Blend’, which basically means they must scratch and wet their clay to join it. Taking two small pieces of clay, demonstrate how to roughen up each side of the two sections, create slip using your finger and a small amount of water, and then squeeze the two parts together carefully but firmly. If a seamless join is wanted, show how to blend the two pieces together using your fingertips. Have the students practice joining two small pieces of clay themselves. Creating a Monster Using their monster drawing from the previous lesson as inspiration, have the children build a monster sculpture with their clay, paying particular attention to adding several different textures their art work. Remind them that ‘smooth’ is also a texture and can add a nice contrast to heavily patterned sections. Explain that they will need to think about how they will balance their sculpture as they construct it so that it is able to stand without falling over when finished. Provide lots of implements for the students to use, eg. plastic forks, toothpicks, costume jewellery and other objects that could be used to create imprints in the clay. texture pattern contrast balance Things Are’ Book ☐ Clay and clay boards ☐ Various instruments for creating texture eg. plastic forks, fabric scraps, etc. Water Learners are able to transfer their of actual texture to the medium of clay. Learners display a finished sculpture and explain how they have used particular design elements.
Allow clay to dry completely. If access to a kiln is available, the sculptures may be fired. Responding: Art Talk Display the finished monsters in a space such as the school library. Discuss with the learners how they have used the various art elements and design principles in their art works, especially texture, balance, and contrast. Name: Assessment Grid Date: Imagining and creating new Using skills, techniques and processes skills, techniques and processes Interpreting and appraising the works of others Using codes and conventions skills, techniques and processes Presenting with purpose Art Work Collagraph Collagraph Monster Frottage Monster Frottage Monster Sculpture Monster Sculpture Monster Sculpture EXCEEDS CRITERIA ▲ ▲ ▲ ▲ ▲ ▲ ▲ MEETS CRITERIA ☐ experiments with and explores the use of texture in a collagraph print. ☐ creates a printing plate with attention to overall composition and good workmanship. ☐ selects and applies a range of clear, strong rubbings to a drawing ☐ uses the work of a familiar artist to influence their drawing rather than to copy from. ☐ uses a variety of textures in a clay sculpture ☐ uses the technique of ‘score, slip, blend’ to create secure joins in a clay sculpture ☐ displays a finished sculpture and explains how they have used particular design elements TOWARDS CRITERIA ▼ ▼ ▼ ▼ ▼ ▼ ▼