Ronni Haslett-Art Teacher

Lesson Title/Topic: Finding Texture-9th Grade Art Level 1

Target Concept: Adding texture as a descriptive attribute to an item by showing

texture with dramatic lighting.

Standards/Rationale: TEKS 117.52. Art, Level I. (c) (1) (A) illustrate ideas for

artworks from direct observation, experiences, and imagination and (B) compare
and contrast the use of art elements (color, texture, form, line, space, value) and art
principles (emphasis, pattern, rhythm, balance, proportion, unity) in personal
artworks and those of others, using vocabulary accurately.
Lesson Objectives:

Assessment:

The student will produce artwork

Completed Drawing
that demonstrates texture by directly
observing light and shadow on an
object with 80 percent accuracy.
Materials:

Paper, pencil, charcoal, eraser, light and textured objects to observe.

Lesson Cycle: (Direct instruction)
The teacher will:
The student will:
Focus/Mental Set: Prepare an intricate Students will come in and observe the

still life. Turn lights off in the room

set up. Answer guided questions by
and have a spotlight on the still life to the teacher.
provoke interest. Introduce the
students to using texture in a
drawing.
Questions:
Ask student A to choose an item to
describe. As student uses descriptive
words, teacher writes the adjective
on the board. Ask student B if they
can guess the item student A
described. Do this several times. At
the end of the focus, teacher circles
the adjectives that describe texture.
Teacher Input: Slideshow: The first
Student will try to copy slide number

slide will be the actual techniques we

will use in our drawings. (See
attached, labeled 1.) The techniques
will include stippling, hatching, cross-
hatching, back and forth stroke and
scumbling. We will take a break from
the slideshow so each student will
have time to copy the simple
examples on the slide. (This is the
hands-on aspect of the lesson.)

1 using their own material and paper

at their desk. They will show
examples of stippling, hatching, cross-
hatching, back and forth stroke and
scumbling.

Students will watch the rest of the
samples on the slide show. If called
on, they will answer which drawings
are their favorites and why.

Once the students are done I will

finish the slideshow showing other
examples of completed drawings with
similar techniques, so they can get
inspired by what they are going to do
in class. Ask 2-3 students which
drawing from the slideshow they
liked best and ask them why.
Guided Practice: Walk around the

Students get into groups and take 2-3

items from the table to set up their
room and offer assistance to the
students. Stop and help students that own still life to observe at their own
table. They draw the items on the
seem to be stuck or not know what to
table using the five techniques we
do. Encourage them.
discussed during the teacher input.
Independent Practice:
Student will find an object from home
Prompt students to think of an object that has personal meaning to practice
that has personal meaning to them.
learned technique.
Closure: Reintegrate the importance
Demonstrate their ability to see
that light and shadows have in being texture by understanding the concept
able to see detail on an object. Call on of light and shadow. As called on, the
student will go to the front of the
students to share where they used
room and point out where they used
the techniques in their drawings for
one technique, either stippling,
the day.
hatching, cross-hatching, back and
forth stroke or scumbling.