Animal Textures

I. Topic
• Big Idea: Nature
• Key Concept: Different animals have different textures. By using various textured painting techniques, students will learn how art making can mimic the textures they see in nature.

II. Objectives / Expected Learner Outcomes

• Students will identify how Eric Carle uses texture in his animal collages.
• Students will know that different animals have different textures.
• Students will create their own textured paintings to depict the textures and colors of an animal.

III. Standards of Education

A. Related National Standards for Visual Arts Education
NA-VA.K-4.3 UNDERSTANDING AND APPLYING MEDIA, TECHNIQUES, AND PROCESSES
Achievement Standard:
    • Students use different media, techniques, and processes to communicate ideas, experiences, and stories
    • Students use art materials and tools in a safe and responsible manner

B. Related Virginia Visual Arts Standards of LearningK.5 The student will create a work of art that depicts a specific animal or plant.

IV. Student Group Targeted
•  Kindergarten – 1st grade
• Prerequisite skills/knowledge: How to hold and use a paintbrush

V. Time Required
One session, 50 minutes

VI. Materials and Resources
Paper Towels
Smocks
Drawing Paper
Acrylic Paint
Pencils
Paint Brushes
Sponges
Cups of water

VII. Itinerary and Strategies

Key Terms/Vocabulary
Texture: the way something feels when you touch it

Introduction (3 minutes)

Go over rules. Move on to project explanation.

Motivation and Explanation (12 minutes)
Review previous lesson on texture. Today, we are also going to be learning more about texture, except in this lesson you’ll be painting the different textures you see on animals. Raise your hand if you remember what texture means. (The way something feels hen you touch it) Raise your hand if you have ever touched an animal? What animal did you touch and what did that feel like? Has anyone felt a different animal that felt differently? I am going to show you a few other animals and I ant you to think about hat each animals is and hat they would feel like if you touched them.

Transition (Start PowerPoint)

Show examples of animals on the projector.

Checking for understanding
Raise your hand if you can tell me what this is a picture of? (fox) (elephant) (fish) what textures do you think the ____ feels like? (fox- furry and soft) (elephant- hard and rough) (fish- scaly and Slippery)

Transition (Read book as an example of animal textures)Read Eric Carle’s The Mixed-Up Chameleon. As I am reading the first page, ask, “What is this a picture of? (sand, bark, a Chameleon, a flower) Do you see anything with texture in this picture? (Ask two people to point out an area with texture) why do you think ___ has texture? What would it feel like? Cont. reading. See all the textures he used on the animals, point out a few. Each animal the Chameleon transforms into has a different texture.

Transition (back to PowerPoint to show my animal and painting example)
I am going to be giving you each an animal to pick from out of this bag. Each animal has 2 pictures for you to look at. Set them above or to the side of your painting. You should look at both of them to paint your animal’s texture. The animal that I painted the texture of was an Anaconda. For this activity, we are not painting pictures of the entire animals, we are just painting the colors and textures e see on our animal. Show my example. For the Anaconda I saw yellowish and brown colors with black spots. So, I painted with those colors and added some texture to show that he is scaly and has spots.

Guided Demonstration (5 minutes)

Show teach textured painting technique:

  1. Sponge painting
  2. Drawing in paint with the brush’s end tip to make marks, fur, scales, etc. (make sure paint is thick to do this)
  3. Layering colors with water for transparency 4. Marks & dots to make texture and mimic animal markings (dab down, then lift right back up, no dragging the brush across)
Student Independent Activity (15 minutes)
• Give 2 sheets of paper teach student. One is for them to practice the textured painting techniques; the second is for their final painting.

• Take the two animals pictures and set them down beside each other. Paint the animal’s textures, using the whole page. Paint the different colors on the animal’s fur or skin; think about how it would feel to touch them. Paint any markings on their body like lines, dots, scales, etc.

Closure  (5 minutes)

Give 5 minute warning to finish up where they are in the project. Clean up. Assign certain students to collect materials. Transition to sharing our paintings.

VIII. Evaluation Strategies (10 minutes)

Students will identify how Eric Carle uses texture in his animal collages.

Evaluation 1
Through discussion, students will point out the textures they see in Eric Carle’s painted collages as I read his book The Mixed-Up Chameleon. Later, they will talk about how they similarly incorporated textured painting techniques in their own animal paintings.

Students will know that different animals have different textures.

Evaluation 2
Comparisons of each other’s animals will be made as students share their paintings. I will ask, “Does ____’s animal have the same textures as ____’s? What is different about them? Do all animals have the same texture?”

Students will create their own textured paintings to depict the textures and colors of an animal.

Evaluation 3
Students will share their textured animal paintings at the end of class with a brief discussion of what animal they painted, what textures and colors they see on that animal and/or how it would feel, and what techniques they used to show those textures. This both visibly and verbally shows their own personal understanding of textures through art making and in nature, through animals.

IX. Suggested Supplemental Activities

Take a field trip to Maymont or the Richmond zoo. Students can see and/or feel the different textures of animals for themselves!