Texture Tells Stories

Overview

Students explore how visual artists use texture, pattern, line, colour, and shape to communicate a mood or idea. They plan and create a small mixed-media artwork inspired by a natural place, then share how their artistic choices affect the viewer.

Learning intentions

• WALT use visual arts elements to communicate an idea or feeling.
• WALT explore and combine texture, pattern, line, shape, and colour.
• WALT make purposeful choices about materials and techniques.
• WALT describe and respond to our own and others’ artworks.

Success criteria

• I can choose a mood or idea for my artwork.
• I can use at least three visual arts elements, including texture and pattern.
• I can make careful choices about materials, colours, and marks.
• I can explain one choice I made and how it helps communicate my idea.

Curriculum links

• Visual Arts — developing practical knowledge of elements, techniques, materials, and processes.
• Visual Arts — developing ideas in response to experiences, observations, and imagination.
• Visual Arts — communicating and interpreting meaning through artworks.
• Visual Arts — sharing, describing, and responding to art using appropriate language.

Lesson structure (60 minutes)

1. 0–7 min · Hook and noticing. Open with the visual hook and artwork examples. Show a close-up image of a textured natural surface, such as tree bark, shells, stones, or leaves, and ask: “How could an artwork make us feel rough, calm, wild, cosy, or mysterious?” Students silently notice details, then share one texture, colour, or pattern they can see.

2. 7–15 min · Demonstration and discussion. Use the visual arts elements and technique demonstration to introduce texture, pattern, line, shape, and colour. Demonstrate creating a textured background with crayon rubbing, printed or painted marks, torn paper, and layered shapes; model how changing colour and line can change the mood. Students make quick air-drawing gestures and suggest which elements might communicate different feelings.

3. 15–22 min · Plan an artwork. Distribute the texture and pattern planning sheet. Students choose a natural place or object and a mood or message, then sketch a simple composition and select colours, patterns, textures, materials, and tools. Confer briefly with students who need help narrowing their idea. Remind students that the plan is a guide and may change during making.

4. 22–45 min · Create and refine. Students make an A4 mixed-media artwork using drawing, rubbing, collage, paint, or a combination of techniques. Encourage them to fill the space thoughtfully, repeat or vary patterns, and use texture to support their chosen mood. Circulate and ask: “What do you want the viewer to notice first?” and “Which element is helping communicate your idea?” Students pause halfway for a 30-second check against the success criteria, then continue refining.

5. 45–53 min · Gallery walk and response. Display artworks on tables or the wall. Students move quietly in pairs, leaving materials safely in place, and identify one effective use of texture, pattern, line, shape, or colour. Invite two or three students to share an artwork they found interesting, using respectful language such as “I notice…”, “I think…”, and “It makes me feel…”.

6. 53–60 min · Reflect and tidy. Return to the reflection prompts and success criteria. Students complete the final reflection on the reflection section of the planning sheet: name their mood or idea, identify two visual arts elements, and explain one material or technique choice. Students clean tables, return tools, and place work on the drying or display area.

Resources

• the visual arts introduction and demonstration deck
• the texture and pattern planning sheet
• A4 or A3 cartridge paper
• Coloured pencils, crayons, oil pastels, and black markers
• Water-based paints, brushes, water pots, and palettes
• Collage paper, fabric scraps, leaves, cardboard, and textured objects
• Glue sticks, scissors, table coverings, and drying space
• Visual examples of textured artworks or natural surfaces
• Optional aprons or protective clothing

Assessment

• During discussion, check whether students can identify visual arts elements and connect them with mood or meaning.
• During planning and making, use questioning and observation to assess purposeful choices, experimentation, safe tool use, and progress towards the success criteria.
• Review the reflection to identify whether students can explain how at least one element or technique communicates an idea.

Differentiation

• Provide a limited choice of three moods, a visual mood bank, colour swatches, and simple texture examples for students who need help generating ideas.
• Offer sentence starters: “My artwork shows…”, “I chose ___ because…”, and “The texture makes it feel…”. Read instructions aloud and model each step before students begin.
• For dyslexia-friendly access, use a clear sans-serif font, short lines of text, large print, strong contrast, uncluttered slides, and visual demonstrations. Allow students to give their reflection orally, use a scribe, or record it rather than writing it.
• Support sensory or motor needs with larger tools, pre-cut collage materials, a quieter workspace, gloves if appropriate, and permission to create with drawing or collage rather than wet media.
• Pair students strategically for discussion, but ensure each student makes independent artistic decisions and produces an individual artwork.

Extension

• Challenge students to communicate two contrasting feelings in one artwork by changing texture, pattern, or colour across different areas.
• Ask students to create a repeated pattern that changes gradually in size, direction, or colour, then explain how the change affects the viewer.
• Invite advanced learners to curate a mini-display with a title and a short artist statement explaining the intended mood and key visual choices.