Exploring Textures

Lesson Overview

Unit: Creative Expression Exploration (Lesson 3 of 10)
Duration: 60 minutes
Class Size: 1 student
Age Group: Year 8 (12-13 years old)
Curriculum: Curriculum for Wales – Expressive Arts Area of Learning and Experience (AoLE)

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Learning Intentions (WALT)

• WALT investigate different textures and understand how texture can enhance artistic expression.
• WALT explore a range of materials to create a texture collage.
• WALT develop observational skills and reflect on how texture influences mood and meaning in art.

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Curriculum for Wales Alignment

Expressive Arts Area (Art and Design Focus)

• Achievement Outcome:
  "Explore and experiment with materials, techniques and processes to communicate ideas and feelings."
• Skills and Experiences:
  • Use a range of materials and processes to create visual images and artefacts.
  • Develop understanding of visual elements such as texture and their impact on interpretation.
  • Reflect on ideas and artworks, using appropriate artistic language.
• Cross-Curricular Skills:
  • Communication and Digital Competence (when documenting or presenting artwork).
  • Creativity and Critical Thinking.

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Resources Needed

• Textured papers (sandpaper, fabric scraps, bubble wrap, foil, cardboard)
• Glue stick and PVA glue
• Scissors
• Base paper/card for collage (A4 or A3)
• Pencils and coloured pencils
• Dyslexia-friendly fonts on printed information sheets describing textures, sensory words, and creative prompts
• Magnifying glass (optional for close texture examination)
• Sketchbook or journal for reflection notes

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Lesson Structure

Starter (10 minutes)

• Activity: Texture exploration and discussion
  • Present the student with various textured materials to feel and observe.
  • Use dyslexia-friendly printed cards with descriptive, sensory-rich words (e.g., rough, smooth, prickly, soft) to support vocabulary.
  • Discuss the sensory experience and how these textures might influence artistic moods or themes (e.g., rough textures might feel harsh or energetic).
• Teacher prompts:
  • "How does this texture make you feel?"
  • "What kind of artwork could use this texture to express these feelings?"
• Differentiation: Allow extra time to verbalise or write down observations if writing is a challenge.

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Main Activity (40 minutes)

• WALT create a texture collage using diverse materials.

• The student selects 5-7 textured materials to arrange and glue onto the base paper to design a textured collage.

• Encourage combining textures to create contrasts (e.g., smooth versus rough).

• Student sketches initial layout lightly with pencil before gluing.

• As the collage develops, prompt reflection:

  • How do the textures interact visually and physically?
  • What emotions or messages do the textures communicate?

• Extension Opportunity:

  • Student can add a short written reflection or verbal explanation of their artistic choices using key texture vocabulary.
  • Optionally, photograph the collage and digitally annotate using simple graphic software or an app to highlight texture areas.

• Differentiation:

  • Provide pre-cut texture samples if fine motor skills are challenging.
  • Assistive scissors or glue application tools if required.
  • Use voice recordings for reflections instead of writing.

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Plenary (10 minutes)

• Reflection and self-assessment:
  • Student discusses what they discovered about texture and artistic expression.
  • Use a structured sentence starter sheet (dyslexia-friendly) such as:
    • "The texture I liked most was... because..."
    • "My collage makes me feel..."
    • "I would change/add... next time."
• Teacher feedback: Positive, focused on creativity and exploration rather than technical perfection.
• Set next steps:
  • Encourage student to observe textures in everyday objects over the next week for next lesson preparation.

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Assessment

• Formative Assessment:
  • Observation of student engagement and exploration of textures.
  • Review completed texture collage for evidence of exploration and creative expression.
  • Evaluate reflection for depth of understanding about texture’s role in art.
• Success Criteria:
  • Student uses at least 5 different texture types/materials.
  • Student can articulate the mood or meaning suggested by their textures.
  • Student demonstrates safe and thoughtful use of materials.

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Differentiation Strategies for Diverse Learners

• Use multi-sensory input: visual, tactile, and verbal.
• Provide dyslexia-friendly reading and writing supports (clear fonts, coloured overlays, bullet points).
• Assistive technology options for recording ideas (voice-to-text, audio notes).
• Modify task complexity by adjusting the number of materials or level of fine motor skill demand.

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Extension Activities for Advanced Learners

• Research the use of texture in famous artworks (e.g., Van Gogh’s impasto technique).
• Create an additional abstract collage that explores texture to express a specific emotion (e.g., chaos, calm, tension).
• Experiment with mixed media by incorporating paint or drawing into the collage.

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Notes for Teacher

• Maintain a reflective and supportive atmosphere, encouraging experimentation without fear of mistakes.
• Encourage the student to take ownership of their creative choices.
• Use open-ended questions to deepen critical thinking and artistic expression.
• Document progress with photographs or journals for portfolio evidence aligned with the Curriculum for Wales assessment guidance.

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