Exploring Texture Art

Grade: 5

Duration: 60 minutes

Class size: 25 students

Subject: Arts

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Common Core State Standards Alignment

CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

CCSS.ELA-LITERACY.RI.5.7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer or solve a problem efficiently.

While the arts standards are not directly covered by Common Core, this lesson uses key ELA standards to support speaking, listening, and writing skills embedded in the art context, meeting the multidisciplinary instructional goals.

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Learning Objectives

By the end of the lesson, students will be able to:

• Define and describe the artistic element of texture and identify it in art.
• Differentiate between real texture (tactile) and implied texture (visual).
• Analyze texture used in famous artworks using observation and collaborative discussion (CCSS.SL.5.1).
• Create their own textured artwork using various materials to express creativity and understanding of texture.
• Write a brief explanatory paragraph describing the textures used in their artwork and the choices they made (CCSS.W.5.2).

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Materials Needed

• White drawing paper (9x12 inches), one per student
• Pencils and erasers
• Crayons, colored pencils, markers
• Textured materials (e.g., sandpaper pieces, fabric scraps, foil, bubble wrap, yarn, cotton balls, leaves)
• Glue sticks and liquid glue
• Scissors
• Images of famous artworks with distinct texture examples (printouts or digital display) e.g., Vincent van Gogh’s Starry Night, Henri Matisse’s cut-outs, and tactile sculptural works
• Clipboards or hard surfaces for drawing
• Chart paper/whiteboard and markers
• Journals or writing paper for reflection

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Lesson Breakdown

1. Introduction to Texture (10 minutes)

• Start by asking students:
  “What do you think texture means in the context of art?” Record responses on chart paper to activate prior knowledge.
• Define texture as an element of art that refers to the way a surface feels (real texture) or looks like it would feel (implied texture).
• Show tactile materials and invite students to touch and describe the sensations (rough, smooth, bumpy, soft).
• Show famous artworks with texture examples using images.
  • Discuss the difference between real texture and implied texture in these artworks.
• Students share what they notice about how texture changes the feeling or appearance of the artwork.

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2. Hands-on Texture Exploration (20 minutes)

• Divide students into small groups of 5.
• Provide each group a set of textured materials. Ask them to:
  • Sort and describe textures using art vocabulary (rough, smooth, prickly, soft, etc.).
  • Experiment arranging materials on paper to create texture patterns.
• After 10 minutes of exploration, students will sketch a simple composition incorporating at least 3 different textures arranged in a way that makes a picture (tree bark, clouds, clothing, etc.). Encourage creativity and connecting to natural or imaginary textures.
• Circulate and provide guidance, encourage use of descriptive texture words in conversation.

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3. Creating Own Textured Artwork (20 minutes)

• Students will create individual textured artwork on their paper by gluing materials and adding pencil or crayon details to emphasize texture contrasts.
• Encourage layering different textures for visual and tactile interest.
• Remind students to think about how the textures work together to create a mood or story in their artwork.

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4. Reflection and Assessment (10 minutes)

• Each student writes a 3-5 sentence explanatory paragraph describing:
  • What textures they included and why
  • How their artwork uses texture to express an idea, feeling, or scene (aligned with CCSS.W.5.2).
• Volunteers share their artwork and explanation in a short group discussion (supporting CCSS.SL.5.1).
• Collect artworks and reflections for formative assessment.

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Differentiation Strategies

• For diverse learning needs: Provide textured materials with varied resistance and ease of manipulation.
• Use visual examples and step-by-step pictorial instructions for ELL or students with special needs.
• Pair students strategically for peer support during group activities.
• Allow alternative assessments (oral explanation instead of writing if needed).
• Use assistive tools like textured stamps or pre-cut shapes for students with fine motor challenges.

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Extensions and Enrichment

• Research additional artists who use texture in three-dimensional artworks and create a class collage.
• Integration with science: Explore natural textures in the schoolyard and create rubbings to add to artwork.
• Encourage students to write a short story inspired by the textures in their artwork (cross-curricular writing).

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Teacher Notes

• Prioritize safety when handling scissors and glue.
• Guide discussions to deepen understanding of how texture adds meaning and sensory experience to art.
• Reinforce art vocabulary throughout to build language skills within art context.

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By blending tactile experiences, collaborative analysis, and individual creative expression, this lesson aligns with Common Core goals and nurtures critical thinking, communication, and artistic skills in Grade 5 students.