Exploring Texture in Art

Grade Level: 5th Grade

Duration: 30 minutes

Class Size: 25 students

Subject: Art

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Common Core Alignment

While the Common Core State Standards (CCSS) primarily target English Language Arts (ELA) and Math, for art, this lesson integrates Visual Arts standards from the National Core Arts Standards (NCAS) combined with CCSS ELA to bolster critical thinking, vocabulary development, and descriptive skills.

National Core Arts Standards:

• VA:Cr1.1.5 – Generate and conceptualize artistic ideas and work by demonstrating an understanding of texture as an element of art.
• VA:Re7.1.5 – Perceive and analyze artistic work, focusing on texture and how it communicates meaning.

Common Core ELA Standards addressed:

• CCSS.ELA-LITERACY.SL.5.1 – Engage effectively in a range of collaborative discussions, building on others’ ideas and expressing their own clearly.
• CCSS.ELA-LITERACY.RI.5.4 – Determine the meaning of general academic and domain-specific words and phrases related to texture in art.

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Learning Objectives

By the end of this 30-minute lesson, students will be able to:

1. Define texture as an element of art in their own words.
2. Identify and describe different types of texture (real and implied) in artworks and everyday objects.
3. Create a simple 2D artwork that incorporates various textures using everyday materials.
4. Use descriptive vocabulary related to texture in-group discussions.

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Materials Needed

• Textured items (fabric swatches, sandpaper, bubble wrap, leaves, etc.) – 3 sets, ~8 items each
• White drawing paper (9"x12")
• Colored pencils and crayons
• Glue sticks
• Scissors
• Small containers with glue, yarn, rice, cotton balls
• Vocabulary anchor chart with texture-related words (e.g., rough, smooth, bumpy, soft, hard, scratchy, prickly, fluffy)

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Lesson Breakdown

1. Introduction to Texture (5 minutes)

• Begin by asking students to share what they think texture means in art.
• Show real textured objects (e.g., bubble wrap, fabric) and ask students to describe how they feel.
• Connect students’ observations to the definition: Texture is how things feel or look like they would feel when touched.
• Highlight the difference between real texture (actual tactile surface) and implied texture (visual illusion of texture in 2D art).

CCSS.ELA.SL.5.1: Foster student participation through questioning and sharing.
NCAS VA:Cr1.1.5

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2. Texture Vocabulary Mini-Activity (5 minutes)

• Display the anchor chart with texture-related words.
• Call on volunteers to match texture words with the objects they just touched.
• Write a couple of quick sentences orally, model describing a textured object ("The fabric feels soft and fluffy").

CCSS.ELA.RI.5.4: Build domain-specific vocabulary.
CCSS.ELA.SL.5.1: Encourage speaking skills through discussion.

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3. Hands-On Texture Exploration and Collage Creation (15 minutes)

• Divide students into groups of five around stations with textured items.
• Challenge each student to pick at least 3 different textures from their station to incorporate into a small collage on their drawing paper.
• Encourage students to cut, glue and arrange textures creatively, mixing real and drawn textures using colored pencils or crayons.
• Circulate and prompt students with questions:
  • Which textures feel rough? Smooth?
  • How can you show a hard surface using crayons if you don’t have a real object?

NCAS VA:Cr1.1.5: Apply understanding of texture in art creation.
NCAS VA:Re7.1.5: Identify how textures impact perception of artwork.

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4. Sharing and Reflection (5 minutes)

• Invite students to briefly explain their texture collages to a partner, using texture vocabulary.
• Facilitate a full-group debrief, asking:
  • Which textures stood out most?
  • What made your artwork interesting?
  • How do textures change how we feel about an artwork?

CCSS.ELA.SL.5.1: Practice collaborative communication and presentation skills.
NCAS VA:Re7.1.5

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Assessment

• Observe participation during texture exploration and vocabulary discussion.
• Collect students’ texture collages; check for incorporation of multiple textures and vocabulary use in descriptions.
• Informal assessment through student explanations during sharing.

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Extensions & Adaptations

• For advanced learners: Experiment with texture rubbings using crayons and textured surfaces to create layered backgrounds.
• For students needing support: Provide pre-cut texture pieces and sentence starters for describing textures ("My texture is _____ because it feels _____.").
• Integrate technology by having students take photos of textures in their environment for a digital texture collage in future lessons.

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Teacher's Reflection

• Note which texture vocabulary words resonate most with students.
• Evaluate time management to ensure the art making and reflection portions get sufficient time.
• Consider inviting local artists familiar with texture techniques for a follow-up visit or video demonstration to deepen engagement.

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This lesson innovatively blends tactile art experience with academic language practice, meeting both Visual Arts and Common Core ELA standards—not just teaching art but enhancing critical thinking and communication skills for 5th graders.