LessonPlan

CourseName

Title:TextureTiles

3DDesign

Length:7Days
GradeLevel

9th12thgrade

EnduringUnderstanding(s):

PreparedGraduateCompetency(ies):

Artistsusetheinherentcharacteristicsandexpressivefeaturesofarttocommunicate
meaning.
(Comprehend)

Comprehend:
Makeinformedcriticalevaluationsofvisualmaterialculture,information,and
technologies
Recognize,interpret,andvalidatethatthecreativeprocessbuildsonthedevelopment
ofideasthroughaprocessofinquiry,discovery,andresearch

(Statementssummarizingimportantidea(s)andcoreprocess(es)thatarecentraltoanarttopicandhave
lastingvaluebeyondtheclassroom.Theysynthesizewhatstudentsshouldunderstandnotjustknowordo
asaresultofstudyingaparticularareaofart.Moreover,theyarticulatewhatstudentsshouldrevisitoverthe
courseoftheirlifetimesinrelationshiptoart.Thesestatementslinktwoormoreconcepts.)

Artistsanddesignersexplorematerialstomakeartinallitsforms.
(Create)

(List,inbulletform,whichPreparedGraduateLevelCompetency[ies]willbeaddressedinthislessonasit
[they]relate[s]totheenduringunderstanding[s].)

Reflect:
Recognize,compare,andaffirmthatthemakingandstudyofartanddesigncanbe
approachedfromavarietyofviewpoints,intelligences,andperspectives
Usespecificcriteriatodiscussandevaluateworksofart
Create:
Createworksofartthatarticulatemoresophisticatedideas,feelings,emotions,and
pointsofviewaboutartanddesignthroughanexpandeduseofmediaandtechnologies
Recognize,articulate,andimplementcriticalthinkinginthevisualartsby
synthesizing,evaluating,andanalyzingvisualinformation
Transfer:
Identify,compareandjustifythatthevisualartsareawaytoacknowledge,exhibitand
earnaboutthediversityofpeoples,culturesandideas

Objectives/Outcomes/LearningTargets:Studentwillbeableto...(Measurable)
(Alignedto:BloomsStandardsGLEs/and,whenappropriate,Numeracy,LiteracyandTechnology.Shouldbewrittenas:Objective.Blooms:_____Standard:_____GLE:_____.Numeracy,Literacy,
and/orTechnology)

GivendemonstrationTSWBATcreateastraightedgedslabtoactastheirtexturetile.

(Blooms:Analyze,Standard:Comprehend,GLE:1.1Visualarthasinherentcharacteristicsandexpressivefeatures,Literacy,Technology)

Using wooden slats TSWBAT roll a clay slab of even thickness to be their texture tile.

UsingclaytoolsTSWBATcreate9differenttexturesanddesignsonaclaysurface.

(Blooms:Analyze,Standard:Create,GLE:3.2Assessandproduceartwithvariousmaterialsandmethods,Technology)

(Blooms:Create,Standard:Create,GLE:3.3Makejudgmentsfromvisualmessages,Numeracy)
UsingpaintingtechniquesTSWBATdemonstratedrybrushingtoenhancethetexturaldesignsonclay .
(Blooms:Apply,Standard:Create,GLE:3.3Makejudgmentsfromvisualmessages,Technology.)

Using paint and brushes TSWBAT blend at least 2-3 different colors that match their reference.

Through a walk around, SWBAT discuss techniques and processes used to emulate texture.

(Blooms:Remembering,Standard:Reflect,GLE:2.1Reflectivestrategiesareusedtounderstandthecreativeprocess,Numeracy)

(Blooms:Evaluate,Standard:Transfer:GLE:4.2Communicationthroughadvancedvisualmethodsisanecessaryskillineverydaylife,Literacy)

PreAssessment:(HintTurnobjectivesintoquestions.)

(Thiswillneedtobedonepriortoteachingyourlesson.Outlinethemethodyouwillusetodeterminetheskill/knowledgelevelofyourstudentsbasedontheconcepts/objectivesofthelesson.Bespecificindescribingwhat
youwouldrecognizeasproficientskill/knowledge.

Whataresometechniquesusedinclaythatwehavelearnedthusfar?
Whatdostudentsknowabouttexture?Whataresomewaysyoucancreatemultipletexturesonclay?
Whatarewaysinwhichartistsbrainstorm?Whyisitimportanttobrainstorm?
Whatdoyouknowaboutpositiveandnegativespace?Whatdotheymeanandhowdotheyworkwithoneanother?
Whatarethestepsinrollingoutanevenslab?Whyshouldaslabbemadeevenly?
Whyistextureimportantin3Dart?

Accommodationsandmodifications:
(Explainspecificallyhowyouhaveaddressedtheneedsofexceptionalstudentsatbothendoftheskillandcognitivescale.Describethestrategiesyouwilluseforstudentswhoarealreadyproficientandneedgrowthbeyond
whatyouhaveplannedfortherestoftheclass,aswellasmodificationsforstudentswithphysicaland/orcognitivechallenges.Studentsmuststillmeettheobjectives.Thecurriculumdoesnotchange;access,process
andproductarereconsidered.NOTaboutdoingmoreorless.)

Studentswhoaremoreadvancedmaychoosetheoptionofcreatingtheirownpatterntocutoutadifferentshapedtile.Studentswillalsobeencouragedtoexperimentwithhow
theyshowthetextures(notnecessarilyinagrid).Texturesourcescanbegiventolessskilledstudents.Ifastudentislackingmotorfunctions,theteacher,orstudentwhoisahead,
canholdonesideoftherollerandguideittohelpthestudentrolltheslab.
Vocabulary/LiteracyIntegration:
(Listtermsspecifictothetopicanddescribehowliteracyisintegratedintothelesson.)

Slab,Texture,Paint,Drybrushing,template,stencil,positive,negative,tools,foreground,background,middleground,gradient
LiteracyIntegration:Thestudentswillbeaskedtocompleteresearchthatrequiresthemtonavigatethroughlargeamountsofinformationinordertodecidewhatpictureismost
important.Thestudentswillberequiredtoverballydiscusstheirchoiceofimageryandhowtheycanemulatecertaintextures.Oncestudentshavecreatedtextures,studentswill
participateinawalkaround,discussingideasandtextureemulation.

Materials:
(Mustbegradelevelappropriate.Listeverythingyouwillneedforthislesson,includingartsuppliesandtools.(Thesearethematerialsstudentswilluse.)Listallmaterialsinabulletedformat.)

Slabrollers(PVCpipe)
Water
Clay
Butcherpaper/newspaper
PaperPlates
Sharpie
Papertowels/scratchpaper
WoodSlats
Canvases
Claytools
o Needletool,RubberRib,Varietyoftoolstocreatetexture
Paintandpaintbrushes

Resources:
(List all visual aids and reference material (books, slides, posters, etc.) Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to support/develop
the lesson.) List all resources in a bulleted format.)

Premadetexturetilesatdifferentstages:Beginning,Middle,&Complete
Slabtemplates
Laptops
ReferencePhotosprintedoutB/W&color

Preparation:
(Whatdoyouneedtoprepareforthisexperience?Liststepsofpreparationinabulletedformat.)

(Daybeforestartingremindstudentstobringtheirlaptopsfullycharged!)
Day1:Getlaptops/computers(students)&premadeexamples(teachers)
Day2:Research&Pictureschosen(students),demomaterialsanddemostationfortexturetiledemo(teacher)
Day3:Finishcompletingtexturetile(studentworkday)
Day4:LandscapeTileDemo(slab&tracingpaper)(teacher)
Day5:Referenceprintedincolor(students).Gatherfiredtiles,surfacedesigndemo(teacher)
Day67:Workdaysifneeded
Safety:
(Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.)

Studentsneedtomakesurethattheyareusingalloftheequipmentproperlysotheydonothurtthemselves.Studentsmustplacenewspaperorscrappaperdownas
aprotectivesurface.Studentsmustproperlydisposeofandcleanuppaint.
Actiontomotivate/anticipatoryset:
(Describehowyouwillbeginthelessontostimulatestudentsinterest.Howwillyoupiquetheircuriosityandmaketheminterestedandexcitedaboutthelesson?Whatinquiryquestionswillyoupose?Bespecificabout
whatyouwillsayanddotomotivatestudentsandgetthemthinkingandreadytoparticipate.Beawareofthevaryingrangeoflearningstyles/intelligencesofyourstudents.Someideasmightinclude:presentingaskit,
tellingastory,posingaseriesofquestions,roleplaying,etc.

Motivation:Iwillbeaskingstudentstobringinobjectsfromhomethattheythinkwillmakeinterestingtextures.Theywillalsobeaskedtolookintheirback
packs,shoes,andpockets.Theywillthenbetoldthattheygettousetheseobjectstopressintoclayandexperimentwithwhatdifferentdesignstheycancreate
withthem.Iwillexplaintheprocessasatimetocreateunique,fun,andindividualizeddesigns.Studentswillseecompletedtexturetileswithdrybrushingonthe
frontandapropergradientscaleonthebacktoshowfinaltransformation.
Ideation/Inquiry:
(Ideationisthecreativeprocessofgenerating,developing,andcommunicatingnewideas,whereanideaisunderstoodasabasicelementofthoughtthatcanbevisual,concreteorabstract.Listanddescribeinquiryquestions
andprocessesyouwillengagestudentsintohelpthemdevelopideasandplansfortheirartwork.)

1.Thestudentswillbeaskedtousecomputertolookupphotosthattheymaybeinterestedin.Youmustchoose2todiscusswithteacher.Thinkabout
howyoucanuseyourownphotosjustmakesurethe3groundlayersareincluded.
2.Thestudentwillbeaskedtoemulateasmanytexturesastheycanfromtheirchosenphoto
3.Studentwillbeaskedtomatchcolorstotheirchosenreference

Procedures:(Alignwithinstructionalmethodologiesandapproximatetimesforinstruction.)
Giveadetailedaccount(inbulletedform)ofhowyouwillpresentthelessonlogicallyandsequentially(includeapproximatetimeforeachactivity).Includemotivationandideation/inquirywhereappropriate.)

Day1:
Teacher
1.
DayOne:

1. Attendance&Announcements
2. IntroduceProject:SlabTechniques
3. Wewillbeginthisnewprojecttomastertheslabtechnique,as
wejustfinishedupcoils.Youallwillbecompletinganature
tile.Thenaturetilecanbeananimaloralandscape,anditmust
havethreedistinctlayers.Thelayersmustincludeaforeground,
background,andmiddleground.
4. Discussgrounds.Backgroundisinthebackusuallyincluding
theleastamountofdetail,middlegroundisinthecenter,and
foregroundisinthefront.
5. Showpreviousclassexamplesprovidedbymetoinspireand
hookstudentsin.
6. Explainresearchmethods:
Usingyourcomputer,lookupphotosthatyoumaybe
interestedin.Youmustchoose2todiscusswithteacher.Think
about:youcanuseyourownphotosjustmakesurethe3ground
layersareincluded.Also,youneedtohaveyourphotoprinted
bynextclass.Sizemustbeatleast8.5x11butmaybelarger.
Trytofindatilewithasmuchtextureasyoucan.
7. Discussremainderofproject:

Students

Time

ListeningCritically
Studentswilllistentoclassintroductionandconductindividual
researchtofindatleasttwophotographsontheircomputers.

1520minutes

10minutes

Oncephotoischosen,youwillbecreatingatexturetilesoyou
canpracticeemulatingtexturesfromyourphotobeforeyour
finalnaturetile.
8. Allowtherestofclassforresearchandprojectdiscussion.
9. Studentsmustshowteacheratleast2photosthatwediscuss
whichwouldbebetterforproject.Photomustbeprintedin
colorandblackandwhite.(blackandwhitecanbeusedfor
buildingandcolorwillbeusedforsurfacedesign.)
10. CleanUp:Studentsknowtheircleanupduties&dailycleanup
routine.
2.

ThinkingIndependently

50minutes

10minutes

DayTwo:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

13.

Demonstration:
Teacherwilldoademoofrollingaslab
Puttingwoodslatsoneithersidetoassureeventhickness
Showhowtorollonewithoutwood(centerout,shortrolls,
mistake:quickbackandforth)
Cuttingsquareout,usinggiventemplate
Showmessupandreroll(airbubble,toothink,toothick)
Demowedgingoncemore
Rerollslabandcutoutanicecompleteslab
Create9squaresusingclaytool
Demonstratepressingdifferenttextures(somecreatedwith
objects(shoes,keys,foil),somedrawnonwithtools,&some
withaddedclay)
Demonstratecarvingdesignsonaslightlymoredryslabtoshow
differentresults
Studentswillthenbeexcusedtotheirseatstocreatetheirown
texturetile.Thegoalfortheseisnottocreateafinished
producttodisplaybutinsteadtopracticeemulatingtexturesyou
willcreateonyournextnaturetile.Wearetestingdifferent
surfacedesigns.
Pleasegoaheadandgetstartedonyourtexturetile.Tryto
emulateasmanytexturesoutofyouchosenpictureasyoucan.
Wearetestingdifferenttextures,andwewillbetestingdifferent
paintingtechniqueslikedrybrushingforfutureprojects.Iwant
toseeatleastninedifferenttexturesonyourtile.Thinkabout
whattextureswilllookthebestonceyouaddcolortothepiece.
Doyouwantthedesignsorganic,geometric,deep,orshallow?

Lecture&demonstration
ListeningCritically

Lecture&demonstration
ListeningCritically

20minutes

10minutes

50minutes
Independentpractice
Studentswillwatchtheslabandtexturetiledemonstration.
Studentswillfinishprintingandsizingphotos.
Studentswillbegintexturetile.
Studentswillcontinueworkingontheirtexturetile.

Patternedorrandom?Therearelotsofthingstoconsiderwhen
youremakingthesetexturetiles.
14. StudentWorkTime
15. CleanUp:Studentsknowtheircleanupduties&dailycleanup
routine.

3.

10minutes

DayThree:
*makesurestudentscomewithreferencephotoprinted*
1. Introduction & Attendance
2. Announcements: Today will be a work day! Please continue
working on your texture tiles and feel free to raise your hand
and ask questions.
3. Iwillwalkaroundtheroomofferinghelp,andgivingideasfor
texturestheycanuse.
4. Asstudentsfinishmakingthetile,theywillbesetasidetodry.
Remember:Yournameneedstobeonthebottom,all9squares
mustbefullofDIFFERENTtextures,&whenyouputyourtile
awayitneedstobeflat,oritwontdryflat,andonceitdriesifit
hasntbeenflatitwillbestucklikethat,andifyoutrytobendit
backITWILLBREAK!
5. Whentilesareputawaystudentswillbeexpectedtocleantheir
areas,andtheycangetstartedplanningforthenextproject.
6. CleanUp:Studentsknowtheircleanupduties&dailycleanup
routine.

ListeningCritically

Independentpractice

510minutes

70minutes

10minutes

*FIRETILESWHENDRY!
4.

DayFour:
1. Nature Tile Demonstration
2. Once students have printed out their resources to the appropriate
size, have them take their photo to a piece of tracing paper.
3. Using light source (window, light table, etc.) students trace
picture including important details.
4. Roll out clay slab at least 8.5x11
5. Remind students to not create square tiles, look at chosen picture
and allow characteristics of photo to dictate form.
6. Place traced image atop clay slab.
7. Trace through tracing paper on created lines using dotted line

ListeningCritically
Visualdemonstration

ThinkingIndependently

1520minutes

method.
8. Remove tracing paper and begin to build up layers using
previously learn techniques (slab, coil, slip and score, etc.)
9. Allow students to trace pictures and create their slab if
applicable
-make sure the slab is wrapped very well because they will
continue working in the future
10. Clean Up: Students know their clean up duties & daily clean up
routine.
5.

60minutes

10minutes

DayFive:
*makesurereferencephotoisprintedinCOLOR&broughttoclass*

1. Attendance&Introduction
2. HomeRoomvideoannouncements(inthesharedmycomputer
folder)
3. Beforestartingexplainhowstudentscansetuptheirtable:

a. -Students must cover entire table in butcher paper

and or newspaper.
b. -Stack of plates, foil, and one sharpie at each table.
Get enough plates and foil for everyone at your
table.
c. -Grab your texture tile and place at seat
4. Creatingpaintingpallets

a. -Please put your name on the bottom of your

pallet (paper plate). We use foil to cover the paint
when we are not using it so it does not dry up.
b. -DO NOT throw your plates away. If you would
like to use different colors, please clean your pallet
and reuse it.
c. *Reminder: Keep reference photos out, students must
have color photo printed in order to start working. They
know this and have been reminded. If they do not have
printed photo in color, automatically deduct 5 points
from final project grade.*
5. Whydidwecreatethesetexturetiles?Whatdidyouneedin

ListeningCritically
Demonstration

15minutes

frontofyoutocreateyourtextures?Whatdoyouneedinfront
ofyoutopaintyourtextures?Whatwillwebeusingthisfor?
Thegoalfortheseisnottocreateafinishedproductto
displaybutinsteadtopracticeemulatingtexturesyouwillcreate
onyournextclayproject,thenaturetile.Wearetestingdifferent
surfacedesigns,andwewillbetestingdifferentpainting
techniquesforfutureprojects.Iwanttoseeatleastnine
differenttexturesonyourtile(2colorspersquare).Think
aboutwhattextureswilllookthebestonceyouaddcolortothe
pieceDoyouwantthedesignsdeep,orshallow?Organic,
geometric,patternedorrandom?Therearelotsofthingsto
considerwhenyouremakingthese.Yourbrushstrokes,paint
application,andcolorchoicewillalteryourtextures.Alsomake
sureyouarecorrectlymatchingcolorswithspecifictextureson
yourreferencephoto.
6. Demonstration:Oncethetilesarefired,teacherwill
demonstratepaintingtechniquesonapremadetile
-Setting the table, creating a pallet, gathering materials
Blending23colorsontheback(gradient)
Puttingthickerpaintintocrevassesandthinnerpaintonoutside
Reallywateryvs.thick
Drybrushing:Twodifferentcolors,oneinsidetexture,and
anotheroverthetop.Showstudentstoblendwhenpaintiswet
anddrybrushwhenfirstpaintcolorisdry.Demowet&dry
techniques.
7. Studentswillgettheirtexturetilesandbeginpainting.
Remember:Takeyoutimepaintingthese;itisgoodpractice
forprojectsinthefuture,makesureyouareworkingtomatch
yourcolorstoyourreferenceoneachofyourtextures!You
mustdrybrushtwocolorsoneachsquare.
8. Walk around
Studentswillcontinuetobuildandsculpttheirnaturetilefor
oneweek.
9. Askquestions:whatdidthispersonuseastheirreference?
Whattexturescouldthissquarerepresent?
10. Whenstudentsfinishtheirtexturetiletheywillgrade
themselvesontheirtexturetile.
11. Ifstudentsfinishveryearlythentheycanbegintobuildtheir
naturetile.
12. Clean Up: Students know their clean up duties & daily clean up

DevelopingConfidenceinReason
Studentswillmatchcolorstotheirreference.

1520minutes

ListeningCritically

40minutes

DevelopingConfidenceinReason

510minutes

NotingSignificantSimilaritiesandDifferences
Studentsdiscussindividualchoices.

10minutes

routine.
Days67:Canbeworkdaysifneeded

Studentreflective/inquiryactivity:

(Samplequestionsandactivities[i.e.games,gallerywalk,artiststatement,interview]intendedtopromotedeeperthinking,reflectionandrefinedunderstandingspreciselyrelatedtothegradelevelexpectations.Howwill
studentsreflectontheirlearning?Aparticipatoryactivitythatincludesstudentsinfindingmeaning,inquiringaboutmaterialsandtechniquesandreflectingabouttheirexperienceasitrelatestoobjectives,standardsandgrade
levelexpectationsofthelesson.)

Studentswillsetthetilesoutattheirseats,andtheclasswillwalkaroundtheroomlookingatthedifferenttexturesandgettingideasforwhattheymightbeabletouseontheir
naturetileclaypiece.Studentswillbeabletoaskpeerswhattoolsortechniqueswereusedtocreatecertaintextures,andalsowhatthetexturesemulate.Studentswillbe
encouragedtoengageindiscussionandgivesuggestions.

PostAssessment(teachercentered/objectivesasquestions):

PostAssessmentInstrument:

TeacherCenteredAssessment
Didthestudentrollanevenslabfortheirtexturetile?(1)
Didthestudentfollowtheguidelinesincludingthetemplateand
size?(1)
Didthestudentcreate9differenttextureswithpaintingtechniques
applied?(18)
Didthestudentblendatleast3colorsontheback?(5)
__/25pointstotal

StudentCenteredAssessment
Whenstudentsfinishpaintingtheirtexturetiletheywillgradethemselvesalongwiththeteachergrading
themtoensurebothteacherandstudentareonthesamepage

Name:____________________________________________

(Havestudentsachievedtheobjectivesandgradelevelexpectationsspecifiedinyour
lessonplan?)

(Howwellhavestudentsachievedtheobjectivesandgradelevelexpectationsspecifiedinyourlessonplan?Rubric,checklist,rating
scale,etc.)

GradeYourselfTextureTile
Didyourollanevenslabfortheirtexturetile?(1)
Didyoufollowtheguidelinesincludingthetemplateandsize?(1)
Didyoucreate9differenttextureswithpaintingtechniquesapplied?(18)
Didyoublendatleast3colorsontheback?(5)
__/25pointstotal
Comments/Reasons:

SelfReflection:

Afterthelessonisconcludedwriteabriefreflectionofwhatwentwell,whatsurprisedyou,andwhatyouwoulddodifferently.Specificallyaddress:(1)Towhatextentwerelessonobjectivesachieved?(Utilizeassessment
datatojustifyyourlevelofachievement.)(2)Whatchanges,omissions,oradditionstothelessonwouldyoumakeifyouweretoteachagain?(3)Whatdoyouenvisionforthenextlesson?(Continuedpractice,reteach
content,etc.)