Department of Arts Administration, Education and Policy
Abbreviated Lesson Plan
NAME Brea Berry
UNIT TITLE Textures from Nature
GRADE LEVEL 5th Grade
DURATION 55Minute class, 4-day lesson 2/4/19, 2/8/19, 2/14/19, 2/20/19
SAMPLE
Students have learned about proportions and making photos realistic. This lesson allows them
to use the same or similar methods to do it again as they draw up their print ideas. They are
RATIONALE going past a drawing to an evolving technique of printmaking that also give students some art
history. Using their existing knowledge and new knowledge of printmaking they will be able to
make successful and confident work.
Texture
Texture stands for a surface of an object, its tactile quality but also the visual effect it can
produce. This duality between the sense of physical touch and visual observation led to
discernment of different forms of texture in theory. Texture is roughly compartmentalized visual,
CENTRAL FOCUS
natural, artificial and hypertexture. From choosing different materials, to optical illusions
created through their manipulation, texture is an element of art that has equal significance in
meaning production along with line, color, shape or space. Drawings can create a textural
illusion of some other material, but the effect is never fully complete without the use of color.
6PE Select and access contemporary digital tools media arts to investigate ideas and inform
artmaking.
STANDARD(S) 4PR Select and use the elements and principles of art and design to communicate understanding
of an interdisciplinary concept.
5RE Express what was learned and the challenges that remain when assessing their artwork.
Lesson 1
1. Students will use their digital iPad to investigate ideas on creating textures and accurate
proportional images.
2. Students will use elements of design to draw a main focus image scaled to fit the page
and create a repetitive background with one or two images.
Lesson 2
3. Students will use the elements of art, texture and scale, to sketch in their main focus
image on their Styrofoam board and cut it out and use ink to print their image four
OBJECTIVE(S)
times with the colors they choose.
Lesson 3
4. Students will use the elements of art, texture and scale, to sketch in their one or two
background image(s) on their Styrofoam board and cut it out and use ink to print their
image four times with the colors they choose.
Lesson 5
5. Students will be writing on a reflection sheet what they learned about printmaking and
reflect on their artwork and assess the challenges.
ACADEMIC Vocabulary
Department of Arts Administration, Education and Policy
Abbreviated Lesson Plan
Texture: the perceived visual and physical properties of an art work!
Overlapping: the placement of objects over one another to create the illusion of depth.
Scale: the size ratio between everything within the image. It allows the size relationships
LANGUAGE
between objects to appear real or not.
Pattern: The repetition of something in a consistent sequence.
Composition: the placement or arrangement of visual elements in a work of art.
Construction Paper (9 by 6), Templets for Printing (24), Pencil (24), Eraser (24), Multicolor
RESOURCES
Construction Paper (18 by 4), Sharpie (24), iPad’s (24), Scissors (24), Styrofoam Board (9 by 6 and
MATERIALS
2 by 3), Brayer (24), Masking tape, multicolor printmaking ink, wooden modeling pin tool (24),
EQUIPMENT
paint trays (24). Wooden Spoons (24)
Lesson One
Students will learn a bit of history about printmaking history and why it is important. Students
will view different examples of prints showing different ways to show texture and how they can
use texture and composition in their creations. This part will be used as a discussion time and
expose students to different prints. I will use three images to define texture, pattern,
composition and overlap. I will then show two more images and point out different aspects of
their prints they should think about including line work, use of white and black space, and scale.
I will finish with telling students to choose one character of nature wither it is an animal, person,
or mythological creature and draw it to scale a 9 by 6 piece of paper using their iPad. Last, they
will use strips of construction paper folded up to cut out 1-2 images for their boarder and play
around with their composition. Students will begin to work.
Lesson Two
Students will listen and watch me demonstrate how to go from they will transfer their images
PROCEDURE
into the Styrofoam plate and print them. I will show them in steps from taping their drawing to
the plate and using s wooden pin to press in the outline them removing the image and pressing
in the details. I will show them how to set their area to print and demonstrate how to roll the
ink up and how to ink up their board. I will show them how to line up their image and press
around the wooden spoon. Last, I will show them how to clean up and they will begin working.
Lesson Three
Students will listen and watch another demonstration. I will follow the same steps, but I will cut
out my boarder pieces this time and show students how to easily move their pieces around for
each imprint. Students will begin working.
Lesson four
Students will have the chance to finish any last prints and then will compete the review sheet. If
student finish with time left, they will be able to experiment with the pieces they have for more
prints.
Student will receive verbal feedback as they are working on their project and in the end, student
ASSESSMENT will reflect on their project and what they learned from it on a reflection handout.
Students will write their names on the back of their drawings and use a close pin to hold
together their background objects. Students will clean off their Styrofoam boards and put away
CLEAN UP all printing material and rinse off their paint trays. They will put their name on the back of their
Styrofoam boards with a sharpie. Student will use sponges to clean their table and sit quietly
until class is over.
