GAP Lesson Plan

Teachers Names: Emily Blumer, Ciara Wood & Nicole Woodson

Title: How does it feel?
Grade/age level: 1-5 years old
Rationale/goals: The goal is for students to develop a better understanding of
texture. This is important because we want our students to understand the elements
of art and different possibilities. This has significance because it connects the world
of art with their personal world. Everything in their lives has texture, and this can
influence children emotionally. Certain textures may evoke safety and comfort,
where as others may cause negative feelings. This project helps them to understand
the impact of texture and how it can be incorporated into art.
Visual & Performing Art Standards:
Standard 2 The student will create media artwork that demonstrates an
understanding and command of the principles of artistic design.
Standard 4 The student will make connections between the media arts and other
disciplines, other content areas, and the world.
Content Standards:
Reading Kindergarten Standard 1: With prompting and support, ask and answer
questions about key details in a text.
Standard K.P.4: The student will demonstrate an understanding of the observable
properties of matter.
Objectives:
Standard 2 (visual and performing arts) objective: Students will be able to
demonstrate their understanding of various textures and how they can be
used to create a rubbing of these different textures.
Standard 4 (visual and performing arts) objective: Students will be able to
create a connection between the textures used in their media art and how
those textures make them feel when they are experienced in their lives
Reading objective: Students will be able to engage in discussion about
concepts and events when being read a story. For example, when the
characters in the book are going through the swishy swashy grass, what
does we think that feels like? What emotions does this texture evoke?
Science objective: Students will be able to distinguish the difference between
textures and can describe the differences
Assessment:
Standard 2 assessment

o formal: students create a picture from the different textures provided

or found -> assessment based on following directions, completion of
picture and presence of texture
o informal: throughout the project, discussing with the students why
they chose certain textures and/or how they like or dislike specific
textures -> assessment based on their ability to explain and compare
Standard 4 assessment
o informal: asking students how they feel when they experience the
textures that are used on their creation -> assessment based on ability
to connect texture to the emotions that are evoked
o informal: asking students where else they have experienced a texture
like this (ex. it feels like) -> assessment based on the ability to
connect a texture to something in their world
Reading assessment
o formal: asking students throughout the reading if they can describe
certain textures in their own words
o informal: documenting each students participation in overall
discussion of book
Science assessment
o informal: asking student to explain differences between textures
o formal: using the same project, students will be assessed on their
ability to distinguish between textures based on the presence of
different textures in their picture

Key Concepts: texture, environment, imagination

Lesson Sequence: (rough draft)
1. Before students arrive, distribute paper at each chair. Make sure each table
has a pile of crayons in a variety of colors as well as a variety of items with
different textures.
2. When the students arrive, sit them down and read Were Going on a Bear
Hunt. One teacher is going to hold the book. The second teacher is going to
read while making hand motions that go along with the story. The third
teacher will make hand motions as well.
3. Discuss different textures that are presented in the novel and create
discussion: have the students ever felt something like the grass or mud in the
story? Did they like or dislike it?
4. Lead into explanation of the project. Have everybody take off shoes (teachers
take off shoes as well). Flip the shoe over so that the bottom (sole) of the
shoe is facing upward. Have students look at/feel the pattern on the bottom
of their shoe. While we pass wipes around for students to clean their hands,
we will show students example of picture and explain that if you place
something underneath a piece of paper and shade it with a crayon, you can
create different textures. While one teacher explains, another will physically
start a texture rubbing in front of students to make sure they understand.

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The teacher that is explaining will give specific cues such as how hard/soft to
press on the paper, turning the crayon on its side, etc. Specify that we want to
see more than one texture. There is no limit to the number of textures they
can use, but we want them to have at least 2 so that they can see the
difference. Students will not be trading shoes. We will have different textured
items for students to use.
Send students to their seat to create their pictures. During this process, walk
around the room and ensure that all questions are answered and students
understand the project.
While students are creating their picture, ask them to show you different
textures. Which one is their favorite? Which is their least favorite?
While students are finishing up their shading, walk around the room and pick
up the spare sheets of paper and throw away any scraps.
When students are done shading, have them raise their hand and one of the
teachers or helpers will bring them a piece of construction paper to glue on
as a backing/frame for their artwork. If the student is too young to glue the
paper him or herself, the teacher or helper will do it for them.
When students have finished, have them put the crayons and items in one
central location and take their work home with them.

Materials, supplies, tools, visuals & equipment:

White printer paper
Construction paper
Glue sticks
Crayons
Finished product to use as an example for the students
Extra shoes
Other products that can be used for shading
Were Going on a Bear Hunt
Example of finished artwork: