Implied Texture Learning Segment

Department of Arts Administration, Education and Policy
UNIT PLAN OVERVIEW
Grade 4
(Revised 2015)
Teacher Candidate
School
UNIT TITLE
Length of Class Period
Approximate Number of Students in Each class
Beginning Date
Ending Date
Meghan Wilder
Worthington Liberty Elementary School
Eric Carle Inspired Animal Collages
45 minutes / once every 4 days
23
January 20, 2015
February 27, 2015
ENDURING UNDERSTANDINGS
Personal Choice and Vision: Students construct and solve problems of reproduction
and imitation when expressing themselves through visual art.
Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to
create, reconstruct, realize and refine artworks in a realistic
way.
PROGRESS POINTS
A. Explore a range of art concepts and artworks and construct meaning about the works.
B. Produce artworks that express and represent their experiences, imagination and ideas using
a range of media including new technologies.
CENTRAL FOCUS
The students will demonstrate skill and expression in the use of art techniques and processes.
The students will know the work of Eric Carle and learn the importance of implied texture and
shapes. The purpose of this learning segment is to show the students the importance of
creating implied texture and how to create an animal using basic shapes. The students will be
able to pick their favorite animal to create for this project.
Essential Questions (provocative, engaging, critical)
1) What is implied texture?
2) How does implied texture differ from real texture?
3) What are some objects that you can use to create texture in your paint?
4) What makes a good collage?
5) How do we make a collage
Possible Integration
Math: Looking at geometric shapes and how to make them
DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT
Lesson One (1 day)
Title Introduction and Sketching animal
Lesson The students will listen to the story, The Artist Who Painted a Blue Horse
Description by Eric Carle. We will discuss and examine the art of Eric Carle and look
at texture in the collage looking at real and implied. The students will
decide on an animal they want to draw.
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Lesson Two
Title
Lesson
Description
Lesson Three
Title
Lesson
Description
Lesson Four
Title
Lesson
Description
Lesson Five
Title
Lesson
Description
(1 day)
Animals Body
The students will paint their implied texture of their animals
(1 day)
Background and sketching
The students will paint their backgrounds and will start to sketch their
animals on the back of their implied texture paintings.
(1 day)
Collaging
The students collage their animals onto their backgrounds
(2 days)
Quiet Critique
The students will have a quiet critique and then take in the comments their
classmates left for them to add details or to change anything on their
collage
Explain how technology has been used in this unit

Technology will be used to show a power point and smart board for presentation purposes.
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LESSON PLAN
Teacher Candidate Meghan Wilder
School Worthington Liberty Elementary Schools
LESSON NUMBER
Lesson Title
Beginning Date
Ending Date
1
Introduction and Sketching Animals
45 minutes/ once every 4 days
23
January 20, 2015
January 23, 2015
CONTENT STATEMENT PERCEIVING/KNOWING

1PE Use sensory details and descriptive language to identify and describe universal themes,
subject matter and ideas expressed across arts disciplines
2PE Notice and describe different visual effects resulting from art making techniques.
CONTENT STATEMENT PRODUCING/PERFORMING
2PR Experiment with art materials by using them in unexpected and creative ways to express
ideas and convey meaning
3PR Generate ideas and employ a variety of strategies to solve visual problems
5PR Combine the elements and principles of art and design to create visually effective
compositions in original works of art.
CONTENT STATEMENT RESPONDING/REFLECTING
6RE Give and use constructive feedback to produce artworks that achieve learning goals
(Stage One) Performance-based Assessment Objectives
1) Students will be able to identify what implied texture is
2) Students will be able to describe how techniques produce different textures.
3) Students will be able to demonstrate the different techniques that the artists used.
(Stage Two) Performance-based Assessment Strategies
(attach assessment documents if applicable)
Have an informal assessment through observation and individual interaction with students
throughout class to see if they are using the correct tools to make implied texture. Also, by
having a question review at the end of class.
Questions:
- What is implied texture?
- How can you create implied texture?
Academic Language
Vocabulary
Texture: the visual and especially tactile quality of a surface
Implied Texture: Texture that is visual.
Collage: a technique of composing a work of art by pasting on a single surface various
materials not normally associated with one another, as newspaper clippings, parts of
photographs, theater tickets, and fragments of an envelope.
Shape: the quality of a distinct object or body in having an external surface or outline of specific
or figure.
Analogous color: two colors that are next to each other on the color wheel
(http://dictionary.reference.com/)
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Accommodations for Special Populations

1) Print off the PowerPoint so the students can have examples with them at their seats.
Art/Visual Culture Examples
1) Examples of Eric Carles work
2) The Artist Who Painted a Horse By Eric Carle
3) Slowly, Slowly, Slowly said the Sloth By Eric Carle
4) Mister Seahorse By Eric Carle
5) Does A kangaroo Have a Mother Too? By Eric Carle
Preparations
Materials/Resources for Teacher
1) PowerPoint presentation
2) Teacher examples
3) Students sketch books
4) Supplies for demo table (paint, texture tools, water)
Materials for Students
1) Sketch books
2) Pencils
(Stage Three) LEARNING ACTIVITY
Getting the Classroom Environment Ready
1) Setting up the reading carpet ready with examples and the PowerPoint ready to share
2) Set all materials out on the tables
3) Set up demo table
4) Meet the class at the door
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Day One: (10-15 min) get the class settled down and seated on the carpet ready to hear
the directions. Give directions of what we will be doing and introduce
what implied texture is with examples through the PowerPoint
presentation.
(5 min) Read The Artist Who Painted a Blue Horse By Eric Carle.
(15 min) Have students start to sketch out the animals they want to create. Have
them try drawing their animals as BIG as the entire sheet of paper and by
individual shapes
(5 min) The students will put the sketchbooks back on the center table. After they
return their sketchbooks have them return to their seats until their table is
called to line up
Clean-up Procedures (Room, Materials & Work Storage)
1) I will announce that they have 2 minutes left to work before its clean-up time
2) Each student will put the sketchbooks back on the center table
3) students need to return to their seats until their table is called to line up.
Closure, Review & Anticipation (whats next?)
Day One: Review the techniques we learned today in the discussions we had.
- Tell them that we will be painting their painted papers next class
Exit Question:
- What is implied texture and what is real texture?
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Teacher reflection focused on the lesson after it has been taught
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LESSON PLAN
Teacher Candidate
School
LESSON NUMBER
Lesson Title
Beginning Date
Ending Date
Meghan Wilder
2
Implied Texture
23
January 26, 2015
January 29, 2015

1) Students will be able to experiment and use materials creatively
2) Students will be able to utilize texture tools to create the texture that best describes their
animal (EX. Forks to make a rough texture for an elephant or a sponge to create scales for a
fish.)
3) Students will be able to PLAN, REVISE, and REFLECT on their work.
Have an informal assessment through observation and individual interaction with students and
have a review session at the end of class.
Questions:
- What kind of tools can we use to create texture?
- What colors do our animals need to be?
Have a formal assessment by having a group discussion on what implied texture is and how it
differs from real texture. Also, asking how we can create implied texture.
Academic Language
Vocabulary
Acrylic: An adjective describing a type of material that is plastic in appearance or chemical
make-up
Tint: a color produced by mixing with white
Contrast: to compare in order to show unlikeness or differences; note theopposite natures,
purposes, etc.
Emphasis: special stress laid upon, or importance attached to, anything
Shade: a color produced by mixing with black
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Value: The measurement of the brightness of a color

Preparations
1) Teacher example
2) 12 x 18 pieces of white paper
3) 4 of each color of paint
4) 7 cups of water
5) Paint brushes
6) Newspaper
7) Smocks
8) Texture tools (forks, sponges, bubble wrap, cardboard, marker lids, etc.)
1) 2 piece of white paper
2) 1 cup of water per table
3) 1 paint brush per student
4) 1 smock each
5) Texture tools
6) Newspapers need to cover up their table
1) Set out tools and paint
Day One:(5-10 min) get the class settled down and seated around the demo table ready to
hear the directions. Have students watch the on creating implied texture
using paint and found tools. Stress on color blending and texture (mixing
colors together too much and over working the color and could become
unwanted.) Ask questions like: How am I creating implied texture?
..What would happen if I do this?....
(20 min) Have them each get one piece of paper and put their names on the back.
Then create their implied texture paper. When they finished their first paper
have them put it on the drying rack and grab a second paper. Have the
students put their name on the back and paint their second implied texture
paper. Both papers need to be in the same color families (if they used cool
colors on paper one they need to use cool colors on paper two) Tell the
students both paintings must be finished by the end of this class so they can
work with their backgrounds next class.
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(5 min) The students will put the tools in the sink to soak along with their paint
brushes. After they return the tools they will put their painted paper on the
drying racks and to throw their newspapers in the recycling. The students will
grab a sponge and wash off their tables then they will wash their hands.
Have the students return to their seats and wait quietly to be called to line up.
2) Each student will put the tools paint brushes in the sink to soak
3) Their painted implied textures needs to be put on the drying rack
4) Paint needs to be sponged off the tables and floors then the students need to return to their
seats until their table is called to line up.
Day One: Discuss ways to make implied texture using found tools and paint
- Let them know that we will be painting our backgrounds next class
Exit Questions:
-What animals are you making?
-What textures did you make and with what tools?
-What colors did you make you animals?
Supplemental Activity
1) Add more detail to their animal drawings in their sketchbook
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LESSON PLAN
Teacher Candidate
School
LESSON NUMBER
Lesson Title
Beginning Date
Ending Date
Meghan Wilder
3
Background and sketching animals
23
January 29, 2015
February 10, 2015

Questions:
- What did the backgrounds look like in the book The Artist that Painted the blue Horse
- What kind of shapes are we using to create our animals?
- What sizes do our animal shapes need to be?
Have a formal assessment with a group discussion on reflecting back to lesson ones shapes
and sizes of the animals. Also reflecting back onto the book we read and what the backgrounds
looked like.
Academic Language
Vocabulary
Tempera: a technique of painting in which an emulsion consisting of water andpure egg yolk or
a mixture of egg and oil is used as a binder ormedium, characterized by its lean
film-forming properties and rapid drying rate.
Tint: a color produced by mixing with white
purposes, etc.
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Shade: a color produced by mixing with black

Value: The measurement of the brightness of a color
1) Have stencils for the students to use to help them cutting out their animal shapes
Preparations
1) Teacher example
2) 12 x 18 pieces of white paper
3) 7 tempera paint trays
4) 7 cups of water
5) Paint brushes
6) Newspaper
7) Smocks
1) 1 piece of white paper
2) 1 cup of water per table
4) 1 smock each
1) Set out tools and paint
Day one: (15-20 min) get the class settled down and seated around the demo table.
Recap the importance of implied texture and how their animals are very
bright and powerful colors. Show them when it comes to backgrounds
less is more (Contrast and emphasis) Look at Eric Carle Books to show
that the animal is the focal point not the background. Demonstrate how
to add water to tempera to lighten the color. (Stress not adding too much
water to their paint and paper, if this happens their paper will start to ball
up and look messy) After you paint the background (should take no
more than 5 minutes) Show the students how to draw their shapes to
their animals on the backs of their implied texture paintings from last
time (make sure they are taking up BOTH papers! )
(10 min) Have students grab one piece of paper from the center table and put their
names on the back. Students will then paint their background using the
tempera cakes. Once their background is finished it needs to be taken to
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the drying rack and the students need to clean up their animals.
(5 min) The students will put their paint brushes in the sink to soak and their paint on
the counter. Have the students put their finished painted background on the
drying rack. When their artwork is put away sponge off their tables and then
come up to the center table and grab their implied texture papers from last
class
(10 min) Have the students start to sketch their animal shapes on the back of their
implied textures. Make sure they write their name and to label the body part
inside each body part so they remember and it doesnt get lost.
(5 min) Have students clean up by putting their implied textures back up on the
center table and to have a seat and wait to be called to line up
2) Each student will put their paint brushes in the sink and tempera cakes on the counter
3) Their painted background needs to be put on the drying rack
4) Paint needs to be sponged off the tables and floors then the students need to return to their
Day One: Discuss what techniques we used to create the background
- Let them know that next class we will be putting their animals and backgrounds
together
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LESSON PLAN
Teacher Candidate
School
LESSON NUMBER
Lesson Title
Beginning Date
Ending Date
Meghan Wilder
4
Cutting out animals and collaging
23
February 11, 2015
February 16, 2015

Questions:
- What kind of shapes are we using to create our animals?
- What sizes do our animal shapes need to be?
Have a formal assessment with a group discussion on reflecting back to lesson ones shapes
and sizes of the animals. Also reflecting back onto the book we read and what the backgrounds
looked like.
Academic Language
Vocabulary
purposes, etc.
1) Have stencils for the students to use to help them cutting out their animal shapes
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Preparations
1) Teacher example
2) Students work
3) Scissors
4) Glue
1) Their artwork and background
2) Scissors
3) Pencils
4) Glue
1) Set out tools and students work
Day one: (5-7 min) get the class settled down and seated at their seats. Tell them that they
will be continuing collaging their animals and gluing them to their
background.
(5 min) Handout students work
(30 min) Have student work on their animals. Have them add more details to their
animals using the colors and texture paper from the share bin.
(5 min) Have students clean up by putting their animals on the drying rack and to
have them put any scraps bigger than their hand back in the share bin and
the rest in the trash. Have students return to their seats and wait to be called
to line up
3) Their animals need to be put on the drying rack
4) Scraps need to be cleaned off the tables and floors then the students need to return to their
Day One: Discuss what techniques we used to create their animals
- Let them know that next class we will be having a quiet critique
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LESSON PLAN
Teacher Candidate Meghan Wilder
School Worthington Liberty Elementary Schools
LESSON NUMBER
Lesson Title
Beginning Date
Ending Date
5
Critique
23
February 17, 2015
February 24, 2015

1) Students will demonstrate skill attaching their animal to the background and with adding
details to the background.
2) The students will demonstrate how to use constructive compliment and be able to take
constructive compliments
3) Students will be able to understand how a COLLAGE is put together.
Have a quiet critique using post it notes and each student will write one comment on three
different post-it notes for three different artworks. Also, have a handout for a formal written
assessment by having the students answer three questions about their animal.
Questions:
1) Are you proud of your finished piece of art?
2) What do you like about your piece of art
3) Is there anything you wish was different?
(handout attached)
Academic Language
Vocabulary
Critique: a criticism or critical comment on some problem, subject, etc.
Constructive Compliments:constructing or tending to construct; helping to improve; promoting
further development or advancement
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Have some compliments already written out and have them chose the one they like best for that
particular artwork.
4) Have a teacher example of different types of constructive compliments
Preparations
1) Teacher example
2) glue
3) post it notes
4) students work
5) Handouts
1) pencil
2) glue
3) their projects
4) post it notes
5) handout
1) Set out materials for critique instructions
2) Print off Handouts
3) Set out students work
Day One: (10 min) get the class settled down on the carpet to wait for directions. Let them
know they are having a quiet critique. Explain that they will each get 3 post it
notes to write a nice comment on someones artwork. Then we will be
returning to our seats to finish our reflection papers
(20 min) critique time
(15 min) Have students work on their reflection paper and read what their classmates
said about their art
(5 min) Have them put their animals on the drying rack and put their reflection papers
on the center table then be seated and waiting to line up at the door
Day Two: (20 min) get the class settled down on the carpet, recap what we over the last couple
days about implied texture and how it differs from real texture. Ask them
what they thought of the quiet critique and if it helped them out any
(20 min) Finish up their animals and add or change anything that they think needs to
be changed
(5 min) Have them put finished projects on the drying rack and seated waiting to line
up
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2) Each student will put their finished project and worksheet on the center table.
4) Glue and scrapes needs to be cleaned off the tables and floors then the students need to
return to their seats until their table is called to line up.
Days One: Discuss how they think the quiet critique went
Day Two: Let students know that we will be starting a new project next time they come to art.
Supplemental Activity
1) Work on other art projects
2) Read other Eric Carle Books
3) Drawing animals by numbers books
Be sure to attach to the full instructional unit
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Artist:_______________________
HR:___________
Title of Artwork:___________________________
Date:__________
Peer Constructive
Compliments:
Artists Review of Work. Are you proud of

your finished piece of art? What do you like
about your piece of art? Is there anything
you wish was different? Add any additional
comments you want to add!
Teacher comments:
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Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

Explain how technology has been used in this unit

CONTENT STATEMENT PERCEIVING/KNOWING

Accommodations for Special Populations

Teacher reflection focused on the lesson after it has been taught

CONTENT STATEMENT PERCEIVING/KNOWING

Value: The measurement of the brightness of a color

CONTENT STATEMENT PERCEIVING/KNOWING

Shade: a color produced by mixing with black

CONTENT STATEMENT PERCEIVING/KNOWING

Teacher reflection focused on the lesson after it has been taught

CONTENT STATEMENT PERCEIVING/KNOWING

Accommodations for Special Populations

Clean-up Procedures (Room, Materials & Work Storage)

Be sure to attach to the full instructional unit

Artists Review of Work. Are you proud of

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