Erin Simmons

November 19, 2012

ART-180
Wild Things
Visual Texture Lesson

Title: Wild Things

Standards:

Artistic Perception
1.2 Perceive and discuss differences in mood created by warm and cool colors
1.3 Identify the elements of art in objects in nature, the environment, and works of art,
emphasizing texture.

Creative Expression
2.4 Create a painting or drawing using warm or color colors expressively.

Aesthetic Valuing
4.3 Use the vocabulary of art to talk about what they wanted to do in their own works of
art and how they succeeded.

Visual Literacy
5.3 Identify pictures and sort them into categories according to expressive qualities,
such as theme and mood.

Content Area:
-Subject Covered: Visual texture
-Title of Project: Wild Things
-Grade Level: Grade Two

Objectives: Students will be able to...

-Cognitive: (1) describe textures that they see and feel, (2) and create two-dimensional
texture, or visual texture, on a paper using a marker.

-Affective: (1) express emotions using colors, (2) practice self-reliance by choosing
physical features for their Wild Thing that is unique from the teachers and their peers,
(3) and respond respectfully to their classmates who share the art they have created.

-Psychomotor: (1) draw various shapes or various sizes, (2) color within the lines, (3)
and handle fragile objects while sensing texture.

Anticipatory Set:
Resources: Rocks, seashells, foam balls, cloth, ring stands, tiles, a pinecone, and a
slideshow of animals, emphasizing their skin.
Activity: In groups, have students use adjectives to describe what the objects feel like.
Create a class list of words that describe texture using a T chart, one side titled FEELS
and the other side titled LOOKS. Show animal slide show. Ask the class to use
Erin Simmons
November 19, 2012
ART-180
adjectives to describe what the animal skin looks like it might feel. Add the words to the
class list. Introduce visual texture as drawing what something might feel like and show
drawings of the animal textures that were discussed.

Materials and Tools: Crayons, a black marker, and white printer paper.

Resources:
- Wild Things by Tricia Fuglestad keynote found at http://www.slideshare.net/
theteachingpalette/wild-things-by-tricia-fuglestad
- Where the Wild Things Are by Maurice Sendak
- Children and Their Art, Hurwitz, Day 9th edition, Thomas Wadsworth, 2012.
- ART- 180 Reader: Art 180, Ethington. Westmont Bookstore.
- Where the Wild Things Are Video http://www.youtube.com/watch?v=6cOEFnppm_A

Modeling: There will be no example of the nished picture until all other pictures are
completed (guided drawing). Teacher will model expected behavior by raising a hand
when asking a question, and verbally cueing students when it is appropriate to talk in
groups and when it is time to listen quietly.

Checking for Understanding: Asking students to volunteer to share what kind of
personality their Wild Thing will have, what colors it will be, and what textures they
would like to use.

Guided Practice: Guided drawing; direct teaching style.

Independent Practice: Students will choose and draw texture without the direct help of
the teacher.

Procedure: See attached page for a depiction of the steps.

1. Draw a round shape; a circle, and oval, a blob, etc. at the top of the paper and right in
the center of the page.
2. Draw a U connecting to the round shape.
3. Draw a small n, or upside down U, right under the U.
4. Draw two lines that follow the shape of the n on both sides of the U.
5. Draw feet; human, spiky, sharp, pointy, round, etc.
6. Draw two upside down candy canes connecting the round shape to the U.
7. Draw hands.
8. Talk about what kind of personality the Wild Thing should have while brainstorming
emotion words and adjectives.
9. Make a list of words on the board and talk about colors that can convey the same
emotion. Finish monster according to chosen personality.
10.Draw eyes.
11.Draw nose.
12. Draw mouth.
13. Draw ears.
Erin Simmons
November 19, 2012
ART-180


14. Draw hair.
15. Draw another U inside the rst U
16. Draw pants.
17. Add texture according to personality.
18. Add color according to personality.

** If students nish early, they may write a story about their monster on a separate piece
of paper.

Closure:
Have students share their Wild Things, telling the class which textures they chose and
why they chose the colors that they did. All students will show active listening and
applaud the speaker.































Erin Simmons
November 19, 2012
ART-180