Elements of Art - Textures in Our Environment

Activation
The teacher will introduce texture as an element of art by selecting three items, natural and made, such as metal, wood, plastic, or stone. Students will be seated in a circle and as each object is passed around, they will have an opportunity to describe the object by its texture and how the texture makes them feel.

The teacher can provide students with the definition of texture, explaining that it is one of the seven elements of art. Texture appeals to our sense of touch and can evoke feelings of pleasure, discomfort, or familiarity. In three-dimensional art, the texture of the material selected adds to the story of the art.

Next, the teacher may guide the class on a 'Exploring Textures' walk around the outside of the school to identify various textures in the nearby environment. Using the 'Exploring Textures' worksheet provided with this lesson plan, students stop at five locations, identify an object at each location, and record the name of the object, adjectives to describe its texture, and any feelings associated with it. Students will return to class and share their findings in a group discussion.

Using an interactive whiteboard, the teacher may share some examples of 3D art with the class and discuss how the types of materials used to create texture in an art piece evoke feelings.

The teacher will explain that they will be going to the beach (or other water source) to create their own 3D art using natural and/or made materials found in that environment. In this activity, students will become artists, the teacher will become an art curator, and the beach will become a gallery. In pairs, or in small groups, students will create art pieces for the gallery that incorporates texture into the story of the art. After they have created their pieces, the class will come together and take on the role of guests. The teacher/curator will guide the students/guests through the exhibits and, at each display, the student who created the art piece will step into the role of artist to describe their piece before returning to the group as guests ready to observe the other pieces.

The objective of this activity is to provide students with an opportunity to draw connections between materials and textures that exist in our natural environment and to use these things to create art that tells a story or sends a message. It is a learning experience that is self-guided and reflective as students are encouraged to consider the significance of the materials they select and the message the materials relay. It is anticipated that this activity will provide ample opportunity to discuss the topics of pollution and sustainability.

At the end of the activity, students will be asked to remove all of the unnatural (i.e. made) materials such as plastics and waste from their art pieces and the surrounding beach (i.e. outdoor) area. They will also be asked to carefully select a rock to take with them back to the school. It will become their canvas and provide the texture of the art piece they will create in the following class. In the following class, they will delve deeper into considerations of natural and unnatural objects, textures, and stories told through 3D art pieces. If possible, a Mi'kmaq artist will be invited to visit the class to discuss the significance of rocks, their connection to Mother Earth, and the stories we tell through our art.

Connection
The guest artist may share a few pieces of their own art and explain the connection between the materials they selected and the stories or messages they depicted through their art. For instance, their art may incorporate the double curve motif found in Mi'kmaq petroglyphs. If so, the artist may share what this motif signifies and how the rock itself, as a canvas, is an important consideration in creating petroglyph inspired art since petroglyphs were originally carved into rock by the Mi'kmaq people to depict their history, stories, and values.

Students are provided with paints and paint brushes to create their own petroglyph inspired art on the rock they selected at the beach or water source. It is important to provide students with some time to reflect upon what they have learned about materials, textures, and motifs as they decide what they would like to express in their own art.

It is also important to draw connections between the outdoor art exercise and the rock painting exercise:

- Provide opportunities to discuss how natural and unnatural materials can convey different messages.

- Explore the importance of protecting our natural environment.

- Discuss connections between the history and cultural values carried in petroglyphs and the values we express through our art.

- Develop links between nature, natural materials, values, and expressions.

- Explore themes of sustainability and protection of Mother Earth.

- Encourage students to continue the conversation at home.

After the rocks have been painted, students will return to the original water source visited in this lesson (e.g. beach, river, stream, pond) for a Water Ceremony, led by an Elder or Knowledge Holder, to honour our relationship with the water. Students may choose to bring their rock art pieces back to the water source and replace the original art pieces that contained waste with these new, entirely natural, pieces that belong in that space.

In this exercise, it is important to acknowledge that our water, and the life within it, has been harmed by pollution. The waste used in the original art piece is indicative of the negative impact of pollution, but the new art pieces represent hope for our future. Parents/guardians/family may be invited to share in this experience as school, community, and family come together to honour the water through art and ceremony.

Extension
Using the 'Thinking About My Art' worksheet (found in the 'Art Rubrics and Worksheet' document included with this lesson plan), students reflect on one or both of the art pieces they created, focusing on the materials they selected, the textures they incorporated, and the messages they conveyed. Students reflect on how artists convey values, stories, and calls to action through their art and they will express how art has given shape to their own ideas and messages.

Learning styles this activity connects with

• Spiritual (e.g., Relational) Learners
• Physical (e.g., Tactile, Experiential, Visual) Learners
• Intellectual (e.g., Rational, Logical) Learners
• Emotional (e.g., Feeling, Intuitive) Learners
• Spiritual - Students integrate intuition and lived experience into the art pieces they create.
• Emotional - Students connect to art through exploring how materials, textures, and images relate to thoughts and feelings.
• Physical - Students create three dimensional art on the beach (or other water source) by manipulating existing materials.
• Intellectual - Students consider the connections between texture and feeling, human and nature, art and life.
• Spiritual - Students integrate intuition and lived experience into the art pieces they create.
• Emotional - Students connect to art through exploring how materials, textures, and images relate to thoughts and feelings.
• Physical - Students create three dimensional art on the beach (or other water source) by manipulating existing materials.
• Intellectual - Students consider the connections between texture and feeling, human and nature, art and life.