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Texture Hunt!

Students learn the definition of texture through discussion and experiencing a series of Crayola® Crayon rubbings of found objects and surfaces.

  • Kindergarten
  • Multiple Lesson Periods
  • Directions

    1. Have children rub their heads and their elbows. Do the two surfaces feel the same or different? Do the same with rubbing their tummy areas and the floor…the bottom of their shoes and their knees…etc.? With each pairing experience, the question is the same: are the two alike or are they different?
    2. Next, ask children WHY the paired surfaces feel different. Try to get them to understand the definition of TEXTURE.
    3. Define the word “TEXTURE” as “how something is made so that it feels different.”
    4. Provide children a variety of items with different textures, such as stuffed animals, plastic toys, wooden blocks, baskets, blankets, textured fabrics, placemats. Encourage them to touch and hold the items and offer descriptive words to accompany the items (“soft, scratchy, slick, bumpy, squishy, sticky, etc.”). Discuss how artwork and pictures can show those same textures.
    5. Look at a variety photographs and artworks that have definitive textures that can be observed. Ask children to talk about what textures they see and how they think the artists created the texture.
    6. Distribute drawing paper to all students and demonstrate how to create a texture rubbing by using the SIDE of a Crayola Crayon and rubbing it back and forth over any surface. With enough pressure, the textured pattern will appear.
    7. NOTE: Crayola Construction Paper Crayons are softer and young artists are better able to pick up the textures with this technique.
    8. Once children are satisfied with their ability to create new patterns with these texture rubbings, distribute COLORED paper and have them fill up the sheet with texture samples. Allow them to move about the room gathering ‘textures,” such as rugs, walls, floor, etc. (Repeat until the entire paper is filled.) Create several sheets of textures and then use for cutting up and creating colorful patterns.
    9. Students use their colorful sheets to create unique collages.
    10. With adult assistance as needed, ask students to suggest descriptive words to accompany their collages. These terms may be written by an adult or child on a separate piece of construction paper and accompany the posting of collages on a classroom bulletin board for public viewing.
  • Standards

    LA: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

    LA: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

    LA: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

    VA: Students will demonstrate the ability to generate and conceptualize artistic ideas and work.

    VA: Organize and develop artistic ideas and work.

  • Adaptations

    Depending upon the time of year or holidays, use the textured papers to create ‘themed’ collages. In December, use a variety of greens and blues for wreath and tree shapes. In the spring, use the papers to create colorful flowers and garden collages.

    Make flash cards of the descriptive words students suggest when describing various textures. Using the flashcards, create a game called Texture Words.


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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