Years 3 and 4- Visual and Media Arts Student Resource
Introduction to Texture: The Element of Art. Hi Students, Welcome to this work booklet- Texture: The element of Art. Throughout this student s resource workbook, you will be introduced to one of the basic elements of art, texture by identifying different types of textures found in multiple works of art and hypothesize what materials and techniques were used to achieve that texture. Then, you will experiment with a variety of visual, media arts and materials, including found objects, to create different textures. Students will also view artworks created by Aboriginal and Torres Strait Islanders and explore the different techniques and different elements of texture that they use to create their masterpieces. Along the way, you will get to create your own masterpiece by creating a visual storybook and animation by using different textures, materials, colors, shapes and techniques to make the digital technology come alive. The visual element of Texture defines the surface quality of an artwork - the roughness or smoothness of the material from which it is made. You will see this icon throughout this workbook. This means it is time for some reflective questions and to think critically about the artworks and activities you just completed.
What is Texture? Texture is the element of art that refers to the way things feel, or look as if you could feel if touched. This is called the illusion of touch. Texture can be regular or irregular and described using terms like coarse, smooth, shiny, matte, dry or slimy. Texture also adds variety and interest to designs. Artists have many ways to create different textures. They use different sized and shaped brushes, everything from tiny pointed brushes to flat, wide brushes. They can also use other materials to create different types of texture in their artworks such as special knives, sponges, and sometimes their fingers. Below are some different ways that artist create texture in their paintings. They brush paint on in watery strokes and thick drips They put paint down in short, fat dabs and long, sleek strokes. They twirl their brushes to make circles and curls. They apply paint in thick layers that stick out from the canvas. They put different colors on top of each other. They mix in sand, dirt, or other materials into the paint. They add white highlights to make things look shiny. They scratch through paint to show colors underneath. Let s look at some different types of textures: Before we begin this student booklet, please watch this short video clip to give you an insight and better understanding of the element of art; texture. This will help you better understand the meaning of texture and help you undertake the activity s and content that is provided to you in this resource package. https://www.youtube.com/watch?v=yuyl2joz4hq
Activity One- Identify textures in the natural environment: Walk around the schoolyard environment and look for different shapes, patterns, and textures that you can find in the nature. Stop and observe, touch and feel objects along the way. Please be careful and try not to touch any dangerous items you may find. Collect as many things as you can find on your walk in the schoolyard environment, these items will come in use when you complete the next activity. Reflective Questions time: 1. What kind of shapes and textures did you find? 2. What colors did you see? 3. How did things feel when touched? 4. What textures can you identify in the picture below?
Activity 1.1- Let s get creative: Now that you have been exploring the outdoor environment your job is to create a drawing, painting or collage that has been inspired by the objects you have collected from the nature walk. Let s experiment and apply some mediums to your image, these could include clay, paint and marbling on paper. Materials Required: Glue, paints, pencil, coloring pencils, paint brushes, A3 or A4 pieces of white paper, and all the materials that you find on your nature walk. 1. Place all the materials you require on the floor or desk in front of you. 2. With these items, let s get creative, experiment with a variety of different techniques and mediums. To add more visual effect to your product why not try clay or marbling on paper. 3. Now it s time to create your visual artwork, use the materials you found on your nature walk and add them onto your painting, drawing or collage. 4. Once you have completed your drawing, painting or collage ask your teacher to take a photo of your design and display it around the room. This will be used as part of your final assessment piece at the end of this booklet. Reflective Questions time: 1. What artwork did you create? E.g. drawing, painting or collage? 2. List the materials you collected on your nature walk? Did you experiment with any mediums in your artwork if so, what were they? 3. Did you experiment with clay or marbling on paper? If so, what did it reveal? Describe the texture you can see in your artwork from using these materials.
Activity 1.2- Texture Rubbing Watch this short youtube clip to gain some knowledges about some common texures that are used by artitist when creating a piece of artwork with pencil as their medium. https://www.youtube.com/watch?v=expjmbila2i Explore a different type of texture- Texture rubbing. Texture Rubbing is a recreation of a texture of a surface created by placing a piece of paper or similar material over an object and then start rubbing with something that will leave a mark. You will be using a pencil to create your texture rubbing image. Here is an example of what a texture rubbing piece of art might look like. For this activity, you will need to following materials: Pencil Rubber White paper Object of your choice to go underneath your paper. Example, leaves and/or stencils. Reflective Questions time: 1. What was the object you used to do your texture rubbing image? Leaf, stencils etc.? 2. Was this type of texture activity hard to create? If so, why?
Activity Two: - Hand Drawing (The whole world in your hands) Learning focus: Extending texture activities onto paper and giving the students an understanding on how drawing a hand can lead to cultural and personal expression. To gain awareness of how art and culture relate This activity enables the students to use the visual medium of drawing to explore the hand as a symbol. The following images below are some types of different textures used by Aboriginal and Torres Strait Islander artist when creating their paintings and other artworks. Your job is now to create your own artwork by drawing your hand and using one or all these images onto your traced hand to create a masterpiece. Image 1: Aboriginal Dot Painting Image 2: Aboriginal Symbols used to create a hand painting - Aboriginal artists use different symbol in their artworks to pass down traditional knowledges or practices within a family, and to create contemporary associations with country, place and people of their language groups. (QSA, 2007) Image 3: Aboriginal Spiral Painting Image 4: Aboriginal hand stencils 1. 2. 3 4.
Materials required: A3 or A4 sheet of white paper, coloured pencils, lead pencils, felt pens, paints, To make your Aboriginal Hand stencils you will need, watercolor liquid paints, such as browns, reds, yellows and oranges with a hint of light green, water, and spray bottles. 1. Trace both of your hands on your A3 or A4 piece of white paper. 2. Think about what Aboriginal textures you are going to use on your hand printings. 3. Fill both of your hands that you have traced with one or more of the images above, that represents Aboirinal cultures and the textures they use. 4. Remember to be creative and use as much textures, and colors to finsih off your visual artwork. 5. Once you have completed your creation ask your teacher to take a photo of your design as it will be used as a part of your assessment task at the end. Reflective Questions time: 1. Out of the four images above, which one caught your eye first? 2. What element styles did you use in your project? For example, Swirls, lines, dots symbols? And why? 3. What made you chose the texture you decided on when creating your drawings?
4. How does Aboriginal art make you feel? Does it expres a feeling or a emotion?
Activity three: Exploring Texture in different cultures- Illustrate texture. Before we get started on this activity, watch this video on an Aboriginal artist creating a dot painting. https://www.youtube.com/watch?v=4jqkinxvd1s 1. Describe the artworks. What are the visual conventions that have been used? 2. What animals can you see in the artworks? What do you think they represent? 3. Does the painting tell a story? If so, what is the meaning behind what that the artist is expressing through these paintings? 4. What are the sort of colors, line, shapes, and textures that have been used in these two Aboriginal paintings? DID YOU KNOW: Many dot paintings created by Aboriginal Artists features a totem an animal that serves as the artist's good luck symbol. It s now time for you to experiment with some visual conventions to create your own piece of Aboriginal artwork. Materials required: A3 or A4 paper, HB standard writing pencil, colored pencils, felt pens or oil pastels or paints. Firstly, you will need to decide on an animal as your totem use that as your focus of your image. Than draw your image onto some A3 or A4 paper, after this is completed create your illusion of texture with the image you have created by using oil pastels, felt pens, colored pencils or paints to create an Aboriginal Dot Painting. Take a photo once completed for your assessment task at the end.
VISUAL ART ASSESSMENT It s now time to complete your Visual arts assessment task. Make sure you are using a camera or an ipad to capture multiple photos through this visual art assessment, to use for your Media Arts assessment. This Assessment Task will also link to your Media arts Assessment by Producing a short film. Create an artwork using visual art elements, include visual conventions in your piece. Materials Required: A3, A4 paper or if available you can create it on a canvas, collage, paint brushes all different sizes, acrylic paints, sand, dirt, clay, drawing (colored pencils), and pencil, you can use any materials you can find to use for this task. Instructions: 1. Select your materials that you want to use to create your assessment task- collage, paint brushes all different sizes, acrylic paints, sand, dirt, clay, drawing (colored pencils), you can use any materials you can find to use for this task. 2. Choose your preferred art style- dot painting, abstract art, oil painting, watercolors etc. 3. Select your chosen focus for your painting landscape, self-portrait, flowers, still life, or objects such as trees, fruit or chairs and table. 4. Sketch your ideas on what your artwork might look like, experiment with different art forms, and textures. 5. Start creating your painting you can chose either to create it on A3, A4 paper or if available you can create it on a canvas. 6. Explore different ways of presenting your artwork.
Media Arts In preparation of making a film for the assessment task, students will create a storyboard from the artworks produced in the visual arts section of this workbook. A storyboard is a realistic representation of how your video will unfold, shot by shot or well ordered. It's comprised of a few squares with representations or pictures speaking to each shot, with notes about what's happening in each square. This is simply showing you what is happening in each shot. How to create a storyboard: 1. Create your template- use the storyboard blank slides templates and insert the images into each rectangle. 2. Add the script under each rectangle 3. Write about what is happening in the images or what is being spoken on the lines provided underneath the rectangles. Here is an example of a what a storyboard look likes, also watch this short film to gain knowledge on how to create a storyboard: http://www.artslive.com.au/explore/making-media-easy/how-to-create-a-storyboard
Activity 5- Create your storyboard: Below is a storyboard template that you can use to create your own storyboard from the photos you captured of your produced artworks from the visual art section of this workbook. Now it s time to add the photos in order of sequence for your film. Remember to add text of what is happening or being spoken so the audience knows what each photo represents.
Activity 6- Compare types of Media software s: When creating your film, you will start to think what will I use? And how will I create my film? It s time to stop and think about what media software you are going to use. Finding the right software can be easy but it depends on whether you find the one that is easy to navigate or hard to navigate, this is when you start experimenting and find the one that works best for you. Ask yourself these questions to guide you into the right direction when choosing a media software and think about how you want your film to look once created; 1. Do you want to create your own animate or stop motion animate? 2. Do you want a multiple photo slide show film? 3. Do you want your film to have music playing in the background to express what the images are saying? 4. Do you want no sound and just words? Here are a few ideas to get you started, after you have read and looked into these videos about making films, you can decide on which one works best for you and choose one to make your film. Filmore Video Editor: Filmora is an all-in-one video editor that allows you to add photos in order of how you want to tell your story, you can also add music to your film and it allows you to add different effects on how you want your photos to appear in the video. For example- appear, fade and float in. https://www.youtube.com/watch?v=thbwzbtm-je&feature=youtu.be Create a stop motion animation: Stop motion is the most basic form of animation, where a set of still photos, played in a rapid sequence, creates the illusion of movement. This follows the same basic principle of a flip book. Turn a 15-second story into a visually exciting animation using the simple process outlined. http://www.artslive.com.au/explore/making-media-easy/create-a-stop-motionanimation/overview Watch this video to understand how to add sound to your animation, this bring your images to life and you could tell a story by using soundhttp://www.artslive.com.au/explore/making-media-easy/add-sound-to-your-animation/overview Reflective Questions time:
1. Did you choose one of the above video styles or did you find your own? 2. What video style did you decide on, and why? 3. Were there any similarities in the styles? If so, what are they? Activity 7- Media Technologies It s time to engage and experiment with your chosen film style from activity 6. The following steps are to guide you with what do to when creating your film and exploring the features of your chosen software. If you have decided on your own media software the steps may still apply the same as the following ones. Filmore Video Editor: 1. Access your photos from your camera or ipad that you took of your produced artworks in activities 1.1,1.2, 2, and 3 from the visual arts section of this workbook. 2. Using your storyboard template, add the photos in sequence of how you want them. 3. Explore and experiment with applying text, sounds, music, fonts and effects. 4. Experiment with the volume and layout. 5. Playback your Filmore video, see if your happy with the result. Stop Motion Animation: 1. Access your photos from your camera or ipad that you took of your produced artworks in activities 1.1, 1.2, 2, and 3 from the visual arts section of this workbook. 2. Using your storyboard template, add the photos in sequence of how you want them. 3. Explore and experiment with applying text, sounds, music, fonts and effects. 4. Experiment with the volume and layout. 5. Playback your created stop motion animation see if your happy with the result. Now that this activity is completed, and you have experimented with the two-software s provided or experimented with your own, it now means you are ready to begin the assessment task for Media Arts.
Media Arts Assessment Throughout the previous activities you engaged in, you have now gained the knowledge and skills to be able to plan and produce a short film by using a variety of media software s that are available to you. You will combine the photographs that you or your teacher have taken on a camera or ipad from the Visual Arts activities 1.1,1.2, 2, and 3 and you will produce and deliver a short film. In activity 7, you were asked to decide on a type of media film making software style that you were going to use to produce your film. It s now time to put all your photos together, add effects, sounds, text, and fonts to create your short film. Once you have created your short film, you will be asked by your teacher to present your film to the class.