In this lesson plan, students will explore ways to use line drawing to denote texture in an art project by drawing armadillos. This lesson should take one, 40-minute class to complete, though some students might need extra time depending on details.

Created by Alisa Ripley, 2008

Instructor Notes:This project must be preceded by the Elements of Art activities. For notes on line discussion, see Elements of Art Definitions page and view Examples of Lines.

Perception: The student develops and organizes ideas from the environment. The student is expected to identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.
TEKS §117.17. Art, Grade 5. (b) 1B

Creative expression/performance: The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to compare relationships between design and everyday life.
TEKS §117.17. Art, Grade 5. (b) (2B) 

1. Hold a class discussion about texture. (Notes available in Elements of Art.) Explain to the students that texture is the way something feels. Lines can be used to define a shape, but they can also be used to add texture to a picture. Tell the students that today, they are going to use lines to create a visible texture on the surface of their drawings.



2. The teacher will draw each step of the process on a chalkboard or dry erase board as it is explained, pausing for students to copy.



3. Explain to the students that they will copy each step that the instructor makes on the board. Don’t tell the students that they’re drawing an armadillo – wait until they figure it out for themselves.



4. Once the students have completed the armadillo, give them the freedom to finish the background. Ask them, “What is the normal setting for an armadillo?” Several students will suggest flattened on the side of the road – allow them the freedom to draw this scenario. Other suggestions for the background include mountains, bushes, flowers, more animals, more trees, more birds, etc. Use only pencil.



5. Allow students time to view their classmates’ work. Ask the students to compare the variety of lines and textures in their classmates’ work. What do they notice? Have the students explain the differences they see, especially in the different backgrounds. Do the backgrounds fit with the armadillos? Are there textures and lines in the background that match the armadillo? This creates balance in a drawing.

This is a fun drawing to do on a surface of clay.  If you have clay, roll it out into ¼” thick slabs and cut into paper size.  Have the students do the drawings onto the clay using a pencil.  They will have to rub extra clay off the pencil tip while drawing.  If students make a mistake, have them rub the surface of the clay with their finger to erase.  Once done, allow a week to dry and then fire in a kiln.  You can also use self-hardening clay.  Drawing on clay creates a 3-dimensional drawing with texture that can be felt as well as seen.

9x12 drawing paper
Pencils
Erasers
Armadillo Demo Examples of student work