Pre-K Art Activity Plan- Terrific Textures
Specific Age: 4-year-olds
Goals of the Activity: The goals of this activity are to teach the children that the world is filled with many textures and to allow them to explore textures through art.
· Children will show improved fine motor skills by tearing, gluing, and manipulating the art materials.
· Children will demonstrate creativity by choosing materials and designing an animal in their own unique way.
· Children will demonstrate their knowledge of animals by matching an animal to its skin covering.
· Children will demonstrate their knowledge of descriptive words like rough , smooth , and soft by describing animals to the teacher.
Rationale for the Activity: This art activity will provide the opportunity for children to develop fine motor skills through manipulating the art materials (DAP, p.164). It will also give children the opportunity to explore many materials and to use them creatively while teachers have the opportunity to talk with children about their art (DAP, p.176).
Learning Standard: Georgia PreK Learning Standard CD 1a: Children will experiment with a variety of materials and activities for sensory experience and exploration.
Amount of Time Needed for Activity:5 minutes for set-up; 20-25 minutes for activity
· Large pack of construction paper in a variety of colors
· Five to six glue sticks
· Two to three packs of markers and/or crayons
· Items of various textures (cotton balls, feathers, sandpaper, plastic wrap, yarn, textured paper, fabrics)
Space Needed: Large table with chairs for five or six children
1. Introduce the topic of animals and how they look and feel different. Here are some suggestions for beginning the discussion:
Name some of your favorite animals.
What do alligators or iguanas feel like? Are they smooth or rough?
What about rabbits? What do they feel like?
2. As children name animals, list them on the whiteboard or large paper.
3. Encourage children to draw an animal on their paper.
Do you have a pet at home? What kind of animal is it?
What kinds of animals have you seen at the zoo?
Do you remember the book we read last week? What kind of animal is Curious George?
4. Allow children to feel all of the materials on the table and discuss what they feel like. Introduce descriptive words they may not know (i.e. glossy, wooly, coarse).
What do the cotton balls feel like?
Can you name some animals that feel like cotton balls?
What does the sandpaper feel like? It is coarse or rough.
5. Encourage the children to choose materials to glue onto their animal drawing that feel or look like the chosen animal’s skin covering. Some children may choose more than one material to glue onto their animal. Encourage them to do so and take the opportunity to talk about how different parts of the animal may feel different (i.e. a dog’s rough, wet nose and soft, fluffy fur).
Does your dog’s nose feel like the fur?
How is it different?
Tell me about the dog you made?
What materials did you use on its nose? It’s fur?
Adaptations and Extensions:
· To incorporate science, the children could use materials to create a habitat for their animal. The teacher could provide small aquarium rocks, sand, wood chips, etc.
· To encourage the building of relationships among the children, allow the children to talk about their art with the child next to them. Each child can tell their classmate about their own work and express their feelings about the other child’s artwork.
· For children with limited motor skills, the teacher can help by tearing the materials into pieces for them.
· Allow the children to go outside and collect their own materials for their animal and/or habitat. Pine straw, grass, leaves, and small rocks can be glued onto the paper.
· Bring in small animals of various textures (rabbit, hamster, lizard, turtle, fish, hermit crab) that the children can touch. Encourage them to talk about what the animals feel like and what colors they are.
· To practice grouping like items, the children can group all of the completed art animals by color or texture.
This activity was created by K. McMichael, CHFD 5130 student, University of Georgia.
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