Arts Explorer #6: Gluing with Scissors

Word of the week: texture

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     Texture "refers to the surface quality of a work of art" (Schirrmacher & Fox, 2009, p. 144). When discussing texture with children, teachers and educators  alike should consider this fundamental question: "how does it feel?"  Younger children especially, love sensory activities- ones in which they can touch, feel, manipulate and explore materials, so probing them to think about this question will not only get them thinking, but will get them excited about their learning! According to Schirrmacher & Fox (2009), some terms that relate to texture in art are:

• Rough, bumpy or smooth
• Hard or soft
• Coarse or fine
• Furry, fuzzy
• Sharp

     Of course, this list is not by any means all encompassing as there are many other ways to describe the texture of materials.

     In thinking about an art activity for myself, my friends, and children that communicates personal identity and understanding of the world I thought about art activities I loved, and art activities I remembered the children from my placements loving. Coincidently, both were very similar, if not exact. With this said, here is my art activity:

Materials: Construction paper (variety of colours, sizes, shapes), textured materials (see below for examples), white glue.

1. Gather and set up! I simply went through my cabinets, cupboards, and drawers to look for interesting materials that had varying textures (ie: tissues, beads, foam cutouts, Popsicle sticks, Styrofoam cup, plastic fork, coke tabs, streamers, pipe cleaners). Other materials could include feathers, gems, stir sticks, paper clips, pasta, rice, etc.- BE CREATIVE, it makes for a more interesting discussion. I set my materials up openly on my desk, so I was able to grab whatever caught my attention. I suggest teachers and educators do the same, so children can choose what materials they like and want. Take out all materials from hard- to- open packages too for easy access.

2. Choose away! Encourage children to pick their piece of construction paper, and cut it into whatever shape they like. As the teacher/ educator you can precut shapes such as rectangles, circles, squares, triangles and hearts or just leave the paper as is. Let the children glue on their textured materials to their paper. Simple white glue will work.

3. Let dry and play! After the work has been left to dry, encourage the children to feel their artwork, noting all the textures they sense. For an interesting twist you can blindfold the children, and encourage them to examine the art of their peers, noting what they feel and what they may think the material is. 

     In discussing personal identity within this art activity, children should be asked why they chose the colours they did, materials they did and why they placed the materials where they did. You can learn a lot about your children through this discussion, and they in turn can learn a lot about themselves. For example if my friend was to ask me why I chose the colours I did I would respond with "well pink is my favourite colour, and green, yellow, and purple remind me of the summer, and I LOVE summer." Just within this simple question you have learned two things about me- I love pink and I LOVE summer. The way I placed my materials also show in a sense, how I am organized and meticulous even within my artwork. I do not just simply throw on whatever material I see, I strategically place each one on, creating a more cohesive look. 

     In digging deeper within children's artwork we can pick up important and necessary cues about who they are, their personal style and their understanding of the world- a large feat for any educator or teacher. 

Schirrmacher, R. , & Englebright Fox, J. . (2009). Art & creative development for young children. Belmont, California : Delmar Cengage Learning.