The Arts · Grade 9

Active learning ideas

Elements of Art: Texture and Value

Active learning works because students need to physically engage with texture and value to truly understand their impact. These elements are tactile and visual, so hands-on exploration builds deeper comprehension than passive observation alone. When students manipulate materials and compare results side by side, they internalize how texture and value shape sensory experience and spatial illusion.

• Ontario Curriculum Expectations
• VA:Cr1.1.HSII
• VA:Re7.1.HSI

• 30–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 30 min · Pairs

Tool Exploration: Texture Makers

Provide varied tools like forks, bubble wrap, and yarn. Students select three to create actual textures on paper, then replicate one as implied texture nearby using pencil marks. Pairs discuss tool choices and sensory differences.

What choices does an artist make when selecting tools to create texture?

Facilitation Tip

During Tool Exploration: Texture Makers, circulate and ask students to close their eyes while tracing their fingers over the surfaces they create to confirm the sensory effect.

What to look for

Provide students with a printed image of an artwork. Ask them to identify one example of actual texture and one example of implied texture, writing their observations on the back of the print. Then, have them circle the area with the strongest value contrast and explain why the artist might have used it.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: Value Scales

Set up stations with charcoal, graphite, ink, and pastels. At each, students create a 10-step value scale from white to black, noting blending techniques. Groups rotate, then vote on the most effective scale for depth.

Compare the visual impact of actual texture versus implied texture in a artwork.

Facilitation Tip

While students rotate through Station Rotation: Value Scales, listen for discussions about blending techniques and mid-tones, stepping in only if groups default to just black and white extremes.

What to look for

Students display their value scale drawings. In small groups, peers examine each drawing and provide feedback using the following prompts: 'Does the drawing show a full range of values from light to dark? Identify one area where value creates a strong sense of form. Suggest one way to enhance the contrast or depth.'

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Stations Rotation
• 35 min · Pairs

Pair Critique: Texture vs. Implied

Partners select a shared artwork image. One adds actual texture with mixed media; the other implies it through shading. They swap, critique visual impact, and redesign using value for enhancement.

Design a drawing that uses a full range of values to create a sense of realism.

Facilitation Tip

In Pair Critique: Texture vs. Implied, provide sentence stems like 'The implied texture here suggests...' and 'The actual texture feels...' to guide language use.

What to look for

On an index card, students write: 1) One tool or material they used to create texture and the effect it produced. 2) One observation about how value was used in an artwork they studied today to create depth or realism.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 04

• Stations Rotation
• 50 min · Whole Class

Whole Class: Value Drawing Challenge

Project a simple object like a sphere. Students draw it individually using full value range, then share in a gallery walk to identify strongest contrasts. Class compiles tips for realism.

What choices does an artist make when selecting tools to create texture?

Facilitation Tip

For the Whole Class: Value Drawing Challenge, model how to isolate a single object and map its value transitions before shading to prevent overwhelm.

What to look for

Provide students with a printed image of an artwork. Ask them to identify one example of actual texture and one example of implied texture, writing their observations on the back of the print. Then, have them circle the area with the strongest value contrast and explain why the artist might have used it.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teaching texture and value benefits from a balance between exploration and structure. Research shows that students grasp implied texture more fully when they first experience actual texture with their hands, so begin with tactile materials before moving to drawing techniques. Avoid rushing students through value scales; emphasize subtle gradations because these are where realism and form emerge. Teachers should model the process of slowing down to observe light and shadow, and provide frequent opportunities for students to verbalize their discoveries to reinforce understanding.

Students will confidently distinguish between actual and implied texture, create a full value scale with smooth transitions, and apply these elements intentionally in their drawings. Successful learning is visible when students critique their own and peers’ work using precise vocabulary like 'cross-hatching,' 'mid-tones,' and 'contrast,' and when they revise based on these observations.

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Watch Out for These Misconceptions

• During Tool Exploration: Texture Makers, watch for students who believe texture must always be 3D, such as thick impasto or collage materials.

  Have students compare their actual texture samples with a printed image showing implied texture, then ask them to trace the lines or patterns that create the illusion of tactility. Ask, 'What visual clues tell the viewer this is rough or smooth?' to guide them to see the power of implied texture.

• During Station Rotation: Value Scales, watch for students who create scales with only black, white, and one gray, skipping mid-tones.

  Provide a blending tool like a tortillon and challenge students to create a 10-step scale from light to dark, pausing to compare their scale with a peer’s. Ask them to identify which transitions feel most realistic and why, guiding them to notice the gaps in their original attempts.

• During Pair Critique: Texture vs. Implied, watch for students who add texture randomly, believing more is always better.

  Give each pair a worksheet with a simple composition outline and ask them to mark only three areas where texture would enhance the artwork. Then, have them edit each other’s choices, using prompts like 'Does this texture serve a purpose or just fill space?' to teach selective application.

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Methods used in this brief

• Stations Rotation