Art and Design · Year 7

Active learning ideas

Texture: Visual and Tactile

Active learning works for this topic because hands-on exploration bridges the gap between seeing and touching. When students physically manipulate materials and tools, they connect visual marks to tactile experiences, deepening their understanding of how texture functions in art.

• National Curriculum Attainment Targets
• KS3: Art and Design - Formal Elements
• KS3: Art and Design - Materials and Techniques

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

Activity 01

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: Mark-Making Tools

Prepare stations with pencils, charcoal, pastels, and ink for smooth, rough, fluffy, and watery textures. Students spend 7 minutes per station sketching rubbing samples on paper, noting tool effects. Rotate groups and share one observation per station at the end.

Differentiate between implied and actual texture in artworks.

Facilitation Tip

During Station Rotation: Mark-Making Tools, remind students to vary pressure and speed to see how each tool responds to the surface.

What to look for

Provide students with images of artworks featuring distinct textures. Ask them to write one sentence identifying if the texture is primarily implied or actual, and one sentence explaining how the artist achieved it.

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

Activity 02

• Stations Rotation
• 30 min · Pairs

Pairs: Texture Rubbings Hunt

Pairs collect 10 classroom or outdoor objects with distinct textures. Place paper over each, rub with crayons or pencils to capture prints. Discuss implied versus actual qualities, then select three for a comparative display board.

Explain how various mark-making tools can simulate different surfaces.

Facilitation Tip

For Pairs: Texture Rubbings Hunt, pair students with different abilities so they can teach each other techniques for holding tools steady.

What to look for

During a studio session, circulate and ask students to show you their work in progress. Ask: 'What tactile material are you adding here, and what surface are you trying to represent with it?'

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

Activity 03

• Stations Rotation
• 50 min · Whole Class

Whole Class: Mixed-Media Texture Build

Project a still life image. Everyone starts with drawn implied textures, then adds tactile layers like fabric scraps or sand. Circulate to guide tool choices. Finish with a class vote on most effective combinations.

Construct a mixed-media piece that incorporates diverse tactile textures.

Facilitation Tip

In Whole Class: Mixed-Media Texture Build, demonstrate layering techniques slowly so students see how to integrate visual and tactile elements without overcrowding their work.

What to look for

Present two artworks side-by-side, one with smooth implied texture and one with rough actual texture. Ask students: 'How do these different approaches to texture change your feeling about the artwork? Which do you find more effective for conveying emotion, and why?'

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

Activity 04

• Stations Rotation
• 35 min · Individual

Individual: Texture Observation Journal

Students choose five everyday objects. Sketch implied textures first using varied marks, then attach actual samples like string or foil. Write one sentence per entry explaining mark-making choices and tactile contrasts.

Differentiate between implied and actual texture in artworks.

Facilitation Tip

For Individual: Texture Observation Journal, model how to write concise observations by sharing your own journal entries aloud as a think-aloud.

What to look for

Provide students with images of artworks featuring distinct textures. Ask them to write one sentence identifying if the texture is primarily implied or actual, and one sentence explaining how the artist achieved it.

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

A few notes on teaching this unit

Teach this topic by starting with simple, low-stakes mark-making to build confidence before introducing complex materials. Use quick demonstrations to show how small changes in tool or pressure alter texture, then let students experiment freely. Avoid overwhelming students with too many materials at once; focus on mastery of a few tools before expanding their toolkit. Research shows that tactile engagement improves memory retention, so prioritize hands-on tasks over lengthy explanations.

Successful learning looks like students confidently distinguishing between visual and tactile textures, using tools purposefully to create specific effects, and justifying their choices with clear reasoning. Their work should show both technical skill and thoughtful application of texture to convey meaning.

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Watch Out for These Misconceptions

• During Station Rotation: Mark-Making Tools, some students may assume all pencils create the same texture.

  Ask students to compare the effects of a blunt pencil versus a sharp one, then have them explain the difference in a group discussion before moving to the next station.

• During Mixed-Media Texture Build, students might think visual and tactile textures cannot coexist in the same artwork.

  Circulate and point to examples in their work where they’ve layered drawn marks over glued materials, then ask them to explain how the two textures interact.

• During Pairs: Texture Rubbings Hunt, students may believe that smooth surfaces cannot produce texture effects.

  Challenge pairs to find and rub a very smooth surface like glass, then discuss how the rubbing technique and the choice of medium (e.g., charcoal) can still create a visible texture.

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Methods used in this brief

• Stations Rotation