Decoding the Written Word · Autumn Term

Analyzing Text Features and Structure in Non-Fiction

Students will analyze how various text features (e.g., headings, subheadings, captions, diagrams, indexes) and organizational structures (e.g., cause/effect, compare/contrast) contribute to meaning in non-fiction texts.

About This Topic

Painting with Texture moves students away from flat, smooth surfaces and into the world of tactile art. In 1st Class, children are encouraged to explore the 'Construction' and 'Paint and Color' strands by adding physical depth to their work. This involves using tools other than brushes, such as sponges, combs, or fingers, and mixing materials like sand or sawdust into paint to create a 3D effect.

This topic emphasizes the sensory nature of art. Students learn that a painting can be something you want to touch as well as look at. This is a highly active topic that benefits from station-based exploration. By rotating through different 'texture stations,' students can compare how different tools and additives change the way paint behaves on the page.

Active Learning Ideas

Stations Rotation: Texture Tools

Set up four stations with different tools: sponges, old credit cards (for scraping), stiff brushes, and bubble wrap. Students spend 8 minutes at each station experimenting with how to create 'rough,' 'bumpy,' or 'lined' textures.

⏱ 40 min·Small Groups

Generate mission

Inquiry Circle: The Mystery Bag

Students feel a textured object inside a bag (like bark or silk). They must work with a partner to figure out which painting tool or additive (like sand) could best recreate that 'feel' on paper.

⏱ 20 min·Pairs

Generate mission

Gallery Walk: Touch with Your Eyes

Students display their texture experiments. The class walks around and uses descriptive words (prickly, slimy, soft, gravelly) to describe the visual textures they see without actually touching the wet paint.

⏱ 15 min·Whole Class

Generate mission

Watch Out for These Misconceptions

Common Misconception

Paint should always be watered down and smooth.

What to Teach Instead

Students often think 'thick' paint is a mistake. By showing them works by artists like Van Gogh or Leon Kossoff, they see that thick, textured paint (impasto) is a deliberate and celebrated technique.

Common Misconception

You can only use a paintbrush to paint.

What to Teach Instead

Many children are hesitant to use 'non-art' tools. Active exploration with everyday objects like forks or sponges helps them see the creative potential in their environment.

Frequently Asked Questions

What are the best hands-on strategies for teaching painting with texture?

Station rotations are the most effective strategy here. They allow students to focus on one specific tactile sensation at a time without getting overwhelmed. By rotating through 'Scraping,' 'Stamping,' and 'Mixing' stations, students build a toolkit of techniques that they can later combine in a final masterpiece.

What can I add to paint to create texture safely?

Sand, salt, sawdust, or even dried coffee grounds work well. Always ensure materials are non-toxic and check for student allergies (e.g., to flour).

How do I dry thick, textured paintings?

These take longer to dry. Use heavy-duty card instead of thin paper to prevent curling, and ensure you have a flat drying rack space.

How does texture link to the NCCA 'Visual Awareness' strand?

It trains students to look for the physical qualities of surfaces in the world, such as the difference between a stone wall and a glass window.

Browse curriculum by country

• Americas
• US
• CA
• MX
• CL
• CO
• BR

• Europe
• UK
• IE
• FR
• DE
• ES
• IT
• NL
• PT
• SE

• Asia & Pacific
• IN
• SG
• AU