Fine Arts · Class 1

Active learning ideas

Feeling and Drawing Textures

Active learning works well for this topic because students need to connect physical sensations with visual marks. When children feel rough tree bark or smooth stones before drawing, their memories of texture become stronger and more accurate.

• CBSE Learning Outcomes
• NCERT: Visual Arts - Elements of Art - Texture - Class 7

• 20–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 35 min · Small Groups

Stations Rotation: Texture Exploration Stations

Prepare four stations with objects: rough (sandpaper), smooth (marble), furry (fabric scrap), metallic (foil). Students feel each, discuss sensations, then draw using rubbing or hatching. Groups rotate every 7 minutes and share one drawing tip.

How does this surface feel , rough or smooth?

Facilitation Tip

During Station Rotation, place textured objects in small trays with a 5-minute timer for each station to keep the pace lively.

What to look for

Show students three different textured objects (e.g., a rough stone, a smooth leaf, a piece of velvet). Ask them to point to the object that represents a 'rough' texture and then one that represents a 'smooth' texture. Observe their choices and any verbal explanations.

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

Activity 02

• Experiential Learning
• 20 min · Pairs

Pairs: Object Rubbing Challenge

Pairs collect safe classroom objects like leaves or coins. They place paper over and rub with crayons to capture textures. Partners compare drawings and add labels for rough or smooth.

What marks do you make when you rub a crayon over a bumpy surface?

Facilitation Tip

For the Object Rubbing Challenge, remind pairs to swap objects after each attempt so both students experience different textures.

What to look for

Give each student a small piece of paper. Ask them to draw one quick sketch showing a 'furry' texture and another sketch showing a 'metallic' texture using any drawing tool. Collect these to check their understanding of visual representation.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 40 min · Whole Class

Whole Class: Texture Collage Creation

Display varied textures around the room. Students draw their favourite on paper, cut out, and assemble into a class mural. Discuss how drawings mimic real feels as they add.

Which texture did you like touching the most , why?

Facilitation Tip

When making the Texture Collage, set out glue sticks in advance and demonstrate how to layer small pieces without overlapping too much.

What to look for

Hold up two drawings, one representing a rough texture and one a smooth texture. Ask: 'Which drawing best shows the feeling of rough? How did the artist make it look rough? Which drawing shows smooth? What marks did they use?' Facilitate a brief class discussion comparing the techniques.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 25 min · Individual

Individual: Sensory Texture Journal

Each student selects three personal objects, feels them, and draws textures in a small notebook using different tools. They note feelings with simple words or emojis.

How does this surface feel , rough or smooth?

Facilitation Tip

In the Sensory Texture Journal, circulate and ask students to name the object and the feeling it gave them before they start drawing.

What to look for

Show students three different textured objects (e.g., a rough stone, a smooth leaf, a piece of velvet). Ask them to point to the object that represents a 'rough' texture and then one that represents a 'smooth' texture. Observe their choices and any verbal explanations.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Teachers should first model how pressure changes marks, like pressing harder with a crayon for rough lines. Avoid rushing to colour; focus on the marks first. Research shows that multi-sensory input builds stronger neural pathways, so pairing touch with sight and drawing is key. Encourage students to compare their marks with a partner to refine their understanding.

Successful learning shows when students can describe textures with words like 'bumpy' or 'spiky' and recreate those feelings in their drawings using the right lines or strokes. Their drawings should match the feeling of the object, not just its shape.

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Watch Out for These Misconceptions

• During Station Rotation, watch for students who rely only on colour to show texture.

  Circle back to the station and ask them to close their eyes while feeling the object, then open and compare their crayon marks to the feeling before adjusting.

• During Texture Collage Creation, watch for students who group all rough textures together as the same.

  Ask them to label each piece with the object’s name and compare how ‘sandpaper rough’ differs from ‘bark rough’ using their sense of touch.

• During Sensory Texture Journal, watch for students who try to draw every hair for furry textures.

  Point to the soft cloth sample and ask them to use side-stroke shading with light pressure, then compare their drawing to the actual texture.

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Methods used in this brief

• Stations Rotation
• Experiential Learning