glued on starfish, seaweed, schools
of fish, sand, and coral. The colors
of the tissue paper added to the colors of the fish.
Assessing and Reflecting
Once students saw the completed
scenes on display, they evaluated
how well texture enhanced the
overall compositions in their own
work and that of their classmates.
Our assessment was an interactive
group discussion based on how well
the completed work met the goals
of the lesson.
I asked students questions such
as: How well did you use the whole
space? How well did you keep the
fish in proportion? How well did
you use the tissue paper to enhance
the environment? What was your
favorite part of your picture? Why?
If you could do the assignment
again, what would you do differently?
The discussion helped students
to think about specifics they might
not have otherwise noticed in the
work. It also helped me see ways I
could better teach the lesson next
time. It was a successful lesson all
around.
Rebecca, grade one, The Colorful Fish in the Ocean. “My colorful fish dives deep
into the blue sea looking for shells.”
Objective
Students will effectively explore
texture through painting, drawing,
and mixed media during the process of creating a fish in its environment.
NATIONAL STANDARD
Students use different media, techniques, and processes to communicate ideas, experiences, and stories.
Julie Stone is an art teacher at Lincoln
Avenue Academy in Lakeland, Florida.
julie.stone@polk-fl.net
WEB LINK
myfwc.com/marine/photo.htm
www.moma.org/collection/browse_
results.php?object_id=79802
Materials
• reproduction of van Gogh’s
The Starry Night
• 12 x 18" ( 30 x 46 cm) white
drawing paper
• paint scrapers
• liquid tempera paint
• oil pastels
• 9 x 12" ( 23 x 30 cm) white
drawing paper
• pencils and erasers
• colored tissue paper
• glue
• scissors
Riley, grade one, The Fish of Doom. “My fish is fierce like a shark. He loves to
eat.”
