Texture and Pattern Go Hand-in-Hand

Overview:
Students will be introduced to 2 (two) design elements that are closely related, pattern and texture. In the BBC series, Design Rules, pattern and texture are shown as going hand in hand and the movie gives example of how the use of pattern and texture can have a dramatic effect on the feeling and mood of a space. Video link: http://www.youtube.com/watch?v=JBCPMjA2Lho Students will be given the opportunity to collect texture samples. They will be expected to professionally mount their samples as well as describe each of their samples.

Interior Design 9th- 12th grade 90 minutes

Teaching Materials and Technology

During the first part of class students will watch a 30-minute video that introduces pattern and texture. ! BBC Design Rules: 4th episode (Can be found on YouTube. Link in overview) Computer and projector

Standards/Objectives:
Standard 3: Students will identify and explain the basic elements of design or tools used to create a design: line, shape, form, space, texture, pattern, and color (Cognitive Domain, Level 1: Knowledge and Level 2: Comprehension). ! Objective 1: Identify and explain the basic elements of design (Cognitive Domain, Level 1: Knowledge). !
D. Identify and explain the effect of texture (the surface quality of objects. It can be both seen (visual) and felt (tactile) as used in interior design (Cognitive Domain, Level 1: Knowledge and Level 2: Comprehension).

Materials and Technology

After students have watched the movie they will have an understanding of pattern and texture that they will then apply in creating a texture board. ! ! Overhead projector or document camera. Texture board assignment sheet, one per student. White paper. Crayons or colored pencils. Interior samples (wallpaper, flooring, fabric, etc.)

! ! !

Rough Texture- absorbs light, informal, can be visually rough or tactilely rough. Smooth Texture- reflects light, formal, can be visually smooth or tactilely smooth.

! ! !

E- Identify pattern (The application of color, lines, shapes and design to create visual interest) as an element of design (Cognitive Domain, Level 1: Knowledge).

Introduction/Set Induction (30 minutes):

Before the bell for class has rung the instructor should have the fourth episode of the BBC series, Design Rules ready to play. After the bell has rung let students know that they will be watching a video that will help them identify pattern and texture? If instructor

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wishes for students to take notes have them take out a piece of lined paper to take notes on. Even if taking notes isnt mandatory encourage students to do so because it will help them remember the information and can be used during the activity after the movie.

Transition (5 minutes):
Have students put their notes away if they took them. Start up PowerPoint presentation Texture. This Power Point will help students understand the three categories of texture, which include: Visual, Tactile, and Audible.

Lesson Body (40 minutes): (Texture/PowerPoint and Texture Rubs)

Concept Attainment: PHASE 1: Presentation of Data & Identification of Concept (20 minutes): Slide One: Texture by Mrs. K. Bernards Slide 2: Three Categories of Texture- Visual: the appearance of a surface. Is the appearance smooth, rough, bumpy? Tactile: The feel of a surface. Does it feel cool to the touch, scratchy, silky? Audible: The sound a surface makes Texture can bring variety and interest into a space. Light can affect the appearance of texture. Surfaces with shiny smooth textures reflect light and make things appear bigger and brighter. Rough surfaces do the opposite; they reflect little light and make things appear darker and sometimes smaller. Slide 3: Visual, Tactile, and Audible. As each picture shows on the screen students should describe the visual, tactile and audible texture of each picture. Picture 1: Brick Picture, 2: Fur, Picture: 3 Satin or Silk, Picture 4: Wood Slide 4: Have students guess which type of texture is depicted in the picture. The picture provided is an example of visual texture. If you were to touch the picture it would be smooth but while looking at the picture we can see that the man has facial hair that isnt smooth and that the glass part of his glasses is smooth and reflects light. Slide 5: Rope is a tactile form of texture. When we see rope we know what the feel of it will be. Slide 6: Is another representation of visual texture. While the painting might actually have paint that rises off the canvas the picture depicts a night where it might have rained and the sidewalks a slippery with water that reflects the streetlights. Examples and Non-examples are presented to students: On slide 3 (three) there will be 4 different pictures that each represents texture. As a class look at each picture and have a student volunteer to describe how each picture might or might not be an example of the 3 (three) different types of texture. Students compare attributes in examples and non-examples: Each of the pictures in slide 3 (three) are very different but students should be encouraged to compare the similarities of each and understand how the use of a texture can change what category it would fall under. Example:

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When walking on a brick pathway sound is created by each footstep and it can add an audible element to a space, but when its on a wall it might be used for its visual texture. Students generate and test hypotheses: As you go through the PowerPoint students will guess, or make come up with their own hypothesis about which form of texture each picture falls under. Students state a definition according to the essential attributes: After each texture picture has been shown and students have made their hypothesis have the name pop up by clicking the left button on the mouse or the enter button on the keyboard, the name of the type of texture will pop up. Have a student answer why the picture is either an example of: tactile, audible or visual texture. PHASE 2: Testing Attainment of the Concept (5 minutes): Students identify additional unlabeled examples: Slides 4, 5 and 6 each contain a picture that the students are meant to classify as one of the different types of texture, the one that is most prevalent in the picture provided. Teacher confirms hypotheses, names concept, and restates definitions according to essential attributes: After students have been given about 10 seconds to develop a hypothesis the teacher will provide the students with the answer as well as explain why each picture is an example of either visual, tactile or audible texture. Students generate examples: (In phase 3) PHASE 3: Analysis (15 minutes): Students generate examples: Students will complete the texture rub assignment where they will create samples of different types of textures that they might wish to use in one of their designs. Directions and grading have been provided in the attachment Texture Rub. Students describe thoughts: The assignment Texture Rub requires students to describe the source from which they received their texture rub as well as provide a justification for how each sample could be used to add textural variety to a room.

Transition (5 minutes):
If students have finished their texture rubs have them turn them in, if some students are not yet done ask them to finish the assignment at home and bring it back to class to turn in next time.

Summary/Closure (5 minutes):
Ask students if they have any questions about texture or completing their assignments. Remind them that assignments that have not been turned in should be finished at home and turned in at the beginning of the next scheduled class period.

Assessment/Evaluation:
Student assessment will be based on their completion of the assignment. Points are assigned based on completion.

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