The Arts · Grade 10

Active learning ideas

Mixed Media Exploration

Active learning works for mixed media exploration because students must physically engage with materials to discover their properties, limitations, and potential. Hands-on experiments build spatial reasoning and tactile awareness, which are essential for visual problem-solving in this medium. Movement between stations and collaborative tasks keep energy high while deepening understanding of material relationships.

• Ontario Curriculum Expectations
• VA:Cr1.2.HSII
• VA:Cr2.1.HSII

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

Activity 01

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: Media Pairing Stations

Prepare four stations with pairs like paint and tissue paper, charcoal and fabric scraps, ink and foil, and pastels and string. Students rotate every 10 minutes, testing combinations on small substrates and noting textures and effects in sketchbooks. Conclude with a share-out where groups demonstrate one successful technique.

How does the combination of disparate materials create new meanings in an artwork?

Facilitation Tip

During Media Pairing Stations, circulate with a small tray of sealants and primers to demonstrate how preparation prevents common material failures.

What to look for

Students bring their experimental mixed media studies to class. In small groups, they present one study and ask: 'What material combination do you find most interesting and why?' and 'What challenges do you think I faced in creating this?' Peers provide specific feedback on material use and technical execution.

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

Activity 02

• Experiential Learning
• 40 min · Pairs

Pairs: Narrative Layering Challenge

Partners select a personal story prompt and layer drawing with collage elements over 30 minutes, starting with pencil sketches then adding mixed media. They swap pieces midway to add one element each, then discuss narrative shifts. Final step involves photographing and annotating changes.

Evaluate the challenges and opportunities of working with mixed media.

Facilitation Tip

For the Narrative Layering Challenge, provide a short word bank of emotions or themes to help students narrow their focus before selecting materials.

What to look for

Provide students with a small selection of mixed media materials (e.g., torn paper, fabric scraps, charcoal pencil, glue stick). Ask them to create a 4x4 inch composition in 15 minutes that demonstrates at least two distinct material combinations. Observe their choices and ability to adhere materials.

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

Activity 03

• Experiential Learning
• 50 min · Whole Class

Whole Class: Mixed Media Timeline Mural

Divide a large mural paper into class timeline sections; each student contributes a mixed media panel representing a personal milestone using provided materials. As a group, connect panels with bridging elements. Reflect collectively on how combinations enhanced storytelling.

Construct a mixed media piece that integrates drawing and collage to convey a personal narrative.

Facilitation Tip

When creating the Mixed Media Timeline Mural, assign small groups specific decades to research and represent, ensuring diverse styles and materials are included.

What to look for

Present students with images of three different mixed media artworks. Ask: 'How does the artist's choice of materials contribute to the overall message or feeling of the artwork? Which artwork most effectively uses juxtaposition, and why?' Facilitate a class discussion comparing their observations.

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

Activity 04

• Experiential Learning
• 30 min · Individual

Individual: Experiment Journal Series

Students create a journal page per session testing three material combos, documenting steps, photos, and reflections on successes or failures. Over three classes, they select one combo for a final small artwork. Peer feedback guides revisions.

How does the combination of disparate materials create new meanings in an artwork?

Facilitation Tip

In the Experiment Journal Series, model how to sketch rough thumbnails before testing materials to save time and reduce waste.

What to look for

Students bring their experimental mixed media studies to class. In small groups, they present one study and ask: 'What material combination do you find most interesting and why?' and 'What challenges do you think I faced in creating this?' Peers provide specific feedback on material use and technical execution.

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

A few notes on teaching this unit

Experienced teachers approach mixed media by treating the studio as a laboratory, where experiments are documented and analyzed. Avoid rushing students into final pieces; instead, emphasize process over product through journaling and peer feedback. Research in arts education suggests that students benefit from seeing how professional artists test materials and iterate, so incorporate short video clips or demonstrations of artists working through compatibility issues. Be mindful of material costs and safety—provide alternatives like recycled papers or digital tools when budgets are tight.

Successful learning looks like students making intentional choices about material combinations, demonstrating problem-solving when challenges arise, and articulating how their work expresses personal or narrative ideas. They should show growth in their Experiment Journal Series by documenting trials, failures, and refinements over time. Peer discussions should reveal thoughtful analysis of how materials generate meaning.

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Watch Out for These Misconceptions

• During Media Pairing Stations, watch for students who combine materials without considering texture, weight, or adhesion.

  Use the station’s guided worksheet to prompt students to predict how materials will interact before testing, then observe their adjustments when predictions fail.

• During the Narrative Layering Challenge, watch for students who see material conflicts as failures rather than opportunities.

  Have peers share 'happy accidents' from their own trials, and ask students to brainstorm how a 'failed' combination could enhance their narrative.

• During the Mixed Media Timeline Mural, watch for students who default to paint-only work, avoiding mixed media complexity.

  Assign each group a non-paint material (e.g., fabric, found objects) and require its inclusion in their section of the mural.

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Methods used in this brief

• Stations Rotation
• Experiential Learning