Art and Design · Year 1 · Patterns in Our World · Spring Term

Creating Patterns with Found Objects

Using everyday items like sponges, corks, and leaves to create repeating patterns on fabric or paper.

• National Curriculum Attainment Targets
• KS1: Art and Design - Printing

About This Topic

Creating patterns with found objects lets Year 1 students explore printing by pressing everyday items like sponges, corks, and leaves into paint and onto paper or fabric. They build repeating sequences, predict visual effects of repeated shapes, design interlocking patterns with two objects, and evaluate marks for uniqueness. This matches KS1 Art and Design standards for developing techniques in printing, colour, pattern, and texture while encouraging creativity and observation.

The topic links art to mathematics through repeating sequences and to the wider world by using natural and household items students recognise. It builds fine motor skills, decision-making, and reflective language as children describe their choices and outcomes. Experimenting with pressure, paint thickness, and object orientation teaches cause-and-effect in a low-stakes way.

Active learning benefits this topic most because students handle materials directly, test predictions through trial and error, and share designs in pairs or groups. These tactile experiences turn pattern concepts into personal discoveries, boost confidence in artistic choices, and make evaluation a natural group discussion.

Key Questions

1. Predict the visual effect of repeating the same shape multiple times in a pattern.
2. Design a pattern using two different found objects that interlock.
3. Evaluate which found objects create the most interesting and unique marks.

Learning Objectives

• Create repeating patterns using at least two different found objects and paint.
• Design a pattern where two distinct found object shapes interlock visually.
• Compare the marks made by different found objects to identify which produces the most interesting texture.
• Predict the visual outcome of repeating a single found object shape multiple times in a linear sequence.

Before You Start

Exploring Colour and Mark Making

Why: Students need prior experience mixing colours and making marks with various tools to effectively use paint and found objects.

Basic Shapes

Why: Understanding fundamental shapes helps students identify and replicate them when using found objects to create patterns.

Key Vocabulary

Pattern	A repeating decorative design or arrangement of shapes or colours.
Found Object	An everyday item, not typically considered an art material, that is used to create art.
Printmaking	An artistic technique where an artist typically draws or paints an image on a plate or block, which is then inked and pressed onto paper or fabric.
Texture	The way something feels or looks like it would feel, such as rough, smooth, bumpy, or soft.
Interlocking	Fitting together closely or fitting into each other.

Watch Out for These Misconceptions

Common Misconception

All prints from the same object look identical.

What to Teach Instead

Found objects create varied marks due to uneven surfaces and pressure changes. Hands-on testing in stations lets students see and compare differences immediately, building understanding through direct comparison rather than assumption.

Common Misconception

Patterns must be straight lines only.

What to Teach Instead

Curves, overlaps, and interlocking shapes make dynamic patterns. Pair design activities encourage experimentation with placement, helping students discover variety through collaborative trials and peer feedback.

Common Misconception

Rough objects never make clear prints.

What to Teach Instead

Texture adds character; even leaves create defined edges with right paint amount. Exploration stations promote systematic testing, where students adjust techniques and observe results to refine their mental models.

Active Learning Ideas

Exploration Station: Object Testing

Provide trays of paint, paper, and found objects like corks, sponges, and leaves. Students dip objects and press them varying pressure to observe marks. They record three favourite prints with quick sketches and notes on texture.

25 min·Individual

Pairs Challenge: Interlocking Patterns

In pairs, students select two objects and plan a repeating ABAB pattern on long paper strips. They print side-by-side, interlocking shapes where possible, then switch roles to extend the pattern. Pairs label their design with predicted effects.

30 min·Pairs

Small Group Banner: Class Pattern

Groups design sections of a fabric banner using repeating motifs from shared objects. Each member adds one repeat, then they join sections and evaluate collective flow. Display and discuss as a class.

45 min·Small Groups

Gallery Walk: Mark Evaluation

Students pin up prints around the room. In a walk, they note most interesting marks and why, using sticky notes. Gather to vote and share top objects for future use.

20 min·Whole Class

Real-World Connections

• Textile designers use a variety of printing techniques, including block printing with carved objects, to create repeating patterns for clothing and home furnishings. They experiment with different materials to achieve unique textures and visual effects.
• Wallpaper designers create repeating patterns for interior decoration. They might use natural elements like leaves or carved stamps to generate designs that are then mass-produced for homes and businesses.

Assessment Ideas

Quick Check

Observe students as they work. Ask: 'Show me a pattern you have made. Can you point to the object you used to make the marks?' Note which students can identify their object and demonstrate a repeating sequence.

Discussion Prompt

After printing, gather students to look at a display of their work. Ask: 'Which object made the most interesting mark? How do you know? Which pattern do you like best and why?' Encourage them to use descriptive words for texture and shape.

Exit Ticket

Provide each student with a small piece of paper. Ask them to draw one of the found objects they used and write one word to describe the mark it made. Collect these to check for understanding of object-to-mark relationships.

Frequently Asked Questions

What found objects work best for Year 1 pattern printing?

Sponges, corks, cut potatoes, leaves, and bottle caps excel because they hold paint well and yield clear, varied shapes. Softer items like fruit slices add organic textures, while rigid ones like thread spools create lines. Pre-test for mess; pair with washable paints and trays to focus on creativity over cleanup. This selection supports KS1 skills in mark-making and pattern building.

How to teach pattern prediction in Art and Design for Year 1?

Start with verbal predictions: ask students to guess repeated shape effects before printing. Provide visual aids like pre-made samples. Follow with hands-on trials where they compare outcomes to predictions, adjusting in pairs. This scaffolds from talk to action, aligning with key questions on visual effects and deepening pattern understanding.

How can active learning help Year 1 students with pattern printing?

Active learning engages Year 1 students through tactile object handling, immediate feedback from prints, and collaborative design. Station rotations and pair challenges let them test predictions, iterate patterns, and evaluate marks peer-to-peer. These methods make abstract repetition concrete, build vocabulary for reflection, and spark joy in discovery, far beyond worksheets.

How to link creating patterns to UK maths curriculum?

Patterns in art mirror maths repeating sequences and positional language. Students describe ABAB prints using terms like 'next to' or 'repeat.' Extend by challenging designs with growing patterns (AABBCC). This cross-curricular tie strengthens number and shape awareness while art provides a playful context for practice.