Art and Design · Year 1

Active learning ideas

Creating Patterns with Found Objects

Active learning turns abstract pattern-making into a tactile experience for Year 1 students. When children press sponges, corks, or leaves into paint themselves, they connect physical action to visual results, building spatial reasoning and fine motor control that textbooks alone cannot provide.

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

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Plan-Do-Review
• 25 min · Individual

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.

Predict the visual effect of repeating the same shape multiple times in a pattern.

Facilitation Tip

During Exploration Station, model how to press objects gently and lift straight up to avoid smudging, then circulate to adjust pressure with individual students.

What to look for

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.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 02

• Plan-Do-Review
• 30 min · Pairs

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.

Design a pattern using two different found objects that interlock.

Facilitation Tip

For Pairs Challenge, remind partners to take turns testing objects and recording results on shared paper to ensure both contribute.

What to look for

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.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 03

• Plan-Do-Review
• 45 min · Small Groups

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.

Evaluate which found objects create the most interesting and unique marks.

Facilitation Tip

During Small Group Banner, demonstrate how to align patterns edge-to-edge before gluing to prevent gaps or overlaps.

What to look for

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.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 04

• Gallery Walk
• 20 min · Whole Class

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.

Predict the visual effect of repeating the same shape multiple times in a pattern.

Facilitation Tip

In Gallery Walk, guide students to use descriptive words like 'bumpy' or 'wavy' when discussing marks to build vocabulary.

What to look for

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.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Start with short, focused demonstrations so students see the cause-and-effect connection between pressing technique and print quality. Avoid over-explaining; let them discover variations through trial and error. Research shows that young learners grasp pattern concepts best when they manipulate materials and observe immediate results, so keep instructions minimal and time for exploration generous.

Successful students will confidently create repeating sequences, describe how different objects make unique marks, and adjust their technique based on observations. Their work will show intentional placement and an understanding of pattern structure.

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Watch Out for These Misconceptions

• During Exploration Station, watch for students assuming all prints from the same object look identical.

  Ask students to press the same object twice with different pressure or ink amounts, then compare the marks side by side to highlight variation and encourage deliberate technique adjustment.

• During Pairs Challenge, watch for students limiting patterns to straight lines only.

  Prompt pairs to rotate objects or overlap marks, then ask them to describe how curves or overlaps change the pattern’s movement and energy.

• During Exploration Station, watch for students believing rough objects never make clear prints.

  Provide a variety of leaves with clear veins and demonstrate how to roll the edges for crisp prints, then have students test both pressing and rolling techniques to see which yields sharper edges.

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Methods used in this brief

• Plan-Do-Review
• Gallery Walk