Art and Design · Year 1

Active learning ideas

Designing a Community Mural

Active learning works here because Year 1 students need concrete, visual steps to connect abstract ideas like community story and colour meaning to their own artwork. Moving from whole-class brainstorming to small-group sketches lets children anchor big concepts in tangible materials, which builds confidence and clarity.

• National Curriculum Attainment Targets
• KS1: Art and Design - Evaluating and Developing Ideas

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

Activity 01

• Numbered Heads Together
• 30 min · Whole Class

Whole Class Brainstorm: Community Story Web

Gather students in a circle to share community stories using prompt cards like 'Our park' or 'School friends'. Record ideas on a large web chart. Then, vote with hand signals on top themes for the mural.

Design a mural that tells a story about our school or community.

Facilitation Tip

During the Whole Class Brainstorm, write student ideas on large paper strips so the group can physically move and cluster themes together.

What to look for

Gather students in small groups. Present them with two different colour palettes (e.g., bright and warm vs. cool and muted). Ask: 'Which palette would you use for a mural celebrating a school sports day, and why? Which would you use for a mural about a quiet park, and why?'

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

Activity 02

• Numbered Heads Together
• 45 min · Small Groups

Small Groups: Section Sketches

Divide the mural into 4-6 sections based on the story web. Each group sketches their section on large paper, focusing on 2-3 colours that match the mood. Groups share and swap ideas for improvements.

Evaluate how different colours and images in a mural can convey a message.

Facilitation Tip

For Section Sketches, provide a template with divided sections so small groups focus on designing one part of the mural without overlapping.

What to look for

Students work in pairs to sketch a section of the mural. After 10 minutes, they swap sketches. Each student writes one sentence on their partner's sketch about what they like and one question about an image or colour choice.

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

Activity 03

• Numbered Heads Together
• 25 min · Pairs

Pairs: Colour Message Test

Pairs draw simple scenes, like a playground, in different colour schemes. They show to another pair and explain the message, such as 'warm colours make it exciting'. Adjust based on feedback.

Explain the process of working together to create a large piece of art.

Facilitation Tip

In Colour Message Test, give pairs identical black-and-white mini-scenes so they can clearly see how colour changes the message.

What to look for

As students are brainstorming ideas, circulate with a checklist. Ask each student: 'Can you point to one image in your sketch that tells a story about our school? Can you explain what message one of your colours is trying to send?'

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

Activity 04

• Numbered Heads Together
• 20 min · Individual

Individual: Personal Symbol Design

Each student draws one symbol representing themselves or their family for the mural border. Collect and discuss how to fit them into the group design without overcrowding.

Design a mural that tells a story about our school or community.

Facilitation Tip

During Personal Symbol Design, remind students to include one symbol that connects to the community theme from the Whole Class Brainstorm.

What to look for

Gather students in small groups. Present them with two different colour palettes (e.g., bright and warm vs. cool and muted). Ask: 'Which palette would you use for a mural celebrating a school sports day, and why? Which would you use for a mural about a quiet park, and why?'

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

A few notes on teaching this unit

Teachers should approach this topic by modelling the process of slow, intentional decision-making. Avoid rushing students to finish; instead, guide them to explain their choices using the language of the discipline. Research suggests that young artists build stronger narratives when they practise sequencing images before adding colour, so plan time for students to physically rearrange sketches before finalizing designs.

Successful learning looks like students using evidence from their community discussions to explain why their sketch sections fit together as a story. They should confidently link colour choices to intended messages and show respect for others' ideas during group work.

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Watch Out for These Misconceptions

• During Whole Class Brainstorm, watch for students who add images without linking them to the community theme.

  After the brainstorm, have students work in pairs to sort their ideas into categories like 'places,' 'events,' or 'feelings.' They can physically move their written or drawn ideas on the floor to see gaps or overlaps before planning sections.

• During Section Sketches, watch for students who dominate the group’s design decisions.

  Use round-robin sharing: give each student 30 seconds to add one element to the shared sketch, then pass it to the next person. This ensures all voices are heard and students must justify changes to the group.

• During Colour Message Test, watch for students who choose colours based only on preference rather than message.

  Provide emotion cards with faces showing feelings and ask pairs to match colours to emotions before testing on their mini-scenes. They should explain their choices aloud using the emotion cards as reference.

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Methods used in this brief

• Numbered Heads Together