Art and Design · Year 1

Active learning ideas

Henri Matisse and Cut-Outs

Active learning sticks because children learn by doing, especially in art. When students cut, arrange, and discuss shapes, they build spatial reasoning and emotional vocabulary alongside fine motor skills. Movement through stations and hands-on creation make Matisse’s abstract ideas visible and memorable for young learners.

• National Curriculum Attainment Targets
• KS1: Art and Design - Knowledge of Artists and Designers
• KS1: Art and Design - Painting

• 20–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 25 min · Pairs

Guided Demo: Scissors as Drawing Tool

Show Matisse images and demonstrate freehand cutting curves from paper. Pairs choose two colors, cut 5-10 shapes, and arrange them into a balanced scene on black paper. Pairs present one feature they like about their composition.

Evaluate whether scissors can truly be considered a 'drawing tool' in Matisse's work.

Facilitation Tip

During the Guided Demo, model cutting with one smooth motion and pause to let students mimic your grip and angle before they begin.

What to look for

Observe students as they cut shapes. Ask: 'What kind of shape are you making?' 'How does this shape feel?' 'Where do you think this shape might fit in your picture?'

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

Activity 02

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: Shape Explorers

Set up stations with colored paper, scissors, and themes like 'under the sea' or 'garden'. Small groups spend 7 minutes cutting and composing at each, then rotate. Groups vote on a class favorite at the end.

Design a composition using only cut-out paper shapes, inspired by Matisse.

Facilitation Tip

In Shape Explorers station, rotate quietly between groups to listen for shape names and mood words, not just cutting precision.

What to look for

Show students two of Matisse's cut-outs side by side. Ask: 'How are these two pictures similar?' 'How are they different?' 'Which one makes you feel happier, and why?'

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

Activity 03

• Stations Rotation
• 50 min · Whole Class

Collaborative Mural: Matisse-Inspired Wall

Whole class cuts large shapes in chosen colors. Discuss placement for flow and emotion, then glue to a shared mural backdrop. Reflect together on how the whole creates a new feeling.

Analyze how Matisse's use of bright shapes impacts the overall feeling of his artwork.

Facilitation Tip

For the Collaborative Mural, assign a small, manageable section to each student so contributions feel purposeful and the mural grows evenly.

What to look for

Provide students with a small piece of colored paper. Ask them to cut one shape that represents a feeling (e.g., happy, calm, excited) and glue it onto a larger piece of paper. On the back, they should write one word describing the feeling their shape represents.

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

Activity 04

• Stations Rotation
• 20 min · Individual

Individual Reflection: Mood Makers

Each child cuts shapes to match emotions like 'happy' or 'calm', using Matisse examples. They label and display, explaining color and shape choices in a gallery walk.

Evaluate whether scissors can truly be considered a 'drawing tool' in Matisse's work.

Facilitation Tip

In Mood Makers reflection, invite students to hold up their shapes and say one word aloud before writing it, building oral confidence first.

What to look for

Observe students as they cut shapes. Ask: 'What kind of shape are you making?' 'How does this shape feel?' 'Where do you think this shape might fit in your picture?'

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

A few notes on teaching this unit

Begin with a brief, focused demonstration of Matisse’s process—show how scissors can “draw” curves and sharp angles, then let students practice on scrap paper before using colored stock. Avoid over-explaining symbolism; instead, let children discover meaning through trial and error. Research shows that open-ended exploration with immediate feedback builds both skill and confidence more effectively than step-by-step instructions.

Success looks like students confidently cutting shapes, arranging them with care, and explaining their choices with words like “joyful,” “calm,” or “busy.” Children should show pride in their work and use art vocabulary naturally during discussions and reflections.

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Watch Out for These Misconceptions

• During Guided Demo: Watch for students who hesitate to cut freely, believing scissors cannot replace pencils.

  Pause the demo to let each student make one cut on scrap paper. Ask, ‘Does this line look like it was drawn with scissors or a pencil?’ Then invite peer sharing of how scissors can make both smooth and jagged lines.

• During Shape Explorers station: Watch for students who default to realistic or neutral color choices.

  Prompt them to close their eyes and pick a color that feels like an emotion. Have them hold the paper to their chest and ask, ‘Does this color feel calm or excited?’ before cutting.

• During Collaborative Mural: Watch for students who group shapes by color only, ignoring mood or rhythm.

  Gather the group and ask, ‘Does your group’s section feel jumpy like a dance or sleepy like a nap?’ Have them rearrange shapes until the mood matches their word.

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Methods used in this brief

• Stations Rotation