Art and Design · Year 1

Active learning ideas

Public Art Walk

Active learning turns a walk into a discovery. When Year 1 children step outside or handle photographs, they connect abstract ideas to real places they know. Moving between observation, discussion, and creation builds lasting understanding of how art shapes everyday spaces.

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

• 30–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Walk and Talk
• 45 min · Small Groups

Local Art Hunt: Guided Walk

Plan a safe 20-minute walk to 3-4 nearby public art pieces. Provide clipboards for students to draw quick sketches and note feelings the art evokes. Back in class, share drawings in a circle to discuss artist choices.

Analyze why an artist might choose to put their art in a public space.

Facilitation Tip

During the Local Art Hunt, carry a small bag with colored cards so children can match hues on murals to show close looking.

What to look for

Show students a photograph of a local mural. Ask: 'What colors and shapes do you see? How does this artwork make this wall look different? Why do you think the artist painted it here?' Record student responses on a chart.

• Understand
• Analyze
• Relationship Skills
• Self-Awareness

Activity 02

• Walk and Talk
• 35 min · Small Groups

Photo Discussion Stations: Art Feelings

Print 6 local art photos and set up stations with prompts like 'How does this change the park?' Groups rotate, discuss, and add sticky notes with words or drawings. Conclude with whole-class vote on favourites.

Evaluate how a piece of public art changes the feeling of a place.

Facilitation Tip

At Photo Discussion Stations, keep groups under four so every child holds a photo and talks without waiting.

What to look for

Provide students with a worksheet showing two different public sculptures. Ask them to draw a circle around the sculpture they like best and write one sentence explaining why, using words like 'shape,' 'size,' or 'color'.

• Understand
• Analyze
• Relationship Skills
• Self-Awareness

Activity 03

• Walk and Talk
• 40 min · Pairs

Design Challenge: Town Art Proposals

Show town photos and ask pairs to predict best art for spots like a playground or bus stop. They sketch ideas using collage materials. Present to class for feedback on fit and feeling.

Predict what kind of art would be best for a specific public location in our town.

Facilitation Tip

For the Design Challenge, provide clipboards with pre-printed town maps so children can sketch proposals without losing focus.

What to look for

Give each student a small piece of paper. Ask them to draw one type of public art they learned about today (sculpture or mural) and write one word describing how it made them feel.

• Understand
• Analyze
• Relationship Skills
• Self-Awareness

Activity 04

• Walk and Talk
• 30 min · Whole Class

Art Map Creation: Community Overview

Draw a simple town map on large paper. Students add cutouts or drawings of seen art with labels for location and mood. Discuss as a class how art spreads across the area.

Analyze why an artist might choose to put their art in a public space.

Facilitation Tip

When creating the Art Map, have children work in pairs so one traces paths while the other labels art types for shared responsibility.

What to look for

Show students a photograph of a local mural. Ask: 'What colors and shapes do you see? How does this artwork make this wall look different? Why do you think the artist painted it here?' Record student responses on a chart.

• Understand
• Analyze
• Relationship Skills
• Self-Awareness

A few notes on teaching this unit

Teachers guide with open questions rather than answers. Start with simple observations—colors, shapes, locations—then gradually connect these details to purpose and feeling. Avoid explaining too soon; let children’s curiosity build before introducing new vocabulary. Research shows that guided outdoor walks with pause points deepen memory more than long lectures.

Children will point to public art, describe its features, explain why it fits its place, and propose their own designs. They will use words like color, shape, and location to connect art to community life.

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Watch Out for These Misconceptions

• During the Local Art Hunt, watch for students who dismiss art as random decoration.

  Pause at each piece and ask, 'What do you notice about where this art is placed? Does it make the corner feel different? Let’s check if others agree.'

• During Photo Discussion Stations, some children may argue that art belongs only in galleries.

  Have them hold two photos—one mural on a wall and one painting in a frame—and ask which one reaches more people, recording votes on a whiteboard.

• During Design Challenge groups, children may think artists choose spots without reason.

  Provide role cards: one student is the 'community member,' another the 'artist,' and another the 'council worker' to debate placement choices before sketching.

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Methods used in this brief

• Walk and Talk