Art and Design · Year 2

Active learning ideas

Drawing Animals in Motion

Active learning works for drawing animals in motion because young students learn kinesthetically. Moving their bodies while sketching helps them connect physical action to expressive line work, making abstract concepts like speed and direction feel concrete.

• National Curriculum Attainment Targets
• KS1: Art and Design - Drawing and Movement

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 25 min · Pairs

Pairs: Pose and Sketch Relay

One child in each pair poses as an animal in motion, like a running dog or flapping bird, holding for 30 seconds. Partner sketches using dynamic lines. Switch roles twice, then share and note effective lines. Add a third round with teacher feedback.

What kind of lines would you draw to show a dog running fast , straight or curvy?

Facilitation Tip

During Pairs: Pose and Sketch Relay, circulate with a checklist to note which pairs are testing multiple line types in their sketches.

What to look for

Show students two drawings of the same animal, one static and one in motion. Ask: 'Which drawing shows movement? Point to the lines that make it look like it's moving and explain why.'

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

Activity 02

• Stations Rotation
• 35 min · Small Groups

Small Groups: Line Type Stations

Set up stations with straight, curvy, zigzag, and wavy lines. Groups draw the same animal, like a leaping frog, using only one line type per station. Rotate every 5 minutes. Discuss as a class which lines best show motion.

Can you draw a bird with its wings spread out to show it is flying?

Facilitation Tip

At Line Type Stations, place a timer at each station so groups have a clear structure for exploring each line type before rotating.

What to look for

Give each student a piece of paper with a simple animal outline. Ask them to add lines to show the animal running fast. On the back, they should write one sentence explaining which lines they used and why they show speed.

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

Activity 03

• Stations Rotation
• 30 min · Whole Class

Whole Class: Video Observation Draw

Play short clips of animals moving. Pause at key moments. Model drawing dynamic lines on the board, then children sketch independently. Circulate to prompt line choices based on observed speed.

Look at these two animal drawings , which one looks like it is moving? How can you tell?

Facilitation Tip

For Video Observation Draw, pause the video after each animal movement to give students time to capture the pose before it changes again.

What to look for

Present a drawing of an animal in motion. Ask: 'What kind of lines did the artist use here? How do these lines help us understand what the animal is doing? If the animal were moving slowly, what lines might the artist have used instead?'

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

Activity 04

• Stations Rotation
• 20 min · Individual

Individual: Motion Sequence Strips

Each child draws a three-panel strip showing an animal's action sequence, like a cat pouncing. Use varied lines across panels. Label with motion words. Display and vote on liveliest sequences.

What kind of lines would you draw to show a dog running fast , straight or curvy?

Facilitation Tip

When students create Motion Sequence Strips, remind them to label each panel with the line type used to help them reflect on their choices later.

What to look for

Show students two drawings of the same animal, one static and one in motion. Ask: 'Which drawing shows movement? Point to the lines that make it look like it's moving and explain why.'

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

A few notes on teaching this unit

Teach this topic by modeling your own thinking aloud as you sketch. Show students how to break motion into simple poses first, then layer expressive lines. Avoid overemphasizing perfection in the final drawing, focusing instead on the process of testing and refining lines. Research suggests that young children benefit from frequent, low-stakes sketching to build confidence in mark-making before refining their work.

Successful learning looks like students using varied line types intentionally, adjusting their sketches based on peer feedback, and confidently explaining how specific lines show different motions. They should move between observation and drawing with increasing fluency.

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Watch Out for These Misconceptions

• During Pairs: Pose and Sketch Relay, watch for students who rely only on straight lines for all movements.

  Remind pairs to take turns posing for different motions like leaping or slithering. Have them sketch with two colored pencils, one for straight lines and one for curves, to visually separate their line choices. After the relay, ask each pair to share which lines worked best for each pose.

• During Line Type Stations, watch for students who resist using stylized lines because they believe drawings must look realistic.

  At the curve station, place a feather or a scarf nearby and ask students to draw its motion. Compare their marks to the object’s movement, then have them sketch the same motion with an animal. Frame it as: 'How can we show feathers flying without drawing every feather?'

• During Video Observation Draw, watch for students who trace over the video stills instead of sketching motion lines.

  Before starting, model pausing the video mid-motion and drawing only the implied lines of movement, not the animal’s outline. Provide scrap paper for students to test lines quickly before committing to their final strip. Circulate and point to examples where lines suggest speed without tracing.

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Methods used in this brief

• Stations Rotation