Art and Design · Year 3

Active learning ideas

Creating Block Prints and Stencils

Active learning works for printmaking because students must physically handle tools, materials, and processes to grasp how repetition and precision create patterns. By carving, stamping, and layering, they directly experience how small changes affect the final outcome, building tactile and visual understanding.

• National Curriculum Attainment Targets
• KS2: Art and Design - Printmaking and Surface
• KS2: Art and Design - Pattern and Design

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Experiential Learning
• 30 min · Pairs

Pairs: Motif Carving Station

Pairs sketch three simple motifs inspired by nature, choose one, and carve it into a halved potato. They ink the block with brayers and stamp repeats on paper, noting alignment challenges. Pairs swap blocks midway to print each other's designs and compare results.

Explain how the process of block printing allows for the creation of identical repeating patterns.

Facilitation Tip

During the Motif Carving Station, remind students to roll ink evenly across the block to avoid patchy prints, demonstrating this with one example block before they begin.

What to look for

Students receive a card with a simple motif. Ask them to draw how they would arrange this motif to create a repeating pattern using either block printing or stenciling. They should label one key vocabulary term used in their explanation.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 45 min · Small Groups

Small Groups: Stencil Layering Relay

Divide into four stations: design stencil, cut shapes, layer colours, and print patterns. Groups rotate every 10 minutes, adding one layer per turn to create multi-colour repeats. Each group documents their evolving pattern with photos or sketches.

Design a simple motif that can be effectively used in a block print.

Facilitation Tip

In the Stencil Layering Relay, circulate with masking tape rolls to help groups mark registration points on their paper before adding each layer.

What to look for

Observe students as they work. Ask: 'How does your chosen method (block print or stencil) help you make the same image multiple times?' and 'What adjustments could you make to create a different kind of pattern?'

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 35 min · Whole Class

Whole Class: Pattern Printing Gallery Walk

Demonstrate block printing as a class, then students create individual prints on fabric scraps. Display on a clothesline for a gallery walk where peers select favourites and explain repeat quality. Students revise one print based on feedback.

Analyze how different colours can be layered using stencils to create complex patterns.

Facilitation Tip

For the Pattern Printing Gallery Walk, place a single piece of masking tape on the floor at each station to show students where to stand to view prints without touching them.

What to look for

Students display their finished prints or stenciled designs. In pairs, they discuss: 'Does the pattern repeat effectively?' and 'How did the artist use color or motif placement to make the pattern interesting?' Each student provides one specific positive comment and one suggestion for improvement.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 25 min · Individual

Individual: Hybrid Block-Stencil Design

Students combine techniques by printing a block motif first, then overlaying a stencil for colour accents. They experiment with three colour layers on paper, aiming for balanced repeats. Collect for a class pattern book.

Explain how the process of block printing allows for the creation of identical repeating patterns.

What to look for

Students receive a card with a simple motif. Ask them to draw how they would arrange this motif to create a repeating pattern using either block printing or stenciling. They should label one key vocabulary term used in their explanation.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Teachers should model each step slowly, emphasizing safety with carving tools and patience with ink application. Avoid rushing students through iterations, as repeated trials and peer observation are key to refining their techniques. Research suggests that discussing errors openly, such as misaligned stencils, helps students develop problem-solving skills and a growth mindset in art-making.

Successful learning looks like students confidently using tools to carve or cut simple motifs, applying ink or paint evenly, and repeating patterns with alignment. They should discuss how repetition and layering contribute to design, using vocabulary such as motif, registration, and overlay.

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Watch Out for These Misconceptions

• During the Motif Carving Station, students may assume that any carving will produce identical prints.

  After students carve their motifs, have them test-stamp on scrap paper first. Ask them to compare their first print to the second, pointing out inconsistencies in ink coverage or carving depth. Guide them to refine edges with a craft knife or gently sand rough areas with fine sandpaper.

• During the Stencil Layering Relay, students may believe stencils can only use one color per layer without bleeding.

  Before applying the second color, have students practice placing their stencils on scrap paper and mark registration points with masking tape. Demonstrate how to dab, not brush, the ink to reduce bleed. Encourage them to lift the stencil straight up to avoid smudging.

• During the Pattern Printing Gallery Walk, students might think complex patterns require complicated tools or advanced skills.

  Point out simple motifs that create complexity through repetition or layering during the gallery walk. Ask students to identify which parts of the pattern repeat and how color changes affect the design. Share a student example with a clear, repeated motif to illustrate this.

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Methods used in this brief

• Experiential Learning