Art and Design · Year 6

Active learning ideas

Adinkra Symbols and Relief Printing

Active learning works especially well for Adinkra symbols and relief printing because students connect abstract ideas to physical creation. When Year 6 students design, carve, and print their own symbols, they move beyond passive observation to make meaning through hands-on problem-solving. This kinesthetic approach builds both technical skills and cultural understanding.

• National Curriculum Attainment Targets
• KS2: Art and Design - Printing and Textiles
• KS2: Art and Design - Cultural Diversity

• 25–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Case Study Analysis
• 30 min · Pairs

Design Workshop: Personal Symbol Creation

Students brainstorm values important to them, sketch simple symbols inspired by Adinkra examples, and refine designs on paper. Pairs share and critique sketches for clarity and meaning. Finalize one symbol per student ready for carving.

Analyze how a single Adinkra symbol can convey a complex proverb or value.

Facilitation Tip

During Design Workshop, circulate to ask students to verbally explain their symbol's meaning before they carve, linking concept to form early.

What to look for

Students will receive a card with an Adinkra symbol they studied. They must write: 1. The name of the symbol. 2. The proverb or value it represents. 3. One sentence explaining how the symbol's visual form relates to its meaning.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 02

• Case Study Analysis
• 45 min · Small Groups

Relief Printing Stations: Stamp Carving and Testing

Set up stations with foam, lino cutters, ink pads, and fabric scraps. Small groups carve their symbol into material, test prints on paper, and note how pressure changes texture. Rotate stations twice for multiple trials.

Differentiate between a pattern that decorates and a pattern that tells a story.

Facilitation Tip

At Relief Printing Stations, demonstrate how to vary pressure and ink thickness before independent trials to set clear expectations.

What to look for

Students display their created stamps and a printed example. In pairs, they discuss: 'What value or idea does your partner's stamp communicate?' and 'How does the texture of the print enhance the message?' Partners provide one specific suggestion for improvement.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 03

• Case Study Analysis
• 50 min · Whole Class

Collaborative Fabric Banner: Group Printing

Whole class plans a banner theme like 'Our Class Values.' Each student prints their symbol onto a long fabric strip using carved stamps. Hang and discuss the collective story formed by the prints.

Explain how the physical process of relief printing affects the final image and texture.

Facilitation Tip

For Collaborative Fabric Banner, assign roles so each student contributes meaningfully, such as lead printer, ink manager, and symbol researcher.

What to look for

During the carving process, the teacher circulates and asks students: 'Show me the part of your stamp that will hold the ink. How will the depth of your carving affect the final print?' This checks understanding of relief printing mechanics.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 04

• Gallery Walk
• 25 min · Small Groups

Gallery Walk: Symbol Stories

Display printed works around the room. Small groups visit stations, read symbol meanings from labels, and discuss how patterns tell stories versus decorate. Vote on most impactful designs.

Analyze how a single Adinkra symbol can convey a complex proverb or value.

Facilitation Tip

During Gallery Walk, provide sentence stems for students to frame their critiques, like 'I see..., which suggests...' to guide observations.

What to look for

Students will receive a card with an Adinkra symbol they studied. They must write: 1. The name of the symbol. 2. The proverb or value it represents. 3. One sentence explaining how the symbol's visual form relates to its meaning.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Teach this topic by balancing cultural context with technical precision. Start with concrete examples of Adinkra symbols and their stories, then connect these narratives to visual decision-making. Avoid rushing through carving; students need time to make mistakes and revise designs. Research shows that explicit links between cultural meaning and artistic choices deepen both engagement and retention.

Successfully, students will articulate the purpose of symbols, troubleshoot printing challenges, and explain how visual choices communicate ideas. They will collaborate to produce a visible banner while giving thoughtful feedback to peers. Clear explanations during critiques show depth of learning beyond surface decoration.

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Watch Out for These Misconceptions

• During Design Workshop, watch for students treating patterns as purely decorative.

  Ask students to draft a sentence describing the value or idea their symbol will communicate before they begin carving. Have them share this with a partner to reinforce the link between form and meaning.

• During Relief Printing Stations, watch for students assuming every print will look identical.

  Challenge students to create three prints using different amounts of ink and pressure. Ask them to describe how these variables changed the texture and clarity of their prints in a quick group discussion.

• During Collaborative Fabric Banner, watch for students assuming symbols have universal meanings.

  Before printing, have each group research the cultural context of their chosen symbols and share one fact with the class. Use this to prompt a discussion on how context shapes meaning.

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Methods used in this brief

• Case Study Analysis
• Gallery Walk