Art and Design · Year 6

Active learning ideas

Art Presentation: Framing and Mounting

Active learning works well for framing and mounting because students need hands-on practice to understand how presentation choices affect their artwork’s impact. Physical trials with materials let them see firsthand why professional techniques matter.

• National Curriculum Attainment Targets
• KS2: Art and Design - Presenting and Showcasing
• KS2: Art and Design - Techniques and Mastery

• 30–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: Mounting Methods

Prepare stations for dry mounting, hinging, and mat cutting with sample artworks and tools. Small groups spend 10 minutes at each, applying techniques and photographing before-and-after results. Groups share one key learning in a final debrief.

Explain how proper framing and mounting enhance the professionalism of an artwork.

Facilitation Tip

During Station Rotation: Mounting Methods, prepare labelled samples of taped, hinged, and dry-mounted artwork so students can feel the differences between secure and unstable mounting.

What to look for

Students present their mounted artwork and proposed frame choice to a small group. Peers use a checklist to evaluate: Is the artwork securely mounted? Does the mat colour complement the artwork? Is the frame style appropriate? Peers provide one specific suggestion for improvement.

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

Activity 02

• Stations Rotation
• 35 min · Pairs

Pair Framing Challenge: 2D Focus

Pairs select frames and mats for their drawings, justifying choices based on colour harmony and proportion. They mount securely, then swap with another pair for critique on professionalism. Display finished works for class vote on impact.

Differentiate between various methods of displaying 2D and 3D art.

Facilitation Tip

For Pair Framing Challenge: 2D Focus, provide a range of mat colours and frame styles so pairs must justify their choices based on artwork colours and proportions.

What to look for

Students receive an image of an artwork (2D or 3D). On their ticket, they must write: 1. One sentence explaining the best type of mount or display base for this piece. 2. Two reasons why their chosen method enhances the artwork's presentation.

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

Activity 03

• Stations Rotation
• 50 min · Whole Class

Whole Class: 3D Display Builds

Provide recyclables like boxes and fabrics for students to construct pedestals or plinths for sculptures. As a class, test stability by gentle nudges, then position in a mock gallery. Discuss adjustments for optimal viewing angles.

Evaluate the impact of presentation choices on the perceived value of an artwork.

Facilitation Tip

In Whole Class: 3D Display Builds, assign roles like base builder, stabilizer, and aesthetic reviewer to ensure every student contributes to the collaborative task.

What to look for

During the practical session, circulate with a clipboard. Ask individual students: 'Show me how you are attaching your artwork to the mount.' Observe their technique and ask: 'Why are you using this method instead of another?' Provide immediate feedback on their handling of materials.

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

Activity 04

• Stations Rotation
• 30 min · Individual

Individual: Presentation Evaluation Sheets

Each student mounts a personal artwork, completes a self-evaluation on technique choices and value enhancement. They present to a partner, noting one strength and one improvement, then refine before final display.

Explain how proper framing and mounting enhance the professionalism of an artwork.

Facilitation Tip

Use Individual: Presentation Evaluation Sheets to guide students in articulating why their methods improve professionalism, not just personal preference.

What to look for

Students present their mounted artwork and proposed frame choice to a small group. Peers use a checklist to evaluate: Is the artwork securely mounted? Does the mat colour complement the artwork? Is the frame style appropriate? Peers provide one specific suggestion for improvement.

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

A few notes on teaching this unit

Teach this topic by balancing demonstration with immediate practice. Show the tools and materials first, then let students experiment under guided supervision. Avoid rushing the process; the aim is for them to internalize why technique matters, not just follow steps. Research shows that tactile learning solidifies understanding of abstract concepts like balance and proportion in visual presentation.

By the end of these activities, students will confidently select and apply mounting and framing methods that enhance their artwork’s presentation. Their displays will show care in material choices and technical execution, matching gallery standards for clarity and stability.

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Watch Out for These Misconceptions

• During Station Rotation: Mounting Methods, watch for students who assume any frame or mat will work if it covers the edges.

  Use the rotation to compare oversized versus proportional frames with actual artwork samples; have students measure and discuss how proportion affects focus.

• During Station Rotation: Mounting Methods, watch for students who think tape is a permanent, damage-free solution.

  Set up a quick side-by-side test with taped and hinged samples; let students observe warping or adhesive residue after a few days to prompt reconsideration.

• During Pair Framing Challenge: 2D Focus, watch for students who treat 2D and 3D artworks the same way.

  Ask pairs to swap their artwork with another group after initial setup to test if their chosen method works for both types of pieces.

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Methods used in this brief

• Stations Rotation