Colourful Bird Fun

Overview

Students will create a colourful bird artwork by colouring a sectioned bird using oil pastels, textas and glitter paper, then collaging, cutting out, and hanging it with string. This lesson supports learning in creating artworks that communicate ideas and observations using visual conventions, processes and materials.

Learning intentions

• Students will create a colourful bird by colouring different sections in a planful way.
• Students will combine mark-making and collage to show texture and interest.
• Students will follow steps to assemble, cut out and display their bird safely and neatly.
• Students will share what they made and describe choices they made about colour, texture and patterns.

Success criteria

• I can colour the bird’s sections using oil pastels and/or textas.
• I can glue glitter paper pieces onto parts of my bird to add texture.
• I can cut out my bird carefully and make a hanging hole at the top.
• I can tell a class member one colour choice and one texture/pattern choice I made.

Curriculum links

• Visual Arts: Creating — use visual conventions, visual arts processes and materials to create artworks that communicate ideas, experiences and observations.
• Visual Arts: Developing Practices — explore ways of using visual conventions, processes and materials by experimenting with colour and texture.
• Visual Arts: Presenting — present and describe an artwork they have made to the class or teacher.

Lesson structure (102 minutes)

1. 0–10 min · Welcome and model. Teacher shows the bird template (outline bird on a branch) and a finished example, then points out sections, glitter areas and the hanging method. Students look closely, then share one idea for colour or texture.

2. 10–25 min · Plan and prepare materials. Teacher demonstrates quick safe routines: colouring over sections, tearing/cutting glitter paper, and gluing without making a mess. Students choose an oil pastel or texta first and place glitter paper pieces on top lightly (trial placement) before gluing.

3. 25–55 min · Colour and decorate (oil pastels/textas). Teacher circulates and asks prompting questions: “What colours could you use in this section?” and “How will your marks look—scribbles, swirls or dots?” Students colour their bird sections, mixing intentional details (some small marks) with freer mark-making to fill areas.

4. 55–75 min · Collage with glitter paper. Teacher models how to apply glue sparingly and press down glitter paper so it sticks flat. Students glue glitter paper pieces onto chosen sections, filling gaps and adding patterns (for example stars/lines/shapes).

5. 75–80 min · Pause and tidy check. Teacher stops the class for a quick look at glue safety and cleanup expectations (wipe, cap, throw scraps). Students tidy materials into baskets and keep their artwork flat on the desk.

6. 80–95 min · Stick to card and cut out. Teacher demonstrates: placing the coloured bird onto card, smoothing it down, and cutting around the bird carefully (holding paper steady, cutting slowly). Students glue their bird onto card, then cut out their bird following the template outline.

7. 95–102 min · Hang and share. Teacher demonstrates making a hole at the top (pre-punched if available, or teacher assists) and threading string to hang. Students do the hanging step, then complete a 30-second share: “I used ___ colour and I added ___ texture.”

Resources

• A4 bird template divided into sections for each student (black-and-white outline like the provided template)
• Card paper (one sheet per student)
• Oil pastels and textas (assorted colours)
• Glitter paper pieces (small pre-cut pieces or tearable squares)
• Glue sticks or school glue with brushes (teacher choice)
• Scissors (child-appropriate) and scrap paper underneath
• Pencil and eraser
• Hole punch and string (string cut in advance)
• Example artwork for demonstration
• Tissues/wipes, glue pots/bins, rubbish bins
• Optional: classroom drying rack or cloth to keep glue from sticking to desks

Assessment

• Teacher observes during colouring and collage: Are students using different materials and filling the sections with care?
• Teacher listens for vocabulary and descriptions during sharing: colour choice, texture, pattern, and where they applied glitter/collage.
• Quick teacher check at the end: student can name one intentional visual choice (e.g., “I used blue swirls” or “I added glitter scales”).

Differentiation

• Support: Provide sentence starters on the board: “I chose ___”, “I added glitter to ___”, “My marks look like ___.” Offer smaller glitter paper pieces for students who need more structure.
• Support: For cutting, allow students to use a slower “trace and cut” method—cut along a thicker outline only; teacher offers hands-on assistance if needed.
• Extension: Challenge students to add extra intentional details in one section (dots, lines, or a simple repeating pattern) before collage.
• EAL/SEN: Use visual cues (colour, texture, cut, hang icons) and keep instructions in short steps. Pair students strategically so they can model sharing and technique.