Colourful Birds

Overview

Students will create a colourful collage bird by colouring sections of an A4 bird template using oil pastels, textas and glitter paper, then assembling it on card. This builds students’ early visual arts creating skills by turning observation and imagination into a simple artwork that communicates ideas and feelings.

Learning intentions

Students will:

• use play and imagination to explore colour and pattern on different sections of a bird template
• experiment with materials (oil pastels, textas and glitter paper) to fill sections in different ways
• create a colourful bird artwork that communicates their own ideas about the bird
• share what they did and what they like about their artwork

Success criteria

Students can:

• colour or mark different sections neatly and with care
• add at least one collage element using glitter paper (gluing to a section)
• use a mixture of colours and/or patterns to make the bird look interesting
• explain one thing they enjoy about their bird and why

Curriculum links

• Visual Arts Foundation, Creating: students create artworks that communicate experiences, ideas and observations and explore meaning
• Visual Arts Foundation, Developing Practices: students use play, imagination, experimentation, materials and processes to discover possibilities and develop ideas
• Achievement standard (Foundation): students describe experiences, observations, ideas and feelings about artworks they encounter at school, home and in the community, identifying what they enjoy and why

Lesson structure (45 minutes)

1. 0–5 min · Hook (look and talk). Teacher shows the bird template image (black-and-white outline) and asks: “What colours might this bird have?” and “How could we make it look special?” Students respond with quick answers and point to where they might add colour.

2. 5–12 min · Model materials and techniques. Teacher demonstrates making choices: using oil pastels for one section, textas for another, and carefully cutting/gluing a small piece of glitter paper onto a section (showing “press and hold” and safe glue use). Students practise one technique in the air/with scrap paper, then begin planning their colours on the template.

3. 12–30 min · Create (colour and collage). Teacher circulates, prompts choices (“Which colours will you use for the wings?”), and reminds students to stay inside section lines and take care with scissors/glue. Students colour and collage their bird template using a mixture of oil pastels, textas and glitter paper to fill the sections.

4. 30–37 min · Finish and assemble. Teacher gives additional support if needed and checks that glitter paper pieces are glued securely. Students, if finished, stick the completed bird onto card paper, aligning the bird neatly.

5. 37–43 min · Transform (teacher cut-out + hanging). Teacher collects completed birds, cuts them out, and then makes a small hole at the top and adds string so the bird can hang. Students observe the process, safely stand back, and name what has changed (from drawing to hanging artwork).

6. 43–45 min · Share (quick gallery). Teacher sets up a small share area. Students show their bird to a partner and answer: “I like…” and “I made it by…”. Teacher listens for simple descriptions of choices and feelings.

Resources

• A4 bird template sheets (one per student) using the provided outline bird image
• Oil pastels (shared tubs or personal set)
• Textas/markers (shared or personal)
• Glitter paper squares or scraps (pre-cut into small pieces for easy use)
• White glue sticks or PVA glue with kid-safe brushes
• Scissors (only if needed; otherwise provide small pre-cut glitter paper pieces)
• Scrap paper for testing colours/placement
• Card paper (one sheet per student for backing, for those who finish)
• Containers for glitter paper and glue (labelled)
• Teacher materials for cutting out birds, hole punch, and string

Assessment

• During creation, teacher checks: students use a mixture of materials and remain within sections
• Observation checklist: at least one collage area using glitter paper and careful gluing/pressing
• Exit sharing (2 minutes): student can state one thing they enjoy and one reason (e.g., “I like the sparkly wings because it looks bright.”)

Differentiation

• Support:
• Provide colour starter options (e.g., “Pick 3 colours: warm, cool, and bright”) and point to section areas to focus on
• Offer pre-cut glitter paper pieces to reduce cutting difficulty
• Sentence starters on the board: “I like my bird because…” and “I used…”
• Extension:
• Challenge students to create patterns (dots, stripes, swirls) in two different sections
• Encourage adding a small extra detail with textas (e.g., feather lines) if time allows
• SEN/EAL considerations:
• Use clear modelling and repeat key steps: colour inside lines, add glitter, press and hold, then backing card
• Accept non-verbal responses (pointing, showing) during share time; teacher can prompt with simple choices (“sparkly or not sparkly?”)