Jellyfish Cellophane Art

Overview

In this second lesson of Exploring Oceanic Artistry, students investigate how artists use transparent materials, layering, colour and texture to represent ocean subjects. They will create a colourful jellyfish artwork using cellophane and mixed media, then describe how their material choices communicate ideas about jellyfish and the underwater environment.

Learning intentions

Students will:

• use cellophane and mixed media to represent a jellyfish and its ocean habitat
• experiment with layering and transparency
• select contrasting colours and textures to make parts of the artwork visible
• describe how materials and techniques communicate ideas in an artwork

Success criteria

• I can create a jellyfish using layered transparent materials.
• I can use contrasting colours and at least two different textures.
• I can arrange shapes, lines and materials to show an underwater setting.
• I can explain one way my materials or techniques communicate an idea.

Curriculum links

• Visual Arts: Artists use materials and techniques to represent subject matter and ideas in artworks.
• Visual Arts: Artworks can be experienced and described by audiences.
• Visual Arts: Artworks can be displayed and exhibited for audiences.

Lesson structure (60 minutes)

1. 0–7 min · Reconnect and observe. Teacher displays photographs or illustrations of jellyfish and opens the hook and observation slides, revisiting the previous lesson’s discussion of Oceanic artworks. Students quietly observe the jellyfish images, then share what they notice about shape, colour, movement, transparency and texture.

2. 7–17 min · Demonstrate techniques. Teacher uses the materials and technique slides while demonstrating how to cut or tear cellophane, overlap colours, attach pieces with glue, and create tentacles with wool, ribbon or paper strips. Model that glue should be used sparingly and that transparent layers can create new colours where they overlap. Students use their fingers to practise “over, under, overlap” movements and identify contrasting colour combinations.

3. 17–22 min · Plan the artwork. Teacher distributes the jellyfish artwork planning sheet and models a quick sketch showing the jellyfish body, tentacles, background and chosen colours. Students sketch a simple plan, circle or draw two contrasting colours, and choose at least two textures they will include. Encourage students to consider whether their jellyfish will look calm, mysterious, bright or energetic.

4. 22–47 min · Create and experiment. Teacher sets out materials and refers to the step-by-step making slides as students work independently at tables. Students create a jellyfish artwork by arranging a transparent cellophane body, layering colours, adding a textured background and attaching tentacles or other details. Move around the room to ask: “What happens when these colours overlap?” “How will the viewer know this is underwater?” and “Which texture helps communicate your idea?” Pause briefly halfway through for students to check that their jellyfish remains visible against the background.

5. 47–54 min · Gallery viewing and peer response. Teacher places artworks on tables or displays them around the room and shows the gallery discussion slides with sentence starters. Students walk quietly, view at least three artworks and discuss one effective use of transparency, contrast or texture with a partner. Students may give specific feedback such as, “I noticed…”, “The overlapping cellophane makes…” or “The texture helps show…”.

6. 54–60 min · Share and reflect. Teacher gathers students together and opens the reflection and display slides. Invite several students to hold up their artworks and explain one material or technique they used. Students complete the final prompt on the jellyfish artwork planning sheet: “One material or technique I used was ____. It communicates ____ because ____.” Collect sheets with artworks for assessment and later exhibition.

Resources

• the Jellyfish Cellophane Art slide deck
• the jellyfish artwork planning sheet
• Photographs or teacher-selected images of jellyfish
• Coloured cellophane sheets
• White or light-coloured A4 or A3 paper
• Coloured paper, tissue paper, wool, ribbon and textured papers
• Child-safe scissors and glue sticks
• Black markers, crayons or oil pastels
• Table coverings, drying rack and display space

Assessment

• During observation and demonstration, check whether students can identify transparency, contrast and texture and predict what may happen when colours overlap.
• During making, use questioning and an informal checklist to assess planning, safe material use, layering, visible contrast and inclusion of varied textures.
• Review each artwork and reflection for evidence that the student represented a jellyfish, experimented with materials and can describe how one artistic choice communicates an idea.

Differentiation

• Support students with a simple jellyfish body template, pre-cut cellophane shapes, thicker materials for easier handling and a visual sequence of the making steps.
• Provide sentence starters: “I layered…”, “The colours change when…”, “My texture shows…” and “My jellyfish communicates…”.
• Pair students strategically for discussion and allow oral responses instead of written reflection where required. Provide extra adult support with cutting and glue application for students with fine-motor needs.
• Extend confident students by challenging them to create a repeated transparent pattern, show movement through curved tentacles or use three overlapping colours to create a new colour effect.
• Use clear demonstrations, gesture and labelled material samples to support EAL/D learners; accept drawing, pointing and oral explanation as valid ways to communicate ideas.