Overlapping Shape Collage

Lesson Overview

Subject: Visual Arts
Year Level: Prep (Foundation)
Duration: 60 minutes
Class Size: 20 students

Curriculum Link:

• Australian Curriculum – The Arts: Visual Arts
  Foundation Level – Years F–2
  • Content Description (ACAVAM106):
    • Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering how others make visual artworks.
  • Content Description (ACAVAM107):
    • Use and experiment with different materials, techniques, technologies and processes to make artworks.

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Learning Intentions

By the end of this lesson, students will be able to:

• Practise and improve their fine motor skills through scissor exercises.
• Cut out a variety of colourful shapes independently.
• Create an imaginative stained-glass-style collage by overlapping shapes.
• Understand the effect of colour mixing through layering translucent materials.

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Success Criteria

Students will:

• Demonstrate correct scissors grip and safe cutting techniques.
• Produce at least five distinct shapes.
• Overlap and arrange shapes thoughtfully to create a stained-glass effect.
• Use creativity to compose an artwork with a balanced layout.

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Materials Needed

• Cellophane sheets in assorted colours
• Transparent contact paper sheets pre-cut into A3 size
• Scissors (child-safe)
• Scrap paper for scissor practice
• Black paper strips (1cm wide, for window frame effect)
• Glue sticks (if needed for black paper strips)
• Markers for name writing

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Vocabulary Focus

Word	Definition for Students
Collage	A picture made by sticking different pieces together
Transparent	Something you can see through
Overlap	To place shapes so they cover part of each other
Stained Glass	Colourful pieces of glass used in windows

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Lesson Breakdown

1. Warm-Up: Scissor Skills Practice (10 minutes)

• Gather students on the floor.
• Demonstrate correct scissor grip: "Thumb in the small hole, fingers in the big hole. Thumbs up!"
• Hand out scrap paper to each student.
• Play "Cut the Wiggle" game: Students cut along curvy, zigzag, or looped lines drawn on their scrap paper.
• Teacher Tip: Praise effort over perfection. Offer individual support to any students achieving inconsistent cuts.

Mini Reflection:
Quickly ask: "What helps us cut safely and neatly?" Expect answers like "careful hands," "watching the scissors," etc.

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2. Introduction to Activity (5 minutes)

• Hold up examples of stained-glass windows (printed images).
• Discuss: "What do we notice? Colours, overlaps, light shining through?"
• Explain the task: "Today we are making our very own pretend stained-glass windows by overlapping coloured shapes!"

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3. Demonstration: Creating the Collage (5 minutes)

• Show how to cut large and small geometric shapes from cellophane sheets: triangles, circles, rectangles, etc.
• Show how laying one colour over another creates a new colour (e.g., yellow over blue makes green).
• Demonstrate sticking shapes onto one side of the clear contact paper (sticky side up). Emphasise overlapping!

Note: Remind students not to glue; the cellophane will stick directly to the contact paper.

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4. Student Creation Time (30 minutes)

• Distribute materials:

  • Each student receives one contact sheet already sticky side up (taped on table corners if needed)
  • Pile of assorted cellophane pieces at shared tables

• Process:

  • Students independently cut simple shapes from the cellophane.
  • As they work, encourage:
    • Varying their shapes
    • Overlapping colours intentionally
  • Early finishers can decorate their stained glass collages with black paper strips to create "leadlight" frames.

• Teacher Role:

  • Rotate between tables supporting cutting skills and encouraging creative decisions.
  • Use prompting questions like: "What happens when you put yellow on top of blue?" "Where can you add a small shape?"

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5. Reflection & Class Walk (10 minutes)

• Gather students to sit in a circle holding up their completed 'windows' toward the light.
• Peer celebration: Students can share what new colours they created.
• Discuss: "What was tricky?", "What did you enjoy the most?"

Optional: Hang collages on real windows or a bright display wall to let sunlight shine through—creating a genuine stained glass look for continued class enjoyment.

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Assessment

• Observation Checklist:

  • Correct grip and safe scissor use
  • Evidence of cutting a variety of shapes
  • Layering and overlapping of different colours
  • Participation in group discussion and sharing observations

• Anecdotal Notes:

  • Note students who may require ongoing fine motor development support in future activities.

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Differentiation Strategies

Supporting	Extending
Provide pre-cut simple shapes for students struggling with scissors	Challenge students to create recognisable objects (e.g., flowers, houses) by combining shapes
Reduce number of required shapes to three	Ask students to describe the new colours formed and explain their artistic choices

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Teacher Reflection Prompts

Following the lesson, consider:

• Which students showed noticeable progress in fine motor control?
• How well did students explore layering effects?
• Which scaffolding strategies were most effective?
• How could the art experience be extended into literacy or science contexts?

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Additional Ideas for Future Lessons

• Introduce artists inspired by stain glass artworks.
• Create seasonal themed stained glass pieces (e.g., autumn leaves, spring flowers).
• Integrate the concept of "warm" and "cool" colour groups into a future collage.

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Final Thoughts

This engaging lesson not only hones fine motor skills crucial for Prep learners but also inspires creative exploration, introduces colour theory in an age-appropriate way, and fosters classroom community through collaborative reflection. With its bright, badge-worthy creations, it leaves a radiant and lasting impression on the students’ artistic journey!