Personal symbols art

Overview

Students use a simple drawing and collage process to create a personal symbol artwork that communicates meaning about themselves. They plan, make, and reflect on how choices of line, shape, texture and colour affect the message.

Learning intentions

• Students will explore how symbols and images can communicate ideas.
• Students will plan an artwork using basic visual design elements.
• Students will create a personal symbol artwork using drawing and collage techniques.
• Students will describe and reflect on choices they made to show meaning.

Success criteria

• I can explain what my personal symbol means to me.
• I can use visual elements (line, shape, colour, texture) to support my idea.
• I can follow steps safely and carefully to make my artwork.
• I can talk about what worked well and what I would change next time.

Curriculum links

• Visual Arts: representing ideas through images and symbols
• Visual Arts: using visual conventions and elements to communicate meaning
• Visual Arts: planning, making and responding to artworks
• Visual Arts: using materials and techniques safely and appropriately

Lesson structure (60 minutes)

1. 0–5 min | Welcome and focus

• The teacher shows 2–3 examples of simple personal symbols (e.g., a star for achievement, a leaf for nature, a heart for family) and students share what they think each might mean.
• Students sit close and quickly name one symbol they already associate with an idea.

2. 5–12 min | Introduce the task and success criteria

• Teacher explains: “Create a personal symbol artwork. Your symbol must mean something about you.”
• The teacher highlights that students will use line, shape and colour intentionally, and will add texture using collage or simple marks.

3. 12–22 min | Plan (thumbnail sketch + meaning)

• Students complete a quick plan: choose one symbol idea, draw a thumbnail, and write a short meaning statement (1–2 sentences).
• Teacher checks each student’s plan by asking: “What is your symbol and what does it represent?” and “How will colour or texture help your message?”

4. 22–35 min | Gather materials and test techniques

• Students collect collage materials (coloured paper, magazine strips, scrap shapes) and choose 3–5 colour choices for their artwork.
• They test a small area: e.g., thickening lines with marker, layering paper pieces, or adding texture with repeated short strokes.
• Teacher models glue application carefully and reinforces tidy workspace and safe cutting (if scissors are used).

5. 35–50 min | Create artwork

• Students transfer their thumbnail to the final page and build their symbol using drawing and collage.
• Teacher circulates, prompting intentional choices: “Where will your strongest colour go?” “What shape makes your symbol clear?” “What texture can you add to make it stand out?”

6. 50–57 min | Gallery share (respond and reflect)

• Students place artwork on desks and do a short “gallery chat” with teacher questions.
• Each student shares: meaning (what it represents), one visual choice (line/shape/colour/texture), and one improvement idea.

7. 57–60 min | Closure and clean-up

• Teacher confirms learning intentions were addressed and thanks students for respectful listening.
• Students tidy materials and wash hands if needed.

Resources

• A4 or A3 drawing/collage paper for each student
• Pencils, black markers (or fineliners), coloured pencils/crayons
• Coloured paper scraps, tissue paper pieces, magazine images, textured offcuts
• Glue sticks and/or PVA glue in small cups with brushes
• Scissors (with adult guidance if required) and student safety instructions
• Example images of simple personal symbols (teacher-made or printed)
• Paper towel/rubbish bin, wipe cloths
• Optional: short sentence prompt strips for meaning statements (e.g., “My symbol means…”)

Assessment

• Observation during planning and making: students’ ability to connect a visual symbol to a personal meaning.
• Formative questions: students explain how line, shape, colour and texture support their ideas.
• End-of-lesson reflection: student can identify one successful choice and one next step.

Differentiation

• Support:
• Provide a limited choice set of symbol prompts (e.g., family, interests, places) and sentence starters for meaning.
• Offer pre-cut collage shapes or stencil-like shape guides to reduce drawing load.
• For students needing help, teacher can co-plan the first thumbnail and model transferring it to the final page.
• Extension:
• Ask students to add a secondary detail (a small element that reinforces the meaning) and label it in their reflection.
• Encourage intentional contrast (e.g., two colour choices that stand out) and a clear focal point.
• EAL/SEN:
• Use sentence starters and visuals (symbol examples) to support explanation of meaning.
• Allow responses through pointing to areas in the artwork and using simplified words if needed.
• Break instructions into short steps; check understanding after each step.
• Managing two students:
• While one student works on making, the teacher does brief check-ins with the other using the same prompt questions, then swaps focus.