Collage Base Creation

Unit: Collage of Integrity — Lesson 4 of 8

Age group: Preschool (Year: New Entrants / Years 0-1 Equivalent in NZ)
Duration: 30 minutes
Class size: 10 students
Subject: Art (The Arts Learning Area)

Learning Intentions and Curriculum Alignment

WALT (We Are Learning To)

Create a collage base using a large sheet of paper decorated with a variety of colours and textures.

Success Criteria

Children will use paint, textured materials, and colours to decorate the base paper.
Children will recognise and name some colours and textures they have used.
Children will complete their base with help if needed or use pre-decorated bases if preferred.

Curriculum Links (New Zealand Curriculum Refresh 2025)

The Arts Learning Area, Years 0-1:
- Visual Arts strand: Students will explore imagery, colour, and texture to express ideas and feelings.
- Achievement objective: "Use imagination and creativity to develop new ideas and communicate stories through art materials and processes."
Key Competencies:
- Managing self: Students select and use materials to achieve their artistic ideas.
- Participating and contributing: Collaboration during group work and respecting differing abilities and creations.
Inclusion and Diversity:
- Reflects the Inclusion Principle of the curriculum by providing differentiated entry points suitable for children with diverse learning needs, including sensory challenges and autism.

Lesson Overview

Time	Activity	Description & Notes	Differentiation & Support
0-5m	Warm-up & Introduction	Gather children, introduce the activity with simple visual steps and clear, calm language. Show examples of textured collage bases. Use step-by-step visual instructions for dyslexia support.	Use picture cards of steps; use calm, clear voice, welcoming all sensory needs.
5-20m	Creating the Collage Base	Each child receives a large piece of paper (A2 size or similar). They use finger paints, textured scraps (fabric, paper, string, foil), sponges, and large crayons to decorate their collage base. Encourage exploration of colours and textures.	Provide pre-decorated bases for children needing more support, and extra textured materials or layers for extension learners. Support sensory preferences (e.g., gloves, non-toxic paints).
20-27m	Sharing and Reflection	Invite children to share their base art with the group in a short circle time, asking what colours or textures they enjoyed using. Praise creativity and effort. Use visuals to support speech for children with communication needs.	Allow non-verbal children to participate with visuals or gestures. Scaffold language by modeling phrases.
27-30m	Clean-up & Transition	Children help tidy up materials with support; prepare for next activity. Use visual cues for steps.	Use consistent routine to support special needs and reduce anxiety.

Resources Needed

Large sheets of paper (e.g., butcher paper or cartridge paper) as collage bases
Non-toxic finger paints in multiple colours
Textured collage materials: fabric scraps, crumpled paper, foil, cotton balls, yarn, sponge pieces
Large crayons or pastel sticks
Paint trays and brushes (for those who prefer not to use finger paints)
Visual step-by-step instruction cards (with illustrations)
Pre-decorated collage bases (for differentiated support)
Cleaning materials: wet wipes, aprons, paper towels

Differentiation Strategies

Supportive Options:
- Provide pre-decorated bases or partially decorated ones for children who find starting overwhelming.
- Use enlarged visual prompts for sequencing (dyslexia-friendly).
- Offer choices of materials based on sensory preferences (e.g., soft fabrics vs. crinkly foil).
- Provide one-on-one adult support if needed to assist with motor skills or emotional regulation.
Extension for Advanced Learners:
- Encourage layering with multiple textured materials to create tactile interest.
- Prompt children to verbally describe or tell a story about their collage base colors and textures.
- Experiment with creating patterns or repeating shapes in their decoration.

Assessment and Observations

Observe children's ability to engage with materials and sustain attention.
Note their willingness to explore different textures and colours.
Assess use of fine motor skills (e.g., manipulating paint, placing materials).
Listen for use of descriptive language about their work (supported by visuals).
Monitor engagement in group sharing — participation, turn-taking, communication.

Cultural and Inclusion Considerations

Encourage use of te reo Māori terms for colours and textures, e.g., whero (red), kākāriki (green), mata (smooth), ngohengohe (soft).
Respect sensory needs of autistic learners by allowing quiet, individual work areas if needed.
Incorporate Māori values such as manaakitanga (caring for others) during sharing times through praise and encouragement.

Connection to Previous and Future Learning

Builds on previous lessons introducing collage concepts (Lesson 1-3 of unit).
Prepares students to add collage elements (cut shapes, adhesive) on top of their decorated base in next lessons.
Supports development of creativity, sensory exploration, and self-expression through art.

Visual Support and Dyslexia-Friendly Features

Use simple, large images outlining each step:
1. Choose your paper
2. Pick your colours
3. Use your fingers or brushes
4. Add textures
5. Show your work
Keep text minimal and use clear font with high contrast on instruction cards.

Summary

This 30-minute lesson provides a sensory-rich, inclusive learning experience for preschool students aligned with the New Zealand Curriculum Refresh's Arts learning area. It incorporates differentiation and support for autistic and sensory learners while fostering creativity, fine motor skills, and collaboration. The lesson enables children to create and personalise a tactile, colourful base for their ongoing collage project within the unit "Collage of Integrity."

If you would like, I can also provide printable visual sequence cards or a more detailed sensory support guide tailored for your students.