Colorful Beginnings

Overview

In this lesson (Lesson 1 of 3), students begin the unit “Seasons in Art” by creating seasonal background art using a divided paper. They practise layering and blending from light to dark with water paints and pastels, using a clear colour scheme for each season.

This lesson also introduces the cultural significance of Matariki, the Māori New Year, which marks the beginning of the new season and celebrates the cycle of nature. Students will explore how seasonal changes are reflected in art and how Matariki connects to these seasonal transitions through celebration and storytelling.

Learning Outcomes

• WALT plan and create a seasonal background artwork with clear colour choices for summer, autumn, winter, and spring.

  • I can select the correct colour for each season: green (summer), orange (autumn), blue (winter), pink (spring).

• WALT use water paint and pastel to layer colour and blend from light to dark.

  • I can blend from light to dark by layering in small steps, not all at once.
  • I can use both water paint and pastels to create a background that looks smooth and colourful.

• WALT describe how colour, light/dark, and blending help make a background look more vibrant and interesting.

  • I can explain (or point to) where my blending is strongest and how it improves my background.

• WALT understand the cultural significance of Matariki and how it relates to the changing seasons.

  • I can explain why Matariki is important in Māori culture and how it connects to seasonal changes and celebrations.

Curriculum links

• Arts (Visual Arts): Students use materials and techniques to make artworks and develop skills in colour, texture, and techniques such as blending and layering.
• Arts (Visual Arts): Students explore how visual elements communicate meaning, including how colour and value (light/dark) affect mood and impact.
• Key competencies: Thinking (using steps to plan and improve work), Managing self (preparing materials, following safety routines), Communicating (describing artistic choices).

Lesson structure (45 minutes)

1. 0–5 min · Welcome & goal setting. Teacher displays seasonal examples (or teacher-made samples) and explains today’s focus: “vibrant backgrounds with light-to-dark blending using paint”; students share one idea for what a “background” might show (sky, ground, space behind objects). Teacher introduces Matariki as a cultural event that celebrates the changing seasons and the new year in Māori tradition.
2. 5–12 min · Model technique (light to dark). Teacher demonstrates on scrap paper:

• start with a light wash of paint,
• gradually add darker paint layers while blending edges with a clean brush or water,
• continue layering until the section looks smoothly blended. Students watch and name the steps using teacher prompts (What comes first? What helps blending?).

3. 12–20 min · Prepare and plan layout. Teacher hands out divided paper and explains: each page has 4 sections (one per season) or students get one section each, depending on your class setup. Students choose which season colours they will use in their layout, and lightly mark each quadrant with the correct season name/colour guide (no heavy pencil lines). Teacher highlights how these seasons relate to Matariki and its celebrations.
4. 20–33 min · Create seasonal backgrounds. Teacher circulates and gives brief, targeted feedback while students layer and blend. Students work one quadrant at a time:

• start with a light paint wash,
• add subsequent layers of paint, blending edges while the paint is wet,
• build to darker tones using more pigment only after the previous layer has dried slightly.

5. 33–40 min · Peer check (friendly feedback). Students do a quick “two stars and a wish” in pairs: one partner identifies where blending from light to dark is smooth, and the other suggests one improvement (e.g., “try a lighter edge” or “add one more thin darker layer”).
6. 40–45 min · Wrap-up & next steps. Teacher collects or places artworks to dry safely. Students complete a 30-second verbal reflection: “My best blending is in ___ because ___.” Teacher previews Lesson 2: adding seasonal details/imagery to build on these backgrounds, including further exploration of Matariki themes.

Resources

• Divided paper (pre-drawn into four season sections) for each student
• Water paint sets (at least 1–2 brushes per group), water cups, paper towels/rags
• Paints in green, orange, blue, and pink (or school colour options matching the scheme)
• Pencil/whiteboard markers for labelling season sections (light pencil only)
• Teacher sample sheets showing light-to-dark layering with paint
• Aprons or paint shirts
• Clear classroom safety reminders (water use, brush cleaning, where materials are stored)
• Timer for pacing and drying routines
• Optional: printed colour/season card for each student as a reference

Assessment

• During making: teacher checks for correct colour choice and whether students layer from light to dark (formative observation checklist).
• During peer check: teacher listens for accurate, specific feedback (e.g., identifying blending quality rather than only “it looks good”).
• Exit reflection: students verbally state one place where blending is strong and name the technique used.

Differentiation

• Support: provide sentence starters for peer feedback (e.g., “I notice your light-to-dark blending in…”, “One way to improve is…”). Offer a smaller section version or pre-marked quadrants.
• Support: create a “3-step poster” at the front (Pastel light → Water paint light → Build darker layers) for students to refer to during work.
• Extension: students add extra value variation within each season (a second shade/darker band) and explain how they achieved smoother blending (thin layers, less paint at first, then more).
• EAL/SEN: reduce language load by using visual prompts (step icons) and allow pointing to areas instead of lengthy verbal explanations; accept first-language responses mapped to “light” and “dark” words.