Emotion in Colour and Line

Overview

Lesson 2 of 9 in Crafting Connections: Art and Friendship. Students investigate how visual elements can communicate feelings, experiences and identity. They make a coloured emotional sketch that will become visual research for a later portrait or symbolic portrait composition.

Learning intentions

• WALT explore how colour, line, shape and texture can communicate emotions.
• WALT notice how artists use visual choices to express identity and ideas.
• WALT experiment with a range of materials and develop personal visual symbols.
• WALT discuss and explain choices in our own and others’ artwork.

Success criteria

• I can choose colours, lines, shapes and textures that communicate a feeling or aspect of identity.
• I can experiment with at least three different visual elements.
• I can explain how one or more of my choices communicates meaning.
• I can respond respectfully to different interpretations of artwork.

Curriculum links

• Developing practical knowledge: exploring and applying art-making techniques, materials and processes.
• Developing ideas: generating, selecting and developing visual ideas in response to feelings, experiences and relationships.
• Communicating and interpreting: describing, responding to and explaining meanings in artworks.
• Understanding the arts in context: recognising that artworks reflect personal, cultural and social identities.

Lesson structure (60 minutes)

1. 0–5 minutes – Welcome and emotional hook Display the learning intentions and open with the emotion and visual language introduction slides. Ask: “If you could not use words, how might you show a friend that you feel excited, calm, worried or proud?” Remind students that emotions are personal and there is no single correct visual answer.

2. 5–15 minutes – Explore visual language Use the colour, line, shape and texture examples to model possible associations: warm or cool colours, jagged or flowing lines, repeated or irregular shapes, and rough or smooth textures. Explain that meanings can vary between people and cultures. Invite students to suggest alternative interpretations rather than labelling an artwork as simply “right” or “wrong”.

3. 15–22 minutes – Teacher demonstration On the board, demonstrate a quick emotional sketch without drawing a face. Choose one feeling or identity idea and build it with overlapping shapes, expressive lines, colour and texture. Think aloud: “I am using a dark, heavy area because…” Show how to test several marks in a small space before choosing the most effective ones. Refer to the demonstration and task instructions.

4. 22–27 minutes – Plan visual choices Distribute the emotional visual-language planning sheet. Students select one emotion, memory, value, interest or aspect of identity to explore. They record or sketch possible colours, lines, shapes and textures. Encourage students to choose a private or general idea if they do not want to share personal experiences.

5. 27–48 minutes – Create the coloured sketch Students develop one expressive sketch on drawing paper, using coloured pencils, crayons, oil pastels or felt-tip pens. They should layer, repeat, vary and overlap marks rather than making a simple symbol only. Circulate and ask: “What do you want the viewer to notice first?” and “Which visual element is carrying the strongest meaning?” Play or revisit the making reminders and reflection prompts as needed.

6. 48–55 minutes – Pair interpretation and feedback In pairs, students place work side by side. Each artist explains the intended feeling or identity idea, then the partner describes what they notice before asking one respectful question. Students may revise one area in response to feedback. Emphasise listening, manaakitanga and that an interpretation may differ from the artist’s intention.

7. 55–60 minutes – Share and connect forward Invite several volunteers to share one effective visual choice. Students complete the final prompt on the emotional visual-language planning sheet: “One choice that communicates meaning is…”. Close by explaining that these sketches will provide ideas, colours, marks and symbols for later portrait or symbolic portrait compositions.

Resources

• the emotion and visual language introduction slides
• the emotional visual-language planning sheet
• A4 or A3 cartridge paper
• Pencils and erasers
• Coloured pencils, crayons, oil pastels and felt-tip pens
• Black fine-liners or drawing pencils
• Whiteboard and markers
• Examples of abstract and symbolic artworks, selected to reflect varied identities and cultures
• Drying or display area

Assessment

• Observe students’ experimentation with colour, line, shape and texture during planning and making.
• Review sketches and worksheet responses for intentional visual choices and developing understanding of visual language.
• Listen to pair discussions for respectful interpretation and students’ ability to explain how an element communicates meaning.

Differentiation

• Provide a visual choice bank with colour families, line types, shapes and texture examples; model one step at a time for students needing support.
• Allow students to dictate ideas, use labelled swatches or begin with a simple symbol before developing a more complex composition.
• Offer adaptive tools, larger paper, pencil grips or a quieter workspace for students with sensory, motor or attention needs.
• Extend confident students by combining contrasting emotions, using repeated motifs, or developing a visual symbol connected to whakapapa, place, relationships or personal values.
• For EAL learners, pair visual examples with words and gestures; accept explanations through pointing, drawing, sentence starters or home-language discussion.