Exploring Painting Techniques

Teacher: Jana

Year 3 Arts – 60 minutes

Class size: 25 students

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Curriculum Context

This lesson aligns with the New Zealand Curriculum Refresh for The Arts, Years 1-3. The focus is on developing students' exploration and expression through visual arts. The curriculum emphasises connecting thinking, imagination, senses, and feelings to create and respond to artworks. The lesson targets the Visual Arts strand — Developing Practical Knowledge and Communicating and Interpreting .

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Learning Objectives

WALT (We Are Learning To):

• WALT explore different painting techniques including sponging, splattering, and brush strokes.
• WALT mix colours to understand how new colours can be created.
• WALT express ourselves through painting by experimenting with different tools and styles.
• WALT talk about our artwork and share which technique we like best.

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Success Criteria

Students will be able to:

• Mix primary colours to create secondary colours successfully in a fun challenge.
• Demonstrate the use of three different painting techniques: sponging, splattering, and brush strokes.
• Use painting materials safely and appropriately.
• Describe which painting technique they prefer and why, using simple sentence structures.
• Participate with sensory-friendly support if needed, feeling comfortable using different textures and tools.

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Key Competencies Developed

• Managing Self: Students organise and use paint and tools safely.
• Participating and Contributing: Share ideas during wrap-up discussions and appreciate others' work.
• Thinking: Experiment creatively with colours and textures.
• Using Language, Symbols, and Texts: Use descriptive words to talk about their painting choices.
• Relating to Others: Respect peers' preferences and painting styles.

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Resources

• White art paper
• Paint sets (primary colours plus white and black)
• Brushes of various sizes
• Natural and synthetic sponges
• Containers for splattering (old toothbrush, stiff-bristled brushes)
• Aprons/smocks
• Paper towels, water cups

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Lesson Outline

1. Warm-up Activity: Colour Mixing Challenge (10 minutes)

• Activity: In small groups, students combine primary colours (red, blue, yellow) to create as many new colours as they can on a palette.
• Differentiation: Use clear visual aids and colour mixing charts. Autistic students and sensory learners can handle paint with finger-paint plates or pre-mixed colours if preferred.
• Teacher Role: Model how to mix gently and observe changes. Encourage descriptive talk: “What happens when you mix red and yellow? Do you see orange?”

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2. Introduction to Painting Techniques (10 minutes)

• Demonstrate:

  • Sponging: Pressing a sponge with paint onto paper to create texture.
  • Splattering: Flicking paint onto paper using a brush or toothbrush to create dots and patterns.
  • Brush Strokes: Using a brush to make strokes of different sizes and directions.

• Differentiation: Allow autistic students to come close and try techniques with hand-over-hand support if needed, and provide quiet space options for sensory breaks.

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3. Main Activity: Exploring Techniques through Painting (30 minutes)

• Task: Each student receives paper and can experiment freely with sponging, splattering, and brush strokes using provided materials.
• Prompt: Encourage students to try each technique at least once.
• Differentiation: For students who may find certain textures or motions uncomfortable, provide alternative tools (e.g., soft brushes instead of sponges) or smaller painting areas to reduce overwhelm. Use a visual checklist to guide progression through techniques.

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4. Wrap-up Discussion and Reflection (10 minutes)

• Gather in a circle and invite students to share:
  • Which technique they liked best and why.
  • Something new they learned about painting.
• Use sentence stems to support language: “My favourite technique is ___ because ___.”
• Celebrate all efforts, emphasizing creativity rather than ‘perfect’ results.

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Additional Differentiation and Support Strategies

• Visual Supports: Use stepwise picture cards to show the sequence of activities.
• Sensory-Friendly Adjustments: Provide noise-cancelling headphones and quiet zones for autistic students who may be sensory sensitive during splattering.
• Hands-On Guidance: Use hand-over-hand assistance during painting tasks for students requiring fine motor support.
• Explicit Instructions: Break down steps clearly and use positive reinforcement frequently.
• Flexible Timing: Allow extra time or sensory breaks if needed without pressure.

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Assessment Opportunities

• Observe students mixing colours and applying techniques with appropriate control and creativity.
• Listen for descriptive language during the discussion reflecting understanding of techniques.
• Use a simple checklist to note participation in all three painting styles and communication about preferences.

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Reflection for Teacher

• Did students engage actively with each painting technique?
• Were sensory needs adequately supported, ensuring all felt comfortable and successful?
• How effectively did students use language to describe their work and preferences?
• What adaptations helped improve access and enjoyment, especially for autistic students?

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This lesson plan incorporates the New Zealand Curriculum Refresh's focus on The Arts by encouraging creativity, exploring practical art skills, and fostering communication in ways developmentally appropriate for Year 3 students, while also differentiating for diverse learning needs including autistic learners through hands-on, sensory-friendly approaches【5:4,7:7,8:8,9:9†New Zealand Curriculum.html】 .