Artistic Expression of Change

Overview

Duration: 60 minutes
Class Size: 8 students
Lesson Number: 5 of 14 in the unit Embracing Change Together
Subject: PSHE (Personal, Social, Health and Economic Education)
Age Group: KS2 (ages 9–11, Years 5 and 6)

---

Learning Objectives

By the end of the lesson, students will be able to:

• Identify and articulate a range of emotions associated with change.
• Express their personal experiences of change through visual art.
• Reflect on the diversity of emotional responses to change within the class.
• Demonstrate empathy and communication skills by sharing their artwork and listening actively.

---

Curriculum Links

• PSHE Association Programme of Study (Key Stage 2)
  • Core theme 1: Health and Wellbeing - Recognising and managing feelings.
  • Core theme 3: Living in the Wider World - Developing confidence and responsibility, making the most of their abilities.
• National Curriculum for Art and Design
  • Key Stage 2 - Develop techniques including drawing, painting and sculpture with a range of materials.
  • Use art to express ideas and emotions.

---

Resources Needed

• Drawing paper or sketchbooks (one per student)
• Pencil sets, coloured pencils, crayons, and pastels
• Emotion word cards or posters (happy, anxious, excited, scared, hopeful, etc.)
• Whiteboard and markers or flipchart
• Soft instrumental music player (optional, to create a calm environment)

---

Lesson Structure

1. Introduction (10 minutes)

• Set the context:
  Begin with a brief recap of previous lessons about change. Outline today's focus: expressing feelings about change through art.

• Engage:
  Display emotion word cards. Discuss as a class: "What kinds of feelings do we have when things change?" Invite students to share examples from their own experiences (e.g., starting a new school, moving house).

• Learning intention:
  Clearly state: "Today, we will use drawing to show how we feel about change."

---

2. Guided Exploration (10 minutes)

• Brainstorm visual metaphors:
  On the board, collaboratively create a mind map of images or symbols that could represent feelings about change (stormy clouds, butterflies, bridges, etc.). Encourage creative thinking beyond literal depictions.

• Modelling:
  Teacher demonstrates a short sketch of an abstract drawing that symbolises mixed feelings about change (e.g., swirling lines with bright and dark colours).

---

3. Main Activity – Artistic Expression (25 minutes)

• Individual work:
  Students create their own drawings representing how change makes them feel. They are encouraged to think about colours, shapes, and symbols that express their emotions.

• Approach:
  Emphasise process over product. There is no 'right or wrong' way to express emotions visually. Encourage freedom of expression.

• Support:
  Teacher circulates, offering encouragement and prompts:

  • "What colours show your feelings?"
  • "Are there shapes or patterns that remind you of your experience?"
  • "How does change feel inside—calm, chaotic, bright?"

---

4. Sharing and Reflection (10 minutes)

• Gallery walk:
  Students display their drawings on desks or a board. Facilitate a calm walk around to observe peers' artworks.

• Discussion:
  Using open questions:

  • "What do you notice about the different feelings shown here?"
  • "Did anyone use colours or shapes you hadn’t thought of?"
  • "How did it feel to express your emotions through art?"

• Encourage students to share what inspired their drawings if comfortable.

---

5. Plenary and Next Steps (5 minutes)

• Bring it together:
  Recap key learning: expressing emotions about change can help us understand and manage those feelings.

• Preview next lesson:
  "Next time, we will explore ways to support each other through change by working together."

• Emotional check-in:
  Ask students to name one feeling they are taking with them after today’s lesson.

---

Differentiation

• For students with additional needs:
  Provide pre-drawn outlines or templates as a starting point.
  Allow use of alternative media such as collage materials or digital drawing apps if appropriate.

• Challenge:
  Encourage more abstract representations or mixed media for students who want to explore beyond drawing.

---

Assessment for Learning

• Formative:
  Monitor participation during discussions and the artistic activity, noting each student’s ability to communicate feelings.

• Self-assessment:
  Students reflect on how their artwork represents their feelings.

• Peer assessment:
  Encourage positive, respectful feedback during the gallery walk in terms of emotional expression rather than artistic skill.

---

Additional Notes for Teachers

• Create a safe space: Ensure the environment is supportive; feelings about change can be sensitive. Remind confidentiality and kindness.
• Use music thoughtfully: Soft, instrumental music can help students concentrate and relax but check for sensitivities.
• Cross-curricular links: Consider linking this activity with English by writing a short poem or narrative about their artwork later in the unit to consolidate learning.

---

Summary

This lesson fosters emotional literacy and creativity by enabling students to externalise their feelings about change through art. It aligns with UK KS2 PSHE and Art & Design standards, promoting empathy, self-awareness, and communication — essential skills for personal development and resilience.