Artistic Expressions

Overview

In this 45-minute session, Year 4 pupils will creatively explore the story of Rama and Sita by making Diwali-themed art. Through crafting Diva lamps and paper mache masks, children will deepen their understanding of key characters and themes of Diwali — light overcoming darkness, good triumphing over evil, and the importance of family and honour. This lesson develops both Religious Education understanding and artistic skills, meeting the English National Curriculum objectives for Year 4.

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Learning Objectives

By the end of the lesson, pupils will:

• Religious Education

  • Retell the key elements of the Rama and Sita story linked to Diwali.
  • Recognise symbols (Diva lamps, masks representing characters) used in Diwali celebrations as expressions of cultural and religious beliefs.
  • Reflect on the themes of light, good vs evil, and renewal presented in the story.

• Art & Design

  • Use a variety of materials and techniques to create Diva lamps and masks (National Curriculum: Art and Design - use drawing, painting and sculpture to develop and share their ideas, experiences and imagination).
  • Develop fine motor skills through decorative techniques (cutting, painting, papier-mâché).
  • Experiment with colour, texture, and pattern to convey meaning.

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National Curriculum Links

Religious Education (Year 4)

• Understanding Christianity unit 'Why do people celebrate?' and equivalent units on Hindu festivals in local syllabus frameworks (linked to Diwali as a significant Hindu festival).
• Pupils learn about Hindu beliefs and understand how stories and celebrations help express values and cultural identity (NC RE Programme of Study for KS2).

Art and Design (Key Stage 2)

• Pupils should be taught to:
  • Create sketch books to record their observations and use them to review and revisit ideas.
  • Improve their mastery of art and design techniques including drawing, painting and sculpture with a range of materials.
  • Learn about great artists and cultural artists, exploring connections to their own work.

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Resources Needed

• Air-dry clay or self-hardening modelling material for Diva lamps
• Acrylic or tempera paints, brushes
• Papier-mâché materials (newspaper strips, PVA glue mixture, balloons or pre-made head-shaped bases)
• Craft knives or scissors (teacher use only or supervised)
• Images or storybooks of Rama and Sita story
• Colourful paper, glitter, sequins for decoration
• Tables arranged for small group collaboration
• Wet wipes, aprons

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Lesson Structure

1. Introduction (10 minutes)

• Begin with a brief revisiting of the Rama and Sita story, recapping the key events and characters (Rama, Sita, Ravana, Hanuman). Use visual aids or storytelling to engage.
• Discuss with pupils why light is central to Diwali and what the Diva lamps symbolise. Prompt reflections on good overcoming evil as linked to Diwali’s themes.
• Show examples of traditional Diwali diva lamps and masks used in celebrations, highlighting artistic expression as a form of worship and cultural storytelling.

2. Main Activity (30 minutes)

• Option 1: Make Diva Lamps
  • Pupils mould their own lamps from clay, shaping and smoothing.
  • Once shaped, they decorate with paint and sparkly materials.
  • Emphasise using creative colour patterns inspired by Diwali decorations.
• Option 2: Paper Mâché Masks
  • Pupils select characters to represent (Rama, Sita, Ravana).
  • Using papier-mâché on bases, they create masks, layering paper and glue with care.
  • After a drying period (homework or next lesson), pupils will paint and decorate the masks next time. Demonstrate basic shaping techniques.
• Pupils work in small groups or pairs; teachers circulate to scaffold and support understanding of the story characters and symbolism.

3. Reflection & Sharing (5 minutes)

• Invite pupils to explain their chosen character or design and its significance in the story.
• Recap how Diwali’s story and lights symbolise hope and new beginnings.
• Highlight how this creative act helps us understand and respect different cultures and traditions.

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Assessment

• Formative assessment through observation:

  • Pupils articulate their understanding of the story characters as they create.
  • Engagement in discussion about Diwali’s themes reflects comprehension.
  • Artistic choices demonstrate awareness of symbolism (light, colour, decoration).

• Summative assessment via pupil sharing:

  • Pupils verbally share how their artwork connects to Diwali, reflecting learning outcomes in RE.
  • Teachers can record notes on pupil contributions for future planning.

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Extension Ideas

• Display completed Diva lamps and masks in a “Diwali Celebration Gallery” to promote cultural appreciation within school.
• Integrate a music session with traditional Indian or festive Diwali music, linking arts across the curriculum.
• Write short diary entries or stories from the perspective of their chosen character to deepen empathy and comprehension.

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Differentiation

• Support: Use pre-formed clay shapes or mask bases for less confident pupils. Provide visual step-by-step guides.
• Challenge: Encourage more detailed pattern work, story retelling, or research on Hindu festival traditions for higher-attaining pupils.
• Provide vocabulary banks with character names and symbolic terms (light, good, evil, celebration).

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This lesson blends creative arts with religious education to foster cultural understanding and artistic skills in a hands-on, memorable way — perfectly aligned with the English National Curriculum for Year 4.