Celebrating African Creativity

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Overview

Subject: Art and Design
Year Group: Year 1
Lesson Length: 40 minutes
Class Size: 30 pupils
Curriculum Link:
This lesson aligns with the Early Stage 1 (Key Stage 1) Art and Design Curriculum, specifically the requirement for pupils to:

"Use a range of materials creatively to design and make products"
"Learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work."

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Learning Objective

By the end of this lesson, pupils will:

• Understand the aesthetic and cultural significance of traditional African jewellery.
• Use colours, patterns, and textures to design their own African-style necklace or bracelet.
• Explore shape, form, and pattern while developing fine motor skills.

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Success Criteria

Students will:
✅ Talk about the cultural origin and significance of African jewellery
✅ Create a jewellery design inspired by traditional African patterns
✅ Use their imagination and a variety of materials to form their piece
✅ Reflect on their work and the work of a peer

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Key Vocabulary

• Jewellery
• Pattern
• Texture
• Africa
• Beads
• Symmetry
• Inspiration
• Culture

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Resources Needed

• Large visual display or PowerPoint slides of traditional African jewellery
• Pre-cut cardboard circles/ovals for necklace bases
• Pre-punched paper or felt beads
• Yarn, string, pipe cleaners
• Glue sticks
• Crayons, felt tips, and paint sticks
• Natural materials (e.g. pasta dyed in African patterns, seeds, buttons)
• Visual table with jewellery pieces and pattern examples for inspiration
• Peer feedback cards ("I like how you used...")

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Prior Learning

Pupils will have previously explored:

• Basic 2D shapes and simple threading techniques
• Simple pattern creation using colour and shape
• Storybooks or discussions relating to cultures around the world

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Lesson Outline

⏱️ Starter (5 minutes) – Visual Introduction & Story Spark

1. Introduction Slide/Display: Show vibrant images of traditional African jewellery (e.g. from Kenya, Nigeria, Ghana).
2. Class Discussion: Ask, “What do you notice?” “What is different from jewellery you might see here?”
3. Short Story Snippet: Read a 2-minute extract or adapt a fictional mini-storybook moment about a child preparing for a family celebration by choosing colourful traditional jewellery.

WOW FACTOR: Pass around real or replica African jewellery for the pupils to feel, touch, and admire (if available). Create a “touch table” to immerse them.

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⏱️ Main Activity (25 minutes) – Design and Make

Step 1: Choose Your Inspiration (5 minutes)

• Pupils choose 2-3 examples from the visual table they would like to ‘borrow’ ideas from—focusing on colours, materials, or shapes.

Step 2: Sketch Your Design (5 minutes)

• Pupils quickly sketch what they’d like their necklace or bracelet to look like, choosing pattern shapes or bead arrangements.

Step 3: Create Your Jewellery (15 minutes)

• Pupils use their base shapes (card necklace discs or bracelet strings) to:
  • Colour or paint bold African patterns
  • Add felt, paper, or pasta beads in chosen sequences
  • Thread or glue chosen materials to form symmetrical designs

Tip: Encourage pattern sequences like red-yellow-blue-red... and bold contrasts.

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⏱️ Plenary (10 minutes) – Share and Reflect

1. Gallery Walk (6 minutes): Arrange jewellery pieces on tables. Pupils walk around in small groups to admire and evaluate using peer feedback cards.
2. Mini Talking Circle (4 minutes):
   • What patterns did you see?
   • What did you enjoy making today?
   • How do African people celebrate with jewellery?

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Extension for More Able Pupils

• Challenge to use symmetry or create a "family set" (e.g. matching necklace and bracelet).
• Research and incorporate specific tribal patterns or symbols (simplified).

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Support for Less Confident Pupils

• Provide pre-threaded materials or templates with bold outlines.
• Work in supported pairs or stations with teacher/modelled help.
• Use simplified visual prompts with clear colour-coding.

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Assessment Opportunities

✅ Teacher observations of material choices and pattern-making
✅ Pupils' ability to explain cultural references
✅ Participation in peer feedback activity
✅ Final piece demonstrates an attempt at cultural pattern and form

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Cross-curricular Links

• Geography: Introduction to African culture, locations
• Maths: Patterns, sequencing, symmetry
• PSHE: Celebrating difference and culture

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Notes for the Teacher

• Play background African drumming or traditional music during the making session to enhance atmosphere
• Allow pupils with sensory needs to use touch-based alternatives (soft felt, fabric instead of beads)

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Future Learning

In future sessions, pupils could:

• Develop their piece further with mixed media
• Explore jewellery from other cultures for comparison
• Work as a group on a full class “celebration outfit” display featuring their jewellery

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Display Idea 🌍

Create a "Cultural Catwalk" Wall Display: Mount student jewellery on coloured silhouettes or “dress-up” photos of pupils in traditional celebration poses. Add speech bubbles with reflections written by the pupils.

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This lesson combines vibrant culture, expressive creativity and thoughtful discussion – giving pupils a tangible connection to art beyond their borders. Let it be the first spark of a whole-world journey through design!