Celebrating Our Sculptures

Lesson Overview

Subject: Art and Design
Year Group: Year 2
Lesson Number: 8 of 8 in the unit Sculpting with Dots
Lesson Duration: 60 minutes
Class Size: 30 students
Curriculum Area: National Curriculum for England – Art and Design (Key Stage 1)

National Curriculum Links:

• Use a range of materials creatively to design and make products.
• Develop a wide range of art and design techniques in using colour, pattern, texture, shape, form, and space.
• Share ideas, experiences, and imagination through art and design.
• Describe the differences and similarities between different practices and disciplines, and make links to their own work.

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Learning Objectives

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

1. Present their sculptures in a gallery-style display.
2. Discuss their artistic journey, inspirations, and challenges with peers.
3. Give respectful and constructive feedback using artistic vocabulary.
4. Reflect on their own progress and contributions to the unit.

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Lesson Structure

Starter Activity – Setting the Scene (10 mins)

• Arrange the classroom as an art gallery, with tables as display spaces.
• Play calming instrumental music to create an inspiring atmosphere.
• Teacher leads a discussion:
  • What do we do when we visit a gallery?
  • How do we show respect for artwork?
  • How can we use kind words to talk about each other’s work?
• Introduce key vocabulary: sculpture, texture, pattern, form, inspiration, challenge, feedback

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Main Activity – Gallery Walk (30 mins)

Step 1: Setting Up the Gallery (5 mins)

Each student places their sculpture on the display tables with a short written or drawn label (name, title of work, and one-word inspiration).

Step 2: Observing and Noticing (10 mins)

• Students walk around the gallery in small groups, silently observing each piece.
• Encourage them to notice details—What patterns can you see? What textures stand out?

Step 3: Peer Reflections (10 mins)

• Each student pairs up with a new partner and discusses:
  • What do you like most about this sculpture?
  • What do you think the artist was trying to show?
  • What questions would you ask the artist?

Step 4: Positive Notes (5 mins)

Each student writes or dictates a positive comment on a sticky note and places it next to a peer’s sculpture.

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Plenary – Artist Reflections (15 mins)

1. Group discussion:

   • What did you learn about your friends’ sculptures?
   • How did you feel seeing your own work displayed?
   • What was your biggest challenge in this unit, and how did you overcome it?

2. Artist Reflection Cards

   • Each student receives a small reflection card with prompts:
     • What was the best thing about making your sculpture?
     • If you could change one thing, what would it be?
     • How did you use creativity in this project?

3. Teacher’s Closing Words

   • Celebrate the students' creativity and growth.
   • Explain that artists reflect on their work to keep improving.
   • Invite students to take their sculptures home (or save them for a school display).

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Resources Needed

• Sculptures (completed in previous lessons)
• Display tables/areas
• Sticky notes for peer feedback
• Reflection cards with questions
• Calm instrumental music
• Markers and labels for artwork titles

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Differentiation and Support

• For SEND students: Provide sentence starters for peer discussion ("I like this sculpture because..."). Offer oral recordings for reflection instead of written tasks.
• For EAL students: Use visual aids for key vocabulary. Pair students with talk partners to support discussions.
• For high-ability students: Challenge them to connect their work with a famous artist’s technique.

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Assessment Opportunities

• Teacher observation during gallery walk – Are students engaged in discussions? Are they using key vocabulary?
• Reflection cards – Assess understanding of creative process.
• Peer feedback sticky notes – Evidence of constructive critique skills.

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Extension Task (if time allows)

• Students create a short video diary, pretending to be artists explaining their sculptures in a museum.
• A small group can present their sculptures and inspirations to another class.

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Teacher Reflection (Post-Lesson Notes)

• What engagement strategies worked best?
• How confident were the students in discussing their work?
• Were students able to give meaningful peer feedback?
• What could be improved for future art gallery lessons?

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Final Thought:

This lesson turns students into young artists, valuing both their own creativity and the work of their peers. It encourages confidence, communication, and appreciation of artistic expression—skills they can take beyond the art classroom!