Creative Forest Painting

Standards

• National Curriculum: Art and Design - Key Stage 3 (Year 7)
  • Use a variety of techniques, including the selection of different materials and processes to develop ideas.
  • Record and explore ideas from first-hand observation, experience, and imagination.
  • Explore and use a range of media and materials creatively.
  • Work independently and collaboratively to develop and share ideas.
• Personal, Social, Health and Economic (PSHE) Education (relationships and wellbeing strands)
  • Develop communication skills through discussion.
  • Foster emotional wellbeing through creative expression and connection with nature.
• Science (Working Scientifically)
  • Observing closely and carefully gathering data from the natural environment.

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Session Overview

In this 60-minute outdoor lesson, students will explore a forest environment to identify natural materials that can be used for painting. They will assemble different homemade paintbrushes using found items and experiment with painting techniques using these brushes. The lesson emphasises sensory and tactile learning, creative expression, and collaborative discussion. It is designed to be inclusive and therapeutic, supporting pupils with SEND and SEMH challenges with scaffolded tasks and sensory engagement.

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Learning Objectives (WALT)

• WALT explore a given area to find materials suitable for painting with.
• WALT assemble at least two different materials to make a paintbrush.
• WALT paint using the homemade paintbrushes, experimenting with different textures and marks.
• WALT take part in a discussion about which materials worked better for painting and why.
• WALT explore nature through art, using sensory observation and creativity.

Success Criteria

• I can collect and identify at least two types of natural materials for brush-making.
• I can assemble two different paintbrushes using natural materials I found.
• I can use the paintbrushes to create marks on paper or bark.
• I can explain which brush worked best and why through clear discussion.
• I engage positively and respectfully with the natural environment during creative activities.

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Starter (10 minutes)

Activity: Sensory Nature Walk

• In a small group of three, quietly walk 5-10 minutes through the forest area to observe and collect natural materials such as twigs, leaves, grass, pine needles, feathers, bark strips, moss.
• Focus: Use senses (touch, sight, smell) to explore textures and suitability for creating a brush.
• Encourage pupils to verbalise observations or use descriptive words on a dyslexia-friendly laminated word mat displayed on clipboards.

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Input / Modelling (10 minutes)

Teacher Demonstration:

• Show how to assemble simple paintbrushes using natural found objects:
  • Example 1: Tie grass or thin leaves with twine around a stick to create a flexible brush.
  • Example 2: Bundle soft pine needles tied securely to another stick for a firmer brush.
• Demonstrate safe tying techniques, mindful to students’ fine motor skills.
• Model painting some strokes using water and natural pigments like crushed berries or earth pigments (optional) on bark or paper.
• Emphasise observation of how different textures create different paint effects.

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Independent Practice 1 (10 minutes)

• Pupils use collected natural materials to assemble at least two different paintbrushes.
• Staff and peers offer guided support as needed.
• Dyslexia support: Use picture-based step-by-step instruction cards for brush assembly.
• Encourage experimentation with combinations of materials.

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Mini Plenary (5 minutes)

• Regroup and share what brush combinations pupils have made.
• Quick discussion prompt: Which materials do you think will paint best? Why?
• Remind pupils how to handle natural materials respectfully and safely.

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Independent Practice 2 (15 minutes)

• Using their homemade paintbrushes, pupils paint on provided natural surfaces such as bark pieces or recycled card.
• Encourage free expression: use different strokes, pressures, and layering.
• Teacher circulates, asking reflective questions about texture, control, and effect.
• Lower ability: allow larger motor movements and explore simple marks.
• Higher ability: try detailed, layered patterns and use differences in brush types purposefully.

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Plenary (5 minutes)

• Come together and each pupil shares one interesting thing about their painting process and brush choice.
• Teacher facilitates a discussion on:
  • What worked well with different materials?
  • What surprised you about painting with nature-made tools?
• Relate experience back to nature observation and creative exploration.

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Exit Ticket (5 minutes)

Pupil Task: On a small card or leaf-shaped paper, write or draw:

• One material they found most useful for painting.
• One new thing they learned from today's activity.

Collect and use as formative assessment for understanding and reflection.

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Differentiation and Support

• Lower ability:

  • Provide pre-tied brush kits or assist in assembly.
  • Focus on large, expressive strokes rather than detail.
  • Use hand-over-hand guidance if needed.
  • Use dyslexia-friendly visuals and simple vocabulary.

• Higher ability:

  • Challenge to create brushes with more complex assemblies.
  • Encourage experimentation with mark-making and layering.
  • Facilitate peer teaching or leadership in discussion.
  • Stimulate reflection on the scientific aspect of materials’ absorbency and texture.

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Extension Activities

• Create a collaborative nature mural with painted leaves and bark.
• Experiment with making natural pigments from crushed berries, earth, or charcoal.
• Research traditional natural paintbrushes from different cultures and share findings.

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Cross Curricular Links

• Science: Observation skills, understanding natural materials and textures.
• PSHE: Collaboration, communication, and mental wellbeing through nature.
• English: Descriptive vocabulary and expressive language in sharing reflections.
• Geography: Exploration of local natural environments and materials native to the forest.

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This lesson supports therapeutic, hands-on learning in line with the National Curriculum Key Stage 3 Art and Design objectives, tailored for outdoor forest education and inclusivity.