Emotions in Art

Lesson 1: Introduction to Emotions in Art

Year Group

Year 6 (Age 10-11)

Duration

30 minutes

National Curriculum Links

Art and Design – Key Stage 2 (Years 5 & 6)

Pupils should be taught to:
- "produce creative work, exploring their ideas and recording their experiences"
- "improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, clay]"
- "learn about great artists, craft makers and designers in history"

Specifically:

Use sketchbooks to collect, record, review, revisit and evaluate ideas
Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
Learn about the work of artists who have explored emotions and human experiences

WALT (We Are Learning To):

Understand how artists express emotions through art
Explore the theme of emotions in sculpture and art
Learn about Kathe Kollwitz and her emotional artistic themes

Success Criteria:

I can explain how artists use their work to show feelings
I can identify emotions in artwork by Kathe Kollwitz
I can share my own emotional response to a piece of art
I can begin recording ideas about emotions in a sketchbook

Resources Needed

Projector or interactive whiteboard
High-quality images of Kathe Kollwitz’s sculptures and prints (dyslexia-friendly image labelling with large font)
Sketchbooks or paper for drawing
Pencils and coloured pencils
Emotion word list (with symbols and colours, dyslexia-friendly)
Sentence starters for emotions (e.g., “This artwork makes me feel…”)

Lesson Outline

Time	Activity	Details
5 min	Starter: Emotion Brainstorm	- Teacher writes “Emotion” on the board - Whole class brainstorm of different emotions — use a visual mind map - Use emotion word list visuals to support all learners, including dyslexic pupils - Encourage pupils to share a time they felt an emotion vividly
8 min	Introduction to Kathe Kollwitz	- Show images of Kollwitz’s work (both sculptures and prints) - Explain her use of art to express emotions linked to human suffering and sympathy - Discuss what feelings students notice in her work (e.g., sadness, empathy, grief) - Use simple but powerful questioning: “What do you see? How does it make you feel?” - Provide sentence starters on screen and in paper format for support
10 min	Group Discussion and Reflection	- In small groups (3-4 pupils), pupils discuss their emotional responses to one image - Each group chooses one emotion to describe verbally - Teacher circulates to scaffold language and understanding - Encourage use of sketchbooks to jot or sketch quick impressions/emotions
7 min	Individual Sketchbook Response	- Pupils begin their first exploratory sketch or word-map in their sketchbooks linked to the emotion they felt during discussion - Emphasise no ‘right’ or ‘wrong’ way to express emotions — personal responses valued - Provide differentiated prompts for those needing support (e.g., emotion word bank, simple image prompts)

Differentiation Strategies

For pupils with additional needs/dyslexia:
- Use emotion word lists with symbols and colour coding
- Present clear, chunked instructions visually and orally
- Provide sentence starters and scaffolds
- Allow oral responses and paired discussion before writing/drawing
For advanced learners:
- Challenge them to compare Kollwitz’s work with another emotion-based artwork of their choice (teacher selected or pupil suggested) and begin to note differences or similarities in a sketchbook
- Encourage more detailed sketching or short written reflections on how style affects emotion perception
For EAL learners:
- Use visuals more intensively, model vocabulary explicitly
- Pair with supportive peers during group work
- Use bilingual emotion word flashcards if available

Assessment for Learning

Teacher observation during group discussions to check emotional vocabulary use and understanding
Review pupils’ initial sketchbook entries for engagement with emotional themes
Oral feedback: ask pupils to describe one emotion and how art expressed it before closing the lesson

Plenary (2 minutes)

Quick round: “One word to describe how Kollwitz’s art made you feel?”
Link back to WALT and success criteria
Reinforce that emotions are powerful tools in art and will be explored further in coming lessons

Homework/Extension (Optional)

Pupils to bring in a photo or picture that makes them feel a strong emotion
Encourage reflection on why it makes them feel that way (can be oral or drawn)

This engaging and inclusive plan supports national curriculum aims by encouraging pupils to explore emotional expression through art, fostering both creativity and critical thinking aligned with year 6 expectations.