Exploring Colour & Pattern

Lesson Overview

Subject: Art and Design
Year Group: Year 1
Lesson Duration: 60 minutes
Unit: Designing Royal Trousers (Lesson 1 of 4)
Curriculum Link: National Curriculum for Art & Design - KS1

• 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, line, shape, form, and space
• Learn about the work of a range of artists, describing the differences and similarities between different practices and disciplines

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Learning Objectives

By the end of this lesson, students will:

1. Identify and describe the use of colour, shape, and pattern in Kaffe Fassett’s work.
2. Experiment with creating patterns inspired by Fassett using pencils and pastels.
3. Extend pattern sequences through guided practice, focusing on repetition and colour combinations.

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Success Criteria

• I can describe the colours and patterns in Kaffe Fassett’s art.
• I can use pastels to create repeating patterns.
• I can extend a pattern by observing and copying shapes, lines, and colours.

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Resources

• Large printed images of Kaffe Fassett’s artworks
• A short, pre-prepared PowerPoint (teacher-led) with slides on Fassett’s style
• A range of drawing materials (pencils, pastels, and erasers)
• Large sheets of paper (A3 or A2)
• Pre-prepared strips of patterns for students to extend
• Pattern templates for support (for differentiation)
• Wipes (to clean hands after using pastels)

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Lesson Breakdown

1. Introduction & Artist Exploration (15 mins)

• Hook (2 mins): Show a bold, colourful poster of Kaffe Fassett’s work. Ask:
  • How do these colours make you feel?
  • What shapes and patterns can you see?
• Discussion (5 mins): Introduce students to Kaffe Fassett, explaining that he is an artist who loves to use bright colours and strong patterns.
• Guided Observation (8 mins): Show 2–3 examples of Fassett’s work on the board. Prompt discussion:
  • What colours do you see the most? (Warm vs. cool colours)
  • What shapes are repeated?
  • Do any patterns remind you of things you’ve seen before (nature, clothes, walls)?

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2. Pattern Experimentation (20 mins)

• Modelling the Task: Teacher demonstrates how to take a small section of one of Fassett’s patterns and extend it using pastels. Emphasise layering colours for vibrancy.
• Student Practice (Guided) (10 mins): Each student is given a partially drawn pattern strip. They will complete the pattern, using pastels to match the shapes and colours.
• Peer Comparison (5 mins): Display a few pattern strips on the board and discuss: Do they all look the same? Why or why not?

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3. Independent Pattern Creation (20 mins)

• Task: Introduce a new, empty A3 sheet for students to create their own repeating patterns, inspired by Fassett. Encourage big, bold shapes and colour combinations.
• Differentiation Options:
  • More confident students can experiment with overlapping patterns and more intricate details.
  • Students needing support can use pre-drawn pattern outlines as a guide.
• Teacher Circulation & Support: Provide guidance where needed, encouraging students to focus on using bright, contrasting colours.

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4. Reflection & Clean-Up (5 mins)

• Gallery Walk: Students place their work around the room. The class walks around to observe and discuss patterns they like.
• Plenary Discussion:
  • How did your pattern turn out?
  • Did you find it easy or tricky to repeat colours and shapes?
  • What might you try next time?
• Tidy up: Collect pastels and clean hands with wipes.

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Assessment Opportunities

• Verbal: Checking student understanding during artist discussion.
• Observation: Watching students extend patterns during guided practice.
• End Product: Reviewing final patterns to assess colour use and repetition.

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Differentiation & Inclusion

• Support Option: Students who need extra help will have pattern templates to trace before applying pastels.
• Challenge Option: Students with stronger fine motor skills can create layered patterns with more complex details.
• SEN & EAL Adaptations: Visual supports (colour charts, pattern cards) to aid understanding; pre-teaching key words: pattern, repeat, bright, shape, colour.

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Teacher Reflection

• What went well? (Did students engage with patterns and excitedly use pastels?)
• Even better if... (Could students explain their choices with more confidence?)
• Adapting for Next Time (If necessary for future lessons)

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Next Lesson: Developing Our Own Royal Pattern Designs!
(Students will start designing trousers inspired by Fassett’s bright and joyful patterns.)