Exploring Kandinsky’s Art

Context

Class: Primary 4 (8-9 year olds)
Class size: 23 students
Subject: Art and Design
Duration: 60 minutes
Curriculum for Excellence (CfE) Level: Second Level (Broad general education, typically P4-P7)
Focus artist: Wassily Kandinsky – Abstract art, use of colour and shape

Learning Intentions

By the end of the lesson, pupils will:

• Understand who Wassily Kandinsky was and the significance of his work in abstract art.
• Recognise and describe Kandinsky’s use of colour, shape, and form.
• Create an original piece of abstract art inspired by Kandinsky’s style.
• Develop confidence in using shape and colour expressively.
• Work collaboratively and independently to produce artwork.

(CfE Art and Design experiences and outcomes)

• EXA 2-02a: I explore and experiment with the visual elements, including colour, line, shape, tone, texture and pattern to create images and objects, using my knowledge of the work of artists and designers.
• EXA 2-03a: I can express and communicate my ideas, thoughts and feelings through activities within art and design, using materials and technologies.
• EXA 2-05a: I can reflect on my progress while working on an extended practical project and can modify my work where necessary.

Success Criteria

• I can name the artist Kandinsky and explain one interesting fact about him.
• I can identify and describe shapes and use of colour in Kandinsky’s artworks.
• I can create my own abstract art using shapes and colours inspired by Kandinsky.
• I am able to share my ideas confidently with my peers.
• I can explain one thing I like about my artwork and one thing I would change next time.

Resources

• Visual slideshow or printed images of Kandinsky’s artworks (e.g., “Composition VIII”, “Circle within a Circle”)
• White drawing paper (A4 or A3)
• Pencils, erasers
• Colourful markers, crayons, or watercolour paints
• Rulers and compasses (optional for precise shapes)
• Chart paper or whiteboard for key facts and vocabulary
• Worksheets with examples of shapes and vocabulary (circle, triangle, square, abstract, colour, composition)
• Sticky notes or small cards for peer feedback

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Lesson Structure

1. Introduction & Engagement (10 minutes)

• Gather students in a circle or on the carpet.
• Show 3-4 images of Kandinsky’s artworks, asking: “What do you see?” “What shapes or colours stand out?” “Do these pictures look like real things or something else?”
• Briefly tell story of Kandinsky (e.g., He was Russian, made abstract art, first artist to paint without showing real objects, believed colours and shapes can make us feel happy, calm, or excited.)
• Introduce key vocabulary:
  • Abstract art, shapes (circle, square, triangle), composition, colour (warm and cool), form.
• Quick active icebreaker: Ask pupils to make a shape with their bodies or hands inspired by shapes in the paintings.

2. Demonstration & Exploration (10 minutes)

• Demonstrate how to draw basic shapes and connect them in a creative composition.
• Show how Kandinsky overlaps shapes and uses bright colours to express feelings.
• Pupils try drawing 3 shapes on scrap paper, mixing sizes and directions.
• Discuss colour choices: warm (red, orange, yellow) vs cool (blue, green, purple) and how they might make us feel different emotions.

3. Main Activity: Creating Kandinsky-Inspired Abstract Art (30 minutes)

• Pupils create own abstract artwork on drawing paper using shapes and colours. They can:
  • Draw shapes with pencil first, then colour them with markers, crayons or paints.
  • Experiment with overlapping shapes and using bright colours like Kandinsky.
  • Use rulers or compasses for neat circles and lines, or freehand for more expressive effect.
• Encourage pupils to think about feelings or moods while choosing colours and shapes.
• Circulate, offering individual support and prompting with questions like:
  • “What shapes are you choosing? Why?”
  • “What feeling do your colours remind you of?”
  • “How does your artwork make you feel?”

4. Reflection & Peer Feedback (8 minutes)

• Pupils pair up or work in small groups to share their art.
• Using sticky notes, they write one thing they like about their partner’s work and one kind suggestion.
• Volunteers may share with the whole class what inspired their art or one new thing they learned.

5. Plenary & Success Check (2 minutes)

• Recap key facts about Kandinsky and abstract art.
• Quick thumbs up/down: “Do you feel you created something like Kandinsky’s art?”
• Ask pupils to name one thing they enjoyed and one thing they found challenging.

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Differentiation Strategies

• For learners needing support:
  • Provide shape templates to trace.
  • Use pre-cut coloured paper shapes for collage instead of freehand drawing.
  • Pair with a peer buddy for collaborative creation.
• For learners needing extension:
  • Challenge to create a symmetrical or balanced composition using shapes.
  • Introduce primary and secondary colour mixing during the activity.
  • Ask them to write a short sentence about how their artwork makes them feel.
• For EAL learners:
  • Use picture symbols alongside new vocabulary.
  • Repeat instructions clearly and provide visual examples.
  • Use peer buddies for language support.

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Assessment for Learning

• Formative observation during drawing and discussion: checking understanding of shapes, colour use, and abstract style.
• Peer feedback to encourage reflective thinking.
• Use success criteria checklist to self-assess at end of lesson and teacher to record for each child.

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Cross-Curricular Links

• Literacy: oral storytelling about the artist, describing moods, using descriptive language for colours and shapes.
• Expressive Arts: connecting music and feelings like Kandinsky (further lessons).
• Health and Wellbeing: Sharing opinions kindly and understanding different interpretations of art.

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This lesson embraces CfE’s emphasis on creativity, expression, and collaborative learning, while encouraging active engagement with a seminal modern artist. It builds skills in visual language and emotional awareness through hands-on discovery.