Exploring Sgraffito

Overview

This 60-minute Art and Design lesson introduces Year 9 students to the sgraffito technique, a method of scratching through layers of paint to reveal underlying colours or textures. This is a new skill for all students, focussing on creative experimentation. The lesson aligns with the UK Key Stage 3 National Curriculum for Art and Design, specifically developing "competence in creative, practical, and technical skills, expanding knowledge of art techniques and materials," and "encouraging personal expression through reflective processes."

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Learning Objectives

By the end of the lesson, students will:

1. Understand the basics of the sgraffito painting technique and its origins.
2. Experiment with layering and scratching techniques to create contrasting textures and patterns.
3. Reflect on how sgraffito could be used to enhance their own creative projects.

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Resources Required

1. Materials:

   • Sturdy cartridge paper or canvas boards
   • Acrylic paints (variety of colours)
   • Oil pastels or wax crayons
   • Wooden skewers, toothpicks, palette knives, and brushes
   • Palettes or plates for mixing paints
   • Water jars and rags for cleaning

2. Other Tools and Prep:

   • Positivity flow chart for students struggling (e.g., “Can’t decide what to draw? Think about a landscape, an urban view, or an abstract pattern.”)
   • Pre-prepped teacher demo examples showcasing sgraffito effects

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Lesson Structure (60 Minutes)

1. Starter Activity (10 Minutes) – Introduction to Sgraffito

• Objective: Hook students’ interest and contextualise Sgraffito.

1. Greet students and introduce the idea of overlapping layers in art. Present a quick teacher demo on the board: Apply wax crayon, paint over it, and scrape designs to reveal underlayers.
2. Brief explanation: “Sgraffito” means "to scratch" in Italian. It has been used historically in pottery and fresco techniques. Show two printed visual examples:
   • A historical example (e.g., Renaissance fresco detail).
   • A modern twist (e.g., abstract layered painting).
3. Facilitate a quick Q&A: Where might we see layers/textures in everyday life (tree bark, city walls, graffiti)?

Key Questions:

• Why do you think contrast is important in art?
• How else might we use scratching creatively?

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2. Main Activity (40 Minutes)

Step 1: Foundation Layers (10 Minutes)

• Hand out materials. Ask students to choose between oil pastel or crayon to create an initial background layer of bold shapes, patterns, or random colour strokes. Encourage individuality.
• Circulate to offer feedback: Ensure students cover their paper fully to create bright and interesting underlayers.

Step 2: Applying the Top Layer (10 Minutes)

• Demonstrate painting over the crayon layer with acrylic paint using bold strokes. Explain the importance of not applying overly thick paint to make scratching easier.
• Students paint their top layers. Encourage contrast (e.g., using dark paint over vibrant under layers).

Step 3: Sgraffito Time (15 Minutes)

• Once the paint is semi-dry, demonstrate various scratching techniques using tools. Encourage experimentation:

  • Fine-liner details (toothpicks/skewers).
  • Broad patterns (palette knives).
  • Shapes or symbols linked to a personal interest, e.g., musical notes, architecture, flowers.

• Prompt divergent problem-solving: “If you don’t like your first attempt, how could you make it better using layering?”

• Allow students to explore freely while circulating the room. Pose reflective questions such as:

  • What textures are emerging in your work?
  • How does the scratched layer reveal hidden meanings in your piece?

Step 4: Quick Peer Critique (5 Minutes)

• Pair students to show their work (2 minutes each). Use the following prompts:
  1. What impact does the colour contrast have?
  2. What would you do differently next time?
• Reinforce the idea that experimentation (not perfection) is key.

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3. Plenary (10 Minutes) – Reflection & Next Steps

• Gather students and display a selection of their work on a makeshift gallery wall.

• Discussion questions:

  • Which technique produced the most striking effect? Why?
  • How could you adapt sgraffito to your personal work (E.g., interpretations of urban life or abstract landscapes)?

• Exit Challenge: Each student writes one sentence describing what they found most surprising about the sgraffito technique on an index card (place in teacher’s box on the way out).

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Assessment Opportunities

• Observe students’ experimentation during the session; note their ability to create contrasts and explore textures.
• Assess engagement during peer critiques and their ability to articulate artistic choices.
• Review the exit challenge responses for reflective understanding and creativity.

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Differentiation & Extension

• For students requiring support:

  • Provide pre-layered sheets for those unsure where to start.
  • Offer scaffolded templates (e.g., geometric shape outlines) to practice basic scratching techniques.

• For advanced learners:

  • Challenge students to integrate symbolism or personal narrative into their designs.
  • Ask them to explore multi-layered approaches (e.g., using two coloured paint layers before scratching).

• Next Lesson Extension Idea: Students could create a larger-scale collaborative mural using sgraffito, interpreting themes of light and dark to reflect their school or community identity.

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Teacher’s Reflection

After the lesson:

1. Did all students embrace the sgraffito technique, or were there barriers?
2. Was there a good balance of structure and creative freedom?
3. Could self-direction or peer learning be enhanced next time?