Exploring Shape & Pattern

Overview

This engaging 90-minute art lesson for Year 8 students focuses on understanding and applying the concept of positive and negative shapes, as well as exploring pattern creation. Inspired by the works of Henri Matisse and William Morris, students will design their own motifs and develop a repeat pattern using simple tools and techniques.

The lesson is tied to the UK National Curriculum for Art and Design, ensuring progression in creative skills, critical understanding, and practical expertise. It aligns specifically with Key Stage 3 objectives to develop knowledge in formal elements (shape, pattern) while fostering risk-taking and experimentation.

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Objectives

Learning Outcomes:

By the end of the lesson, students will:

• Understand positive and negative shapes in design.
• Explore how to create and repeat patterns from a simple motif.
• Gain inspiration from Henri Matisse’s paper cut-outs and William Morris’s textile patterns.
• Experiment with cutting, tracing, layering, and composing shapes.

National Curriculum Link:

• KS3 Art & Design Objectives: Pupils should "increase their proficiency in handling different materials" and "become proficient in techniques including drawing, painting, and printing."
• Focus Areas: Shape, Pattern, Artistic Context.

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Lesson Breakdown (90 Minutes)

Starter (10 Minutes)

1. Visual Inspiration (5 Minutes):

   • Display an example board showcasing:
     • Matisse’s paper cut-outs like ‘The Snail’ and ‘Icarus’.
     • William Morris’s ornamental repeat designs.
   • Facilitate a brief discussion:
     • What can you see? (Shapes, colours, patterns).
     • Which parts of the shapes are ‘positive’ and which are ‘negative’?
   • Teach the class to identify the difference:
     • Positive shapes = filled objects.
     • Negative shapes = spaces around or inside objects.

2. Demo (5 Minutes):

   • Quick live demo on creating a simple motif using positive and negative cut-outs:
     1. Draw a simple shape (e.g., a leaf or geometric star).
     2. Cut it out from coloured paper.
     3. Use both the cut-out (positive) and the surrounding paper (negative) to form designs.
   • Show how motifs can be transferred onto tracing paper to create repeating patterns.

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Main Activity (65 Minutes)

Part 1: Design a Motif (15 Minutes)

• Provide each student:
  • A4 sheets of coloured paper (at least three colours) and scissors.
• Task:
  • Design a single, bold motif inspired by natural shapes (e.g., leaves, flowers) or geometric shapes.
  • Encourage students to keep designs simple and easily repeatable.
• Emphasise the creative use of positive and negative shapes:
  • Use both the cut-out and leftover coloured paper to create complementary designs.

Part 2: Repeat Pattern with Tracing Paper (30 Minutes)

1. Distribute A4 tracing paper to students.
2. Step-by-Step Guidance:
   • Place the motif behind tracing paper and trace the design.
   • Shift the tracing paper to the left or down (using a symmetrical grid or freehand) and trace the motif repeatedly to create a pattern.
   • Use layering to create overlapping effects.
3. Allow students to experiment with positioning, rotation, and colour combinations.

Part 3: Composition (20 Minutes)

• Provide a final sheet of drawing paper or card to lay out patterns permanently.
• Students can:
  • Cut out traced patterns and glue them for a mixed media collage.
  • Apply coloured paper or pens for additional embellishments.

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Plenary / Reflection (15 Minutes)

1. Gallery Walk (10 Minutes):

   • Display completed works on tables or walls.
   • Encourage students to observe each other’s patterns and identify creative decisions:
     • "Whose motif design do you find the most unique?"
     • "How do positive and negative shapes work in their design?"
   • Facilitate a discussion around "Would your pattern work as wallpaper or fabric? Why?"

2. Exit Question (5 Minutes):

   • Each student writes down answers to:
     • What was the biggest creative challenge today?
     • Name one thing you've learned about shape or pattern.

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Resources

Provided to Students:

• A4 coloured paper (variety of shades).
• Scissors and glue sticks.
• Tracing paper (1-2 sheets per student).
• A4 or A3 drawing/card paper (final piece).
• Pencils, rubbers, coloured fine-liner pens.

Set-Up (Before Class):

• Ensure inspirational prints of Matisse’s cut-outs and William Morris patterns are available.
• Lay out materials for each student at individual workspaces.

Teacher Preparation:

• Pre-cut examples of positive/negative shapes to demonstrate in the starter.
• Prepare an example of a completed repeat pattern to inspire students.

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Assessment Criteria

1. Creativity:

   • Did the student create a unique and visually appealing motif?
   • Were both positive and negative shapes used effectively?

2. Pattern Understanding:

   • Does the pattern demonstrate understanding of repetition and balance?

3. Effort & Participation:

   • Did the student engage throughout the practical session and contribute in the discussion?

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Extension / Differentiation

• For Advanced Students:

  • Encourage more complex motifs with smaller details or additional layers of negative space.
  • Experiment with combining two motifs in one pattern for added complexity.

• For Students Needing Support:

  • Provide pre-cut shapes for tracing to simplify the process.
  • Focus on completing a single design block (e.g., 2-3 repeats) rather than a full-page pattern.

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Homework / Follow-Up Ideas

• Sketchbook Practice:

  • Research one of the following artists—Henri Matisse or William Morris.
  • Create 2-3 thumbnail sketches inspired by their styles.

• Cross-Curricular Link:

  • Write a short paragraph linking their pattern design to what they’ve learned in other subjects (e.g., symmetry in Mathematics or natural forms in Science).

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Notes for Reflection

• Did the students grasp the positive versus negative shape concept effectively?
• Was there enough time to finish the repeat pattern compositions?
• Were students inspired by the contextual artist examples?