Exploring Visual Artists

Overview

This lesson plan is tailored for Year 6 students studying Art and Design, specifically aligning with the KS2 National Curriculum in England. The focus of this lesson is to research a visual artist and translate that information into a dynamic and engaging double-page sketchbook spread. This will develop students’ skills in critical thinking, creative expression, and presentation while helping them build contextual knowledge about art and artists.

Curriculum Link:
Art and Design, Key Stage 2 (KS2):

• “Learn about great artists, architects, and designers in history.”
• “Produce creative work, exploring their ideas and recording their experiences.”
• “Develop an understanding of how art reflects and shapes historical and cultural contexts.”

Learning Objectives:

• Identify, analyse, and research a selected visual artist.
• Organise research in a visually creative and informative double-page sketch.
• Demonstrate understanding through use of colour, text, pattern, and layout design.

---

Preparation

Materials (per student):

• A4 or A3 sketchbooks
• A selection of art materials (pencils, erasers, fine liner pens, coloured pencils, markers, and watercolours)
• Gluestick and scissors (optional for small collage elements)
• Handouts with a shortlist of visual artists to choose from, including brief bios, examples of their art, and key points of interest (prepared in advance by the teacher)

Classroom Setup:

• Tables arranged for collaborative group discussion
• Printed images or projections of selected artists’ works displayed around the classroom

---

Lesson Breakdown

1. Introduction: Who are Visual Artists? (10 minutes)

1. Hook Activity (3 mins):
   Display three varied visual artworks (e.g., a Van Gogh portrait, Yayoi Kusama’s polka dot installation, and Banksy’s street art).

   • Ask students: “What do you notice about these pieces? What is different? What might they tell us about the artist?”
   • Briefly explain how visual artists express themes, feelings, culture, or commentary in unique ways.

2. Lesson Context (2 mins):
   Share the day’s challenge:
   “Today, you will research and organise your thoughts about a specific visual artist into a double-page spread for your sketchbook. You can choose an artist you feel connected to or inspired by!”

3. Expectation Setting (5 mins):

   • Show an example of an artist research sketchbook spread (prepared by the teacher earlier).
   • Highlight key features students should aim to include:
     • Title/Header: The artist’s name and a creative introduction to the page.
     • Art Style Highlights: Description and visuals of their style or techniques.
     • Inspiration: What or who inspired their work? (e.g., nature, culture, politics)
     • Your Personal Opinion: “Why do YOU think their work is interesting?”
     • Visual Elements: Sketches, patterns or illustrations inspired by the artist’s work.

---

2. Research and Planning Phase (20 minutes)

1. Choosing an Artist (5 mins):
   Distribute the pre-prepared handouts featuring a range of artists (e.g., Claude Monet, Georgia O’Keeffe, Kehinde Wiley, Bridget Riley, Yayoi Kusama, and Paula Rego).

   • Give students time to browse and make their selection.
   • Encourage a mix of choices, ensuring students consider diversity in terms of gender, culture, and mediums.

2. Research Note-Taking (15 mins):
   Using their selected artist’s section of the handout, students write down:

   • The artist’s full name and where/when they lived.
   • Examples of important works (with simple sketches if possible).
   • A few facts about their inspiration or key themes.
   • Personal reflections: “What do I like about their art? What does it remind me of?”

   Teacher Role:

   • Move around the classroom, prompting students with questions:
     • “What symbols or colours does the artist use?”
     • “How do you think these pieces might connect to the artist’s life or personality?”
   • Provide support for any students struggling with processing or gathering information.

---

3. Creating the Double Page Spread (25 minutes)

1. Design Layout (3 mins):

   • Give students a brief moment to lightly plan out their spread by sketching small boxes or rough arrangements of where information, images, and details will go.
   • Offer layout suggestions: (e.g., one side for an overview and facts, the other side dedicated to visuals such as sketches or patterns inspired by the artist).

2. Create! (20 mins):
   Students transfer their research into their sketchbooks:

   • Write a bold, eye-catching title or header for the artist.
   • Organise information creatively using headings, borders, bubble writing, or decorative features.
   • Include:
     • Sketches or symbol patterns linked to the work of the artist (e.g., dots, lines, flowers, etc.).
     • Keywords or descriptive phrases reflecting their art style.
     • Swatches or small colour palettes (optional for advanced students).

   Teacher Role:

   • Offer encouragement while reminding students to balance text and visual components.
   • Ensure students refer back to their research notes.

---

4. Wrap-Up: Gallery Reflection (5 minutes)

1. Classroom Display:
   Ask students to place their sketchbooks on their desks and allow time for a gallery walk (students circulate and browse their peers’ work).

   • Invite students to leave sticky notes with “two stars and one wish” (two positive aspects and one suggestion).

2. Conclude:

   • Gather students back for a final discussion:
     • “Which artist did you find most inspiring and why?”
     • “What did you learn about creating a visually engaging layout today?”

---

Assessment

Throughout the lesson, students will demonstrate:

• An understanding of the chosen artist and their work.
• Organisation of research and clear communication of ideas.
• Creativity in presenting the double-page spread with balance between text and visuals.

Evidence: Students’ sketchbooks will serve as the primary evidence of their learning. Teachers can glance at research note quality, layout design, and overall effort.

---

Extension (for early finishers):

Design a small ‘postcard’ featuring your chosen artist’s work on one side and a short "fun fact" blurb on the back.

Students can also write a short comparison of their artist with another from the handout.

---

This lesson blends engaging research, critical thinking, and exciting creativity, tailored specifically to Year 6 learners. It mixes hands-on artistry with historical knowledge, meeting curriculum expectations while sparking lifelong curiosity about the art world.