Natural Paintbrushes Creation

Standards

This lesson aligns with the National Curriculum for England, Art and Design key stage 3 (Year 7) objectives and Forest School principles:

• Art and Design KS3:

  • Use a range of techniques and media, including painting and sculpture
  • Develop creativity through experimentation with materials.
  • Record ideas, observations, and insights relevant to intentions.
  • Evaluate ideas and methods used and explore ways to improve.

• Science KS3 (Working Scientifically):

  • Ask relevant questions and use different types of scientific enquiries to answer them.

• Personal Development (SEMH and SEND focus):

  • Use outdoor learning to develop personal, social, and emotional skills.
  • Encourage teamwork, reflection, and well-being in natural settings.

Session Overview

This 60-minute outdoor, practical lesson immerses Year 7 students in a forest environment where they will gather natural materials, design and assemble paintbrushes from the found objects, create painted artworks using these brushes, and reflect on the suitability of different materials. This will develop skills in observation, creativity, experimentation, and evaluation consistent with the National Curriculum whilst supporting therapeutic and SEND-friendly approaches.

---

Learning Objectives (WALT)

• WALT:
  • Explore and collect natural materials suitable for making paintbrushes (ANP1)
  • Assemble and manipulate at least two different materials to construct natural paintbrushes (ANP2)
  • Experiment with painting using the self-made natural brushes (ANP3)
  • Evaluate and discuss the effectiveness of different natural materials in painting (ANP4)
  • Develop a deeper appreciation of nature through hands-on artistic exploration (ANP5)

Success Criteria

• I can identify at least three natural materials useful for making brushes.
• I can join two types of materials to create a natural paintbrush.
• I can use my paintbrush to apply paint effectively on paper or bark.
• I can explain which materials worked best and why.
• I can describe how this activity helps me notice details in the natural world.

---

Starter (10 minutes)

• Gather students in a circle outdoors. Introduce the concept of natural brushes and their historical/artistic significance. Show examples of natural paintbrushes (sticks, leaves, pine needles, feathers, grasses).
• Quick brainstorm: ask students to name natural materials they think could make paintbrushes. Record ideas on a portable whiteboard or large paper.
• Briefly discuss the importance of observing materials’ properties (texture, flexibility, absorbency) in selecting them.

---

Input / Modelling (10 minutes)

• Model collecting a variety of natural materials with respect (e.g., no uprooting plants). Discuss how to identify suitable materials.
• Demonstrate assembling a paintbrush combining two or more materials (e.g., twigs + pine needles tied with moss or grass).
• Show how to hold and use these brushes with watery paint or natural earth pigments.

---

Independent Practice (First phase - 10 minutes)

• Students explore a circumscribed forest area to carefully forage natural materials using their senses and skills learned.
• Encourage mindful observation and empathy for nature, following Forest School ethos.
• Support students to select at least two different materials each.

---

Mini Plenary (5 minutes)

• Gather briefly back in circle with collected materials.
• Share out loud what each student found and why they picked these materials.
• Teach reflective questioning: “How do you think these materials will paint? Are they soft, hard, absorbent?”

---

Independent Practice (Second phase - 15 minutes)

• Students construct their natural paintbrushes using materials collected, tying or bundling as necessary (with string or natural cord).
• Students paint freely onto paper, bark, or fabric using the brushes created.
• Teacher facilitates, encourages experimentation with pressure, brush strokes, and colours.

---

Plenary (5 minutes)

• Group discuss: Which brushes worked best? Which materials were challenging?
• Encourage descriptive language like “scratchy”, “smooth”, “absorbent”, “stiff”.
• Reflect on how this activity helps us connect with nature creatively and therapeutically.

---

Exit Ticket (5 minutes)

• Students complete a short reflection:
  1. Name the two materials used in your brush.
  2. Which brush material did you like painting with most and why?
  3. What did you notice about nature from this activity?

---

Differentiation and Support

Group	Strategies and Support
Lower ability	Provide pre-picked selection of natural materials in a “brush kit” for easier assembling. Use larger, easier to handle items. Use dyslexia-friendly visuals with simple keywords. One-to-one adult support with tool use if needed.
Higher ability	Challenge to create a brush using three or more materials; explore making different types of marks with their brushes and compare with commercial paintbrushes. Use descriptive vocabulary and write a short evaluation. Encourage independent experimentation with brush shapes.

---

Extension Activities

• Create natural paints using berries, mud, or flowers gathered (cross-curricular with Science and D&T).
• Research historical and cultural natural brushes around the world.
• Plan a display of natural artwork showing textures and materials with explanatory labels.
• Write a poem or short narrative inspired by painting in the forest.

---

Cross Curricular Links

• Science: Exploring plant materials, observing natural textures, properties, and sustainable foraging.
• English: Reflective and descriptive writing post-painting; vocabulary development.
• Geography: Respectful engagement with local environment; understanding habitats.
• PSHE and SEMH: Building wellbeing through nature-based creative expression and teamwork.

---

This therapeutic, outdoor lesson nurtures students’ creativity and emotional wellbeing while fulfilling KS3 Art and Design expectations on materials experimentation, evaluation, and developing observational skills in a stimulating forest environment.