Observing & Mark-Making

Overview

This 45-minute lesson is Lesson 2 of 6 in the unit Birds in 3D: Creative Sculptures, designed for Year 1 students in accordance with the National Curriculum for England. It focuses on developing observational drawing and experimental mark-making skills using real feathers as stimuli. The lesson encourages creativity, exploration of different drawing media, and collaborative learning, carefully tailored to diverse learners including those with Autism, ADHD, fine motor difficulties, and global delay.

National Curriculum Links

Art and Design (Key Stage 1):
- Use a range of materials creatively to design and make products
- Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
- Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
- Learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work
Personal, Social, Health and Economic Education (PSHE):
- Encouraging collaboration and respecting peers' ideas (working in pairs)
- Promoting self-confidence and risk-taking in creative expression

Learning Objectives

By the end of the lesson, pupils will:

Observe and describe the textures and shapes of real feathers.
Use at least two different drawing tools (charcoal, pastels, pencils) to experiment with mark-making.
Produce two distinct drawings of feathers demonstrating different techniques and scales.
Work collaboratively and share ideas using verbal feedback.
For advanced learners: create a mixed-media piece incorporating tactile textures.

Success Criteria

I can look carefully at a feather and describe what I see.
I can make different marks and lines using different drawing tools.
I have made two feather drawings that are different in how they look and feel.
I can work well with my partner and talk about my drawing.
(Advanced) I can add collage or textures to my drawing.

Resources

Real feathers (variety of sizes and colours) – one per pair
A3 drawing paper – two sheets per student
Drawing tools: Charcoal sticks, oil pastels, pencils, crayons
White chalk (optional, for pastel/charcoal texture play)
Texture materials for mixed media extension (e.g. tissue paper, fabric scraps, glue)
Floor mats or table covers for messy areas
Printed feather images for reference (visual prompts)

Lesson Structure

1. Introduction and Engagement (10 minutes)

Gather students on the carpet or seated at tables. Show a variety of real feathers and invite children to explore their textures and shapes by touch and sight.
Ask simple observation questions: "What colours and patterns do you see?", "Is the feather soft or rough?", "What shapes can you see in the feather?"
Reference the National Curriculum aim to develop their observation skills and vocabulary linked to art techniques.
Explain that today they will create pictures of feathers using different drawing tools and marks.

2. Demonstration (5 minutes)

Show examples of mark-making with different tools (thick and thin marks with charcoal, blending with pastels).
Demonstrate scale experimentation, i.e. drawing a small feather large on A3, or vice versa.
Model how to work gently with tools on the paper to create interesting textures referencing the feather itself.

3. Main Activity: Drawing and Experimentation (20 minutes)

Children work in pairs to share one feather and two A3 sheets each.
Encourage students to explore at least two different drawing media (pencil and charcoal, or pastel and crayon) for their drawings.
Prompt them to experiment with size – one drawing small and detailed; one drawing large and expressive with bold marks.
Circulate to support, offer scaffolded prompts for learners with fine motor difficulties, such as rubbing charcoal lightly or using chunky pastels.
Pairing allows learners with ADHD or Autism to benefit from peer support and prompts social communication.

4. Extension for Advanced Learners (Optional)

Invite advanced learners to create a third drawing or artwork incorporating mixed media by adding textured paper or fabric to their feather drawing.
Encourage creative risk-taking, such as layering materials or combining different mark-making approaches on the same picture.

5. Reflection and Sharing (5 minutes)

Children briefly share their drawings with their partner or small groups, describing which marks/tools they liked best and why.
Teacher links back to success criteria and praises risk-taking and effort.
Highlight the uniqueness of every child’s work, reinforcing confidence.

Differentiation Strategies

Learner Need	Strategies
Fine Motor Difficulties	Provide chunky drawing tools, allow finger tracing on paper before drawing, offer hand-over-hand support if needed.
Autism	Use clear, consistent instructions; visual schedules; pair with empathetic peer; limit sensory overload by controlling group size or noise.
ADHD	Use short, clear tasks; allow movement breaks during activity; seat near teacher for focused support.
Global Delay	Use simpler mark-making prompts; allow extra time; use tactile exploration before drawing; pair with able peer.

Assessment Opportunities

Formative observation: Teacher notes use of tools, mark experimentation, social interaction during paired work.
Work scrutiny: Check that children produced two different feather drawings showing understanding of size and experimentation.
Verbal feedback: Children describe their choices and observations, demonstrating vocabulary and reflection.

Teacher Reflection Prompts (Post Lesson)

Did children show curiosity and engagement with the feathers?
How effectively did the pair work promote confidence and skill development?
Which mark-making tools were most accessible or challenging for diverse learners?
Were the success criteria clear and achievable within 45 minutes?
How might this lesson inform sculpture making in future lessons (Lessons 3-6)?

This lesson plan integrates National Curriculum objectives with engaging artistic processes geared for Year 1 learners, promoting inclusive and exploratory learning in visual art. It balances skill development with creative expression, supporting all pupils to succeed.

Teaching Instructions