Patterns and Repetition

Unit: Creative Expression Exploration

Lesson 5 of 10

Duration: 60 minutes
Class Size: 1 student
Subject: Art and Design
Year Group: 8 (ages 12-13)
Country: Wales (Curriculum for Wales aligned)

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WALT (We Are Learning To)

• Understand the role of patterns in art and design.
• Create a patterned artwork using repetition and symmetry techniques.
• Experiment with different types of patterns to convey meaning or emotion.

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Curriculum for Wales Alignment

Area of Learning and Experience:

Expressive Arts

• Develop creativity and inventiveness through the use of visual elements, including pattern and rhythm.
• Explore and respond to the work of artists and designers who use pattern and repetition.
• Apply artistic skills and materials purposefully with increasing control.

Progression Steps:

Year 8 (Progression Step 4 - Developing)

• Explores pattern and repetition to express ideas in personal work.
• Demonstrates control and experimenting with symmetrical and asymmetrical patterning techniques.

Cross-Curricular Skills:

• Oracy (articulating ideas about pattern use)
• Digital Competency (optional digital sketching tools if available)
• Personal and Social Education (self-expression and reflection)

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Learning Objectives

Learning Objective	Curriculum Link	Success Criteria
Identify and describe patterns in artworks	Expressive Arts, Step 4	Can explain the role of patterns using appropriate terminology (e.g. repetition, symmetry, rhythm)
Create a visually engaging design using repetition and symmetry	Expressive Arts, Step 4	Produces a design featuring clear repetitive patterns and symmetrical elements
Reflect on the choices made in pattern design	Expressive Arts, Step 4	Provides a reasoned explanation of pattern choices and how they convey meaning

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Resources Needed

• Sketchbook or A3 drawing paper
• Pencils, coloured pencils, fineliners, rulers, compasses
• Mirror (for exploring symmetry)
• Dyslexia-friendly reading sheet with pattern vocabulary and examples (large font, sans serif typeface, coloured background)
• Optional tablet or laptop with digital drawing app (for advanced extension activity)

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Lesson Structure

1. Introduction (10 minutes)

• WALT and lesson overview: Brief discussion of patterns in everyday life and art (tiles, fabric, architecture).
• Show a selection of artworks featuring repetitive patterns and symmetry (e.g., Islamic geometric art, Aboriginal dot paintings, William Morris prints).
• Use dyslexia-friendly reading sheet to introduce key terms: pattern, repetition, symmetry, rhythm, motif.

Teacher prompts:

• What do you notice about these artworks?
• How do patterns affect how the artwork makes you feel?

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2. Exploration & Modelling (10 minutes)

• Demonstrate creating a simple pattern using repetition and symmetry (e.g., drawing half of a symmetrical motif, then folding/drawing mirror image).
• Explore how repeating a shape or line builds pattern and rhythm.
• Student tries drawing a few simple patterns focusing on symmetry and repetition on scrap paper.

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3. Main Activity - Designing Patterned Artwork (30 minutes)

• Student creates a detailed, original pattern design on drawing paper or sketchbook page.
• Encourage integrating:
  • Symmetrical elements (using ruler, compass, folding techniques)
  • Repetitive motifs (shapes, lines, colours)
• Student can choose an emotional/theme focus (e.g., nature, emotions, cultural inspiration).
• Encourage verbal articulation of design decisions during process (orally or verbal notes).

Differentiation

• For processing or fine motor difficulties: use pre-made stencils or pattern templates to assist.
• For dyslexia: provide written sentence starters to describe pattern choices.

Extension Activity

• Use a digital drawing tool or app to create a repeat pattern tile that could be used in wallpaper or fabric design.
• Explore asymmetrical repetition for a more dynamic composition.

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4. Review & Reflect (10 minutes)

• Student presents their pattern design and explains:
  • What patterns they used and why
  • How repetition and symmetry contribute to the design
  • What mood or message the pattern conveys
• Teacher provides constructive feedback linking back to curriculum objectives.

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Assessment

Assessment Focus	Method
Ability to identify and use pattern concepts	Oral questioning and explanation during lesson
Practical skill in producing repetitive and symmetrical patterns	Evaluation of final artwork against success criteria
Reflective thinking about patterns	Student’s verbal reflection or written notes

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Additional Notes for Teacher

• Maintain a supportive, exploratory atmosphere encouraging creative risk-taking.
• Use frequent encouraging questions to prompt deeper thinking ("How does repeating this shape change the pattern?").
• Record progress with photos or scanned artworks for portfolio evidence.
• At end of unit, consider compiling patterns into a larger mixed-media piece or digital presentation as cumulative evidence.

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Thank you for choosing this detailed, curriculum-aligned plan designed specifically for a one-to-one setting to maximise engagement and personalised learning!