Shades and Textures

Overview

Unit: Watercolour Wonders: Klee Inspired (Lesson 3 of 6)
Duration: 60 minutes
Class: Year 1 (5–6-year-olds)
Subject: Art and Design
Class Size: 30 students

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National Curriculum Links

Key Stage 1 – Art and Design

• Pupils should be taught to:
  • 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.

Specific Learning Objectives for Year 1:

• To use colour, pattern, and shape in creative work.
• To explore the techniques of painting, including the use of watercolour.
• To experiment with different ways to apply paint including texture and shade variations.

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Learning Objectives

By the end of this lesson, pupils will:

1. Understand how to create different shades by varying water amount and paint layering.
2. Recognise and experiment with textures in watercolour painting.
3. Use layering and texture techniques to develop their own watercolour sketches inspired by Paul Klee’s style.
4. Express preferences and describe their work using simple art vocabulary (shade, texture, light, dark).

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Resources Required

• Watercolour paint sets (primary colours preferred)
• Water pots (one per 5 pupils approx.)
• Paintbrushes (various sizes)
• Watercolour paper (A4 size, one per pupil)
• Sponges, scrunched paper towels, salt, and scraping tools (e.g., old credit cards or plastic rulers) for texture
• Palette trays or mixing plates
• Examples of Paul Klee’s work with emphasis on colour layering and texture
• Smocks/aprons
• Wet wipes/paper towels

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Lesson Structure

1. Introduction (10 minutes)

• Set the scene: Recap lesson 2 (basic watercolour skills), linking to today’s focus on shades and textures.
• Visual prompt: Show an image of a simple Paul Klee painting focusing on use of layered colour and textures.
• Discussion:
  • Ask pupils what they notice about the colours and textures.
  • Introduce vocabulary: shade, layering, texture.
• Demonstration: Teacher shows quickly how adding more water makes a lighter shade, less water makes darker colours. Also demonstrate how using salt or sponge can create textures.

2. Guided Group Activity (15 minutes)

• Pupils work in groups of 5 around a table with shared resources.
• Task: Exploring shades: create a simple swatch showing light and dark shades of one colour by adding different amounts of water and layering paint once dry.
• Next, experiment with texture: apply salt, sponge, and scraping tools to wet paint and observe how textures form.
• Teacher role: Circulate to support, prompt language use, encourage experimentation.

3. Creative Sketching (25 minutes)

• Pupils prepare a simple Klee-inspired sketch from shapes explored in previous lessons (e.g., rectangles, triangles, circles).
• Task: Paint their sketches using watercolour, applying the shading and texture techniques they explored.
• Encourage layering colours to create depth (waiting for layers to dry).
• Children label or verbalise their choice of shades/textures and why they used them.

4. Reflection and Sharing (10 minutes)

• Pupils display work in a “gallery” format in their groups.
• Talk partner share: Pupils discuss what textures or shades they liked and why.
• Whole class: Invite 3–4 volunteers to share their art and vocabulary used.
• Teacher highlights how the techniques connect with Paul Klee’s style and discusses how this will help in their final piece (Lesson 6).

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Assessment for Learning

• Ongoing formative assessment through observation during activities:
  • Use of shading techniques (lighter/darker tones).
  • Application of texture methods.
  • Ability to articulate simple art vocabulary connected to their work.
• Check sketchbooks or sheets at end of lesson for evidence of layering and texture experimentation.

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Differentiation and SEND Support

• Provide pre-mixed paint for pupils with fine motor challenges.
• Use larger brushes for pupils needing easier grip control.
• Support vocabulary through visual prompts or word banks.
• Encourage pair work blending more confident pupils with those needing assistance.
• Allow extra time for layering/waiting for paint to dry (some textures require this).

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Extension Ideas

• Children who finish early create a “texture rub” by placing paper over textured materials (leaves, fabrics) and rubbing with crayons to connect to tactile learning.
• Challenge advanced pupils to experiment with mixing two colours to create subtle shade transitions.

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Cross-Curricular Links

• Science: Observe how water interacts with paint and salt to create crystal-like textures.
• Maths: Exploration of shapes and patterns in sketches.
• Language: Development of descriptive vocabulary.

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Notes for Teachers

• Consider humidity and drying time; if drying is slow, use a hairdryer carefully to speed layering.
• Encourage a calm but exploratory atmosphere – year 1 pupils thrive on gentle guidance balanced with freedom to experiment.
• Use praise specific to technique (“I love how you created light and dark shades here!”) to embed understanding of concepts.

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This lesson balances skill-building with creative play, grounded in the national curriculum’s emphasis on practical, imaginative art experiences tailored to young learners.