Sketchbooks and Artists — Year 3 Lesson Plan
National Curriculum: Art and Design KS2 — To improve their mastery of art and design techniques; to know about great artists, craft makers and designers and the historical and cultural development of their art forms; to use sketchbooks to record observations and use them to review and revisit ideas.
Overview
This unit places the sketchbook at the centre of artistic practice. Pupils choose an artist to research from a curated selection and use their sketchbook to investigate the artist's life, style and techniques. They practise techniques associated with the artist and develop an original composition inspired by their research. The unit builds research skills, art historical knowledge and the habit of sketchbook-based working.
Learning Objectives
- To use a sketchbook as a structured place for research, experimentation and development
- To know about the life, style and key works of a significant artist
- To practise techniques associated with the chosen artist
- To develop an original composition influenced by (but not copying) the chosen artist
Key Vocabulary
Suggested Lesson Structure
Introduce the artist selection: David Hockney (bright colour, pools and landscapes), Vincent Van Gogh (expressive brushwork), Georges Seurat (pointillism), Georgia O'Keeffe (large-scale natural forms). Share one key image from each. Pupils choose an artist and begin an artist research page: name, dates, country, one key quote.
Demonstrate how to set up an artist research page in the sketchbook: include a postage-stamp sized reproduction, five key facts, and a technique experiment. Model two technique experiments: one for Hockney (flat colour blocked in), one for Van Gogh (directional dashes and swirls). Discuss how the sketchbook page is itself an artwork.
Pupils complete their artist research page and practise one or two techniques associated with their artist across at least one full sketchbook page. They are encouraged to write annotations: what they notice, what they like, what they find difficult.
Pupils begin to plan an original composition on a new sketchbook page, choosing a subject that connects with their artist (e.g. a landscape for Hockney, a flower for O'Keeffe). They make at least two thumbnail compositions before choosing the strongest one to develop.
Pupils share their sketchbooks in pairs: partner asks three questions about the artist. Whole class: what makes a sketchbook page look thoughtful and complete? Review examples and agree on what makes a good sketchbook habit.
Common Misconceptions
- Pupils sometimes believe sketchbooks should contain only perfect drawings — reinforce that sketchbooks are for experimenting, making mistakes and developing ideas, not for polished finished work
- Some pupils copy the artist's work directly and consider this their composition — distinguish between practising technique by copying (fine as practice) and developing an original composition inspired by the artist
Prior Knowledge
Pupils should already be able to:
- Basic sketchbook experience from Year 1 and Year 2 art units
- Knowledge of several artists including Mondrian, Matisse, Kandinsky and Turner from previous year groups
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