Differentiated activities

• Students use a lamp or torch to make shadows on the wall with their hands, cardboard cut-outs or toys, noticing how the shadows can look bigger, smaller or different shapes depending on the angle of the light source.
• Prepare a mixture of water, detergent and food colouring in a cup. Students use a straw to blow bubbles onto a sheet of paper. As the bubbles pop, they leave overlapping, colourful circles of varying sizes and intensity, creating the illusion of three-dimensional forms on a flat surface. Students can experiment with layering, different colours and bubble sizes to enhance the sense of depth and movement.

Activity ideas for younger students

• Students create a simple tessellation artwork using a shape that fits together neatly, such as triangles, rectangles, hexagons or arrows. Students begin by making a template of their chosen shape and tracing it onto an A4 sheet of paper. After the first tracing, students line up the template next to the previous shape and trace again. They continue repeating, rotating or repositioning the template as needed, until the entire page is covered. Students then add colour using crayons, coloured pencils or markers.
• Students stage scenes and take photographs using forced perspective, making one person or object appear much larger or smaller than another. For example, one student could stand further back in the frame, so it looks as though they are ‘standing’ on another student’s outstretched palm, or position their hand to ‘push’ a building in the background.
• Using the bottom of a cup or water bottle, students trace and cut out two circles from card. On tracing paper, they draw a simple image with two elements (for example, a fish and a fishbowl, or a worm and a leaf) and transfer one element onto each card circle. Students glue the circles back-to-back and insert a wooden skewer through the centre. By holding the skewer between their hands and spinning it quickly, the two images combine.

Activity Ideas for older students

• Students explore illusion by creating objects that appear different from their real qualities. For example, they might use inexpensive materials like cardboard to make a luxurious-looking handbag or transform egg cartons into a structure that appears to me made of concrete.
• Students draw or paint an image where part of the subject seems to ‘escape’ the edges of the page or canvas, e.g., a hand reaching beyond the paper, or a ball rolling off the edge. Encourage the use of shading, perspective and mixed media to strengthen the illusion.
• Students experiment with photographing people or objects reflected in mirrors, windows, or the surface of water. They should try multiple angles and compositions to explore different illusory effects.

Describe

To give a detailed account of the features of something by identifying and communicating what can be seen, heard, felt or otherwise sensed. In relation to works of art, this includes visual elements such as colour, shape, line, texture and subject matter, as well as other perceptual qualities such as sound, movement, scale, spatial presence and materiality.

Analyse

To examine the parts and features of something in detail to understand how they work together. In relation to works of art, this involves breaking down visual and sensory elements — such as colour, composition, texture, sound and materials — and considering how they work together to create meaning or effect. It also includes identifying techniques, processes and relevant contextual influences that shape the work.

Interpret

To draw conclusions about the possible meaning of an artwork, considering the artist’s intent and the viewer’s own ideas and feelings.

Evaluate

To make a judgement about the quality, effectiveness or impact of something, based on criteria or evidence. In relation to works of art, this includes assessing how successfully the artist has used materials, techniques and elements to convey ideas or achieve an intended effect, as well as considering the work’s originality, impact or relevance.