Lesson Notes By Weeks and Term v3 - Primary 2
Pattern Making using Motifs and Colours.
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Pattern Making using Motifs and Colours.
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Subject: Cultural and Creative Arts
Class: Primary 2
Term: 1st Term
Week: 3
Theme: Arts And Crafts
This page supports the lesson note with a companion video and a short classroom-ready summary.
For class groups and homework, share this lesson page so learners also get the summary, objectives, and full lesson context.
Watch on YouTubeSee Facebook postThis topic, "Pattern Making using Motifs and Colours," introduces Primary 2 pupils to fundamental concepts in visual arts that are deeply rooted in Nigerian culture and daily life. It builds their observation skills, creativity, and aesthetic appreciation. Understanding patterns and motifs is crucial for appreciating local artistry, such as designs found in textiles (e.g., Ankara, Adire), pottery, mat weaving, and calabash decoration. This lesson empowers students to create their own designs, fostering self-expression and an early understanding of design principles.
This section provides the foundational knowledge required for the teacher to deliver the lesson effectively.
A. Motif: A motif (pronounced moh-TEEF) is a basic, single design element that is repeated to create a pattern. It is the smallest unit of a design.
Characteristics of a motif for Primary 2: Simplicity: Motifs should be easy for young children to draw. Examples include simple geometric shapes (circle, square, triangle), basic natural forms (a leaf, a flower petal, a simple star), or simplified animal/object outlines (a fish, a house, a sun).
Repeatability: A good motif can be drawn multiple times without losing its form or becoming overly complex. Nigerian Context
Examples: In Adire (tie-dye) fabrics, common motifs include the "snail" (igbin), "fish" (eja), "kola nut" (obi), and various geometric shapes. Ankara fabrics feature a myriad of bold, repeating motifs, often inspired by nature, everyday objects, or abstract forms. Traditional pottery often incorporates carved or impressed motifs like lines, dots, or small circles. Calabash carvings frequently use intricate patterns made from repeating simple geometric motifs.
B. Pattern: A pattern is created by the regular and repeated arrangement of a motif (or several motifs). It involves taking a single motif and repeating it over a surface or along a line. Types of Simple Repetition (suitable for Primary 2): Linear Repetition: Arranging motifs in a straight line or row (e.g., Leaf-Leaf-Leaf-Leaf).
Block Repetition: Arranging motifs in a grid-like format (e.g., a square of motifs, then another square). Alternating Repetition (for slightly advanced P2): Repeating two different motifs in a sequence (e.g., Circle-Square-Circle-Square).
How to create a pattern: Select a Motif: Choose a simple design.
Repeat the Motif: Draw the motif multiple times.
Maintain Spacing: Try to keep consistent spacing between each repeated motif for a neat appearance. Nigerian Context
Examples: The repetitive weaving of threads to create patterns in Aso-oke or Akwete fabrics. The consistent arrangement of cowries on traditional garments or ornaments. The rhythmic drumming patterns in traditional music, which are also a form of auditory pattern. The orderly arrangement of mud bricks in traditional architecture creates visual patterns.
C. Colour: Colour plays a vital role in enhancing patterns.
It can: Highlight Motifs: Make individual motifs stand out.
Create Contrast: Use different colours to separate motifs or parts of a motif.
Add Visual Interest: Make the pattern more attractive and engaging.
Establish Rhythm: Alternate colours to create a visual flow (e.g., Red-Blue-Red-Blue).
Tools for Colouring: Crayons, coloured pencils, markers, watercolours (if available).
Guidance for P2: Encourage pupils to use a variety of colours. Emphasize neatness within the lines. Introduce the idea of using contrasting colours (e.g., a dark colour next to a light colour) to make the pattern pop. Nigerian Context
Examples: The vibrant and diverse colour palettes seen in market scenes, traditional attires, and ceremonial decorations. The use of specific colour combinations in ethnic garments to denote identity or occasion.
Materials Needed for the Lesson: Plain drawing paper or exercise books Pencils and erasers Crayons, coloured pencils, or markers Visual aids: Pictures of patterned Nigerian fabrics (Ankara, Adire, Aso-oke), pottery, woven mats, carved calabashes. This section outlines the step-by-step activities for both the teacher and the students during the lesson.
Teacher Activities: Introduction (10 minutes): Display various visual aids showing patterns (e.g., pictures of Ankara fabric, Adire, woven mats, carved calabashes). Engage students by asking them to identify repeated shapes or designs they see. Introduce the terms "motif" and "pattern" using these examples. Explain that a motif is the small shape that keeps repeating, and a pattern is what you get when you repeat the motif. Briefly discuss how colours make patterns beautiful. Explanation and Demonstration of Motifs (15 minutes): Define "motif" as a simple, repeatable design. Demonstrate drawing 3-4 simple motifs on the board: A simple leaf A small flower A basic star A simple geometric shape (e.g., a square or a circle) Emphasize neatness and simplicity. Encourage students to suggest other simple motifs they can draw (e.g., a fish, a heart, a sun). Explanation and Demonstration of Pattern Making (15 minutes): Define "pattern" as the repetition of a motif. Choose one of the motifs demonstrated earlier (e.g., the leaf). Demonstrate how to create a simple linear pattern by drawing the chosen motif repeatedly in a row on the board, ensuring consistent spacing. Demonstrate a second pattern using a different motif (e.g., the star) in another row. Demonstrate how to fill a small area (e.g., a square outline) with a chosen motif. Demonstration of Colouring Patterns (10 minutes): Take one of the created patterns on the board. Demonstrate how to apply colours neatly within the lines of the motifs. Show how using two different colours can make the pattern more interesting (e.g., alternate colours for each motif, or use one colour for the motif and another for its outline/background). Remind students to choose colours they like and to colour carefully. Activity Supervision and Guidance (Throughout practical sessions): Circulate among students, providing individual guidance and support. Correct drawing techniques or motif selection where necessary. Encourage creativity and neatness. Answer questions and offer constructive feedback.
Student Activities: Observation and Discussion (Introduction): Observe the visual aids of patterned objects. Identify and discuss repeated shapes or designs. Participate in the discussion about motifs and patterns. Practising Motif Drawing (First Practical Session): In their drawing books or on plain paper, students will practice drawing 3-5 different simple motifs as demonstrated by the teacher and/or suggested by themselves. Focus on drawing the motifs clearly and neatly. Creating Patterns (Second Practical Session): Students will choose one or two of their practiced motifs. They will create at least two different simple patterns by repeatedly drawing their chosen motifs in rows or to fill a defined space. Colouring the Patterns (Third Practical Session): Students will apply colours to at least one of the patterns they have created. They should aim for neatness and consider using different colours to enhance the pattern.
Sharing and Feedback: Students will present their completed patterns to the class or in small groups. They will briefly explain their motifs and colour choices. Provide peer feedback under teacher guidance. This section provides scaffolded practice activities with clear solutions for the teacher.
Instructions for the Teacher: Guide students through these steps, providing a verbal demonstration for each, then allowing students to execute.
Question 1: Create a simple motif.
Task: On your paper, draw a simple leaf motif. Make sure it's easy to repeat.
Teacher Guidance: Instruct students to focus on making a clean, clear outline of a leaf shape. Remind them that it doesn't have to be a perfect, realistic leaf, just a simple shape.
Solution (Teacher's Example): ``` ( ) / \ \__/ ```
Commentary: A simple, basic outline of a leaf. The key is its simplicity for repetition.
Question 2: Use the motif to create a simple pattern.
Task: Using the leaf motif you just drew, create a pattern by drawing it repeatedly in a straight line across your paper. Draw at least five leaves.
Teacher Guidance: Emphasize keeping the motifs roughly the same size and maintaining a consistent space between each leaf. This forms a linear pattern.
Solution (Teacher's Example): ``` ( ) ( ) ( ) ( ) ( ) / \ / \ / \ / \ / \ \__/ \__/ \__/ \__/ \__/ ```
Commentary: The repetition of the leaf motif in a row creates a simple, readable pattern.
Question 3: Apply colour to the pattern.
Task: Neatly colour the leaf pattern you created in Question 2 using two different colours. You can alternate colours or use one for the leaf and another for its stem/veins.
Teacher Guidance: Remind students to colour neatly within the lines. Encourage them to think about which two colours would look good together (e.g., green and yellow, or light green and dark green).
Solution (Teacher's Example): Imagine the first leaf coloured green, the second yellow, the third green, and so on. Or, all leaves green with yellow veins.
Commentary: Applying colour adds life and visual appeal to the pattern. The choice of two contrasting or complementary colours enhances its effect.
Question 4: Create a different simple motif and use it to fill a defined space.
Task: First, draw a simple square motif. Then, draw a larger outline of a square or rectangle on your paper. Fill this larger outline with a pattern using your square motifs.
Teacher Guidance: Show them how to draw a basic square. Then, guide them to draw a larger empty square. Explain they will draw many small squares inside the large one, lining them up like bricks.
Solution (Teacher's Example): Motif: `[ ]` Pattern (filling a larger space): ``` [ ][ ][ ] [ ][ ][ ] [ ][ ][ ] ```
Commentary: This demonstrates creating a pattern within a boundary, similar to decorating a fabric patch or a wall section. Strategies to cater to the diverse learning needs within the classroom.
A. Differentiation and Remediation (Supporting Struggling Learners): Simplified Motifs: Provide pre-drawn simple motif outlines for tracing or encourage students to only focus on one very basic shape (e.g., a circle) for their patterns.
Guided Practice in Small Groups: Work closely with a small group of struggling learners, providing step-by-step guidance and immediate feedback as they draw and colour.
Stencils and Templates: Offer simple stencils of basic shapes (circles, squares, leaves) to help students create consistent motifs more easily.
Limited Colour Choice: Initially, ask them to use only two contrasting colours to simplify the decision-making process for colouring.
Peer Support: Pair struggling learners with more capable peers who can offer gentle guidance and encouragement.
B. Extension (Enrichment for High-Achieving Learners): Complex Motifs: Challenge them to create more intricate motifs, perhaps combining two simple shapes or adding more detail to a basic form (e.g., a patterned leaf, a flower with more petals).
Advanced Pattern Repetition: Introduce rotational patterns (repeating a motif by turning it around a central point). Encourage alternating patterns using more than two motifs. Challenge them to create patterns that show symmetry.
Pattern Design for Specific Objects: Ask them to design a pattern specifically for a particular object (e.g., "Design a pattern for a wrapper," "Design a pattern for a school bag," or "Design a pattern for a ceramic plate").
Colour Theory Exploration: Encourage them to experiment with different colour schemes, such as using only warm colours (red, orange, yellow) or cool colours (blue, green, purple), or exploring primary/secondary colour combinations within their patterns.
Cultural Pattern Research: Task them to find and draw patterns from different Nigerian cultures and explain the motifs they find.
This topic has strong connections to various aspects of Nigerian life and culture, fostering a deeper appreciation for local artistry and design.
Cultural and Traditional Arts: Textile Design: Motifs and patterns are fundamental to traditional Nigerian fabrics like Adire (tie-dye), Ankara, and woven cloths such as Aso-oke and Akwete. Understanding how patterns are made helps students appreciate the craftsmanship and cultural stories embedded in these fabrics. Students can be encouraged to identify motifs from their local ethnic groups.
Pottery and Calabash Decoration: Many traditional pots, bowls, and carved calabashes feature intricate patterns created by repeating simple motifs. This lesson connects to understanding the decorative elements in these everyday and ceremonial items.
Body Art: Temporary body art like Henna (lali) patterns, common in parts of Nigeria, also uses repeated motifs.
Home and Community Decoration: Interior Design: The concept of patterns is seen in wall decorations, floor mats, rugs, curtains, and even tiled floors in homes and public buildings. Students can recognize how repeating designs create aesthetic appeal in their environment.
Murals and Signboards: Street art, murals, and even shop signboards often incorporate patterns and repeated motifs to attract attention or convey messages.
Nature and Environment: Natural Patterns: Students can observe patterns in nature, such as the veins on leaves, the scales on a fish, the stripes on a zebra (if pictures are shown), or the arrangement of seeds in a sunflower. This helps them understand that patterns exist beyond human creation.