A collection of imagery and sources designed to explore event mapping.
Please note that this page contains links to external websites and has videos from external websites embedded. At the time of creating, AccessArt checked all links to ensure content is appropriate for teachers to access. However, external websites and videos are updated and that is beyond our control.
Please let us know if you find a 404 link, or if you feel content is no longer appropriate.
We strongly recommend as part of good teaching practice that teachers watch all videos and visit all websites before sharing with a class. On occasion there may be elements of a video you would prefer not to show to your class and it is the teacher’s responsibility to ensure content is appropriate. Many thanks.
*If you are having issues viewing videos it may be due to your schools firewall or your cookie selection. Please check with your IT department.*
This resource is free to access and is not a part of AccessArt membership.
Event mapping is useful way to visualise the event space. It can help organisers to spot any potential issues before the event, plan ahead and track the progress of the planning.
There are different approaches to event mapping you can explore; creating a 3D physical model of a space or working digitally to create a virtual model of a space.
Explore the videos below to focus a discussion about what is possible.
Paris Olympics: OnePlan
You might like to show some clips from the video above on mute to give pupils a feel for the virtual capabilities of digital mapping.
Paris will be hosting the events across the city in historical and cultural venues. Most of the games are being held in pre-existing stadiums. Explore the competition venue concept map for the Paris Olympics and Paralympics.
Questions to Ask Children
Why do you think digital mapping can be useful when planning big events?
Does the digital mapping remind you of anything?
What are the benefits/disadvantages of mapping out an event digitally?
London Olympics 2012
Find out more about Daniel Boyle’s vision for the 2012 Olympic Opening Ceremony here.
Go to minute 3:30 to see specifically how they have used 3D model in their planning.
Questions to Ask Children
After seeing both digital and hand made models for events mapping, which is your favourite and why?
What are the benefits/disadvantages of having a 3D model?
Explore the project below to help pupils consider how they might design an Olympic/Paralympic Games in their home town based on the Olympic Ceremony.
Mapping & Modelling
Aim: To see how events can be planned on a large scale using creative solutions. Pupils will create their own event plan based on their town, using sculpture and digital media.
Step 1: Introduce Concept
Consider asking pupils to make an Olympic project sketchbook using one of the “Making Sketchbooks” resources.
Explore “Talking Points: Events Mapping” to see how both software and model making can be used to plan large scale event such as the Olympics.
Invite children to create “Visual Notes” in their sketchbooks as they watch the videos, noting down what they see, hear and think as they watch along.
Step 2: Drawing
Use the “Inspired by Google Maps” resource to create line drawings of your local area, or an area pupils might like to base their Olympic Games. It might be a nice opportunity to see how different locations (countryside or city) might impact planning.
Invite pupils to consider where the ceremony and sports events will be held. Will there be an athletes village? Where will people walk, shop, eat, disabled access etc? Add them to your map.
Step 3: Making
Decide at this point whether you would like to add a digital element to the project or if you would prefer to stick to model making.
Option 1: Create a 3d map by adapting the resource “Inspired by Google Maps: Making“. Invite pupils to create additional blocks representing the facilities they’re creating for their town olympics based on their drawing work and arrange them into their 3d model.
Cover the polystyrene with white tissue paper. Using a projector, project pupils drawings from the google maps drawing activity onto their models (they can hold them up against the whiteboard). Bear in mind the drawings don’t have to be to scale but it will be nice to see the line work projected onto models. Invite pupils to take photos.
Invite children to display the work in a clear space on tables or on the wall. Recap with them about the exploration – where they started, what they discovered and what they enjoyed.
If you have class cameras or tablets, invite the children to document their work, working in pairs or teams.
Materials:
Sketchbooks
Drawing Materials
Polysterene
PVA Glue
Tissue Paper
Projector (Optional)
Adaptations:
Base your event in a historical context, for example around the ancient Pyramids in Egypt, or the town of Pompeii. How could you incorporate historical landmarks into your event?
Explore the project below to help pupils create a sculptural figure inspired by Olympic Athletics.
Sporting Sculptures
Aim: To introduce pupils to the work of sculptors and painters inspired by human form with a focus on athleticism. Pupils will get the opportunity to create figurative drawings and develop their work through to sculpture.
Step 1: Introduce
Begin by introducing pupils to the sculptures made by Rosa Serra, commissioned for the Seoul 1988 Olympics, with “Talking points: Rosa Serra“.
Invite pupils to create “Visual Notes” in their sketchbooks inspired by the information they see.
Use “Drawing Source Material: Athletes in Action” material for pupils exploring the human form during sports. In the first instance you might want to pause the videos as suitable points to enable the children to carefully look at the main forms and details.
Encourage close and slow looking by talking as they draw – use your voice to attract their attention to features of the athletes.
Invite pupils to draw what they can see in their sketchbooks. See “Show Me What You See” to find out how to run the guided session.
Step 2: Drawing and Sketchbooks
Start the session by introducing choreographer and painter Serge Lifar to pupils using “Talking Points: Serge Lifar“. Use the questions to prompt discussions about how he captures moving forms through line and colour.
Follow on by using the “Exaggerating To Communicate” resource to help children draw from life, and explore how we might use exaggeration as a tool to help us convey the intention of our drawing. Invite children to get into a position relating to a sport they like or they saw in the Drawing Source Material above. You might like to introduce props.
Step 3: Making
Follow on by adapting the “Plinth People” resource, inspired by the work done so far.
Invite pupils to think about a movement they would like to capture in their sculptures and whether this is reflected in a particular sport.
Encourage pupils to think about how they can bring exaggerated form, colour and shape to their sculptures.
Invite children to display the work in a clear space on tables or on the wall. Recap with them about the exploration – where they started, what they discovered and what they enjoyed.
If you have class cameras or tablets, invite the children to document their work, working in pairs or teams.
Materials:
Sketchbooks
A3 Cartridge Paper
Drawing materials
Watercolour
Soft wire
Wire cutters
Plaster for the plinth
Cardboard
Scrap fabric strips
PVA glue
Adaptations:
If you are working with younger children and would prefer to use modroc instead of clay you can adapt the “Friendship Tower” resource.
A collection of imagery and sources designed to explore the work of choreographer and painter, Serge Lifar.
Please note that this page contains links to external websites and has videos from external websites embedded. At the time of creating, AccessArt checked all links to ensure content is appropriate for teachers to access. However, external websites and videos are updated and that is beyond our control.
Please let us know if you find a 404 link, or if you feel content is no longer appropriate.
We strongly recommend as part of good teaching practice that teachers watch all videos and visit all websites before sharing with a class. On occasion there may be elements of a video you would prefer not to show to your class and it is the teacher’s responsibility to ensure content is appropriate. Many thanks.
*If you are having issues viewing videos it may be due to your schools firewall or your cookie selection. Please check with your IT department.*
This resource is free to access and is not a part of AccessArt membership.
Serge Lifar
Serge Lifar was a famous dancer and choreographer born in 1905. Throughout his career as a dancer and choreographer he kept drawings and sketches of the dancers and movements he would choreograph. Later in life he devoted himself to painting.
A collection of imagery and sources designed to explore the work of sculptor, Rosa Serra.
Please note that this page contains links to external websites and has videos from external websites embedded. At the time of creating, AccessArt checked all links to ensure content is appropriate for teachers to access. However external websites and videos are updated and that is beyond our control.
Please let us know if you find a 404 link, or if you feel content is no longer appropriate.
We strongly recommend as part of good teaching practice that teachers watch all videos and visit all websites before sharing with a class. On occasion there may be elements of a video you would prefer not to show to your class and it is the teacher’s responsibility to ensure content is appropriate. Many thanks.
*If you are having issues viewing videos it may be due to your schools firewall or your cookie selection. Please check with your IT department.*
This resource is free to access and is not a part of AccessArt membership.
Rosa Serra
“Serra is a Spanish sculptor born in 1944. She received the sculpture prize at the III Bilbao Biennial in 1976 and was commissioned by the International Olympic Committee to create sculptures for the 1988 Seoul Olympic Games. She is known for her sculptures influenced by Henry Moore, characterised by risky curves, roundness, and harmony.” –askART
See a selection of Serra’s sculptures from the 1988 Seoul Olympics on Google Arts and Culture.
Questions to Ask Children
Describe what you can see in the sculpture.
How might you describe the form and movement of the piece?
Which sculpture is your favourite and why?
Compare and contrast Serra’s work with the work of Henry Moore.
Mute the video and watch Serra’s process.
Go to 0:20 to see how Serra builds up the mold for her sculpture from armatures.
Invite pupils to create drawings inspired by the source material using the “Show Me What You See” method. You can find a case study for this method inspired by Anglo Saxon architecture which will need to be adapted.
Step 2: Drawing
Adapt the “Houses From Around The World” resource to create textured collage drawings inspired by Ancient Greek Architecture. Invite pupils to look at the range of marks and lines made in sketchbooks in the previous session and build upon them.
If you would like to focus on making skills you may like to skip this step.
Making “sculptures” rather than “models” enables pupils to grow their ideas in individual directions, using the architecture of Ancient Greek buildings as a starting point.
Invite children to display the work in a clear space on tables or on the wall. Recap with them about the exploration – where they started, what they discovered and what they enjoyed.
If you have class cameras or tablets, invite the children to document their work, working in pairs or teams.
A collection of imagery and sources designed to introduce pupils to Olympic and Paralympic Stadiums.
Please note that this page contains links to external websites and has videos from external websites embedded. At the time of creating, AccessArt checked all links to ensure content is appropriate for teachers to access. However, external websites and videos are updated and that is beyond our control.
Please let us know if you find a 404 link, or if you feel content is no longer appropriate.
We strongly recommend as part of good teaching practice that teachers watch all videos and visit all websites before sharing with a class. On occasion there may be elements of a video you would prefer not to show to your class and it is the teacher’s responsibility to ensure content is appropriate. Many thanks.
*If you are having issues viewing videos it may be due to your schools firewall or your cookie selection. Please check with your IT department.*
This resource is free to access and is not a part of AccessArt membership.
Since the first Ancient Olympic games held in Olympia in 6B.C. Olympic stadiums have developed to hold huge capacities of spectators and house a multitude of different sports.
The Paralympics began in 1948 at the military hospital Stoke Madeville as a way to speed up recovery of paraplegic War Veterans after World War Two. Sir Ludwig Guttmann, a German-British neurologist, came up with the idea of organising a series of sports competitions to be held at the same time as the Olympic Games in London. Since 1988 the Paralympics have always been held in the same city and stadiums as the Olympics. – Paris 2024
Ancient Olympia Stadium
“The stadium of Ancient Olympia was a holy place for the ancient Greeks, where all the sports activities were held dedicated to the god Zeus. Originally, the stadium was constructed in such a manner that spectators could view the events from the slopes of Mount Cronion. But the stadium was gradually moved further east, and eventually, it was placed outside the temple of Zeus.” – Greeka
The first Olympics in 6 B.C. had mud seats made for 20,000 spectators. When the stadium was rebuilt in 5 B.C., it had capacity for 45,000 spectators.
Find out more information about the Olympia Stadium here.
Explore the first Olympic Stadium and surrounding grounds. You may find this resource useful for finding out about the names of the different areas around the stadium.
Questions to Ask Children
Can you picture what the stadium might’ve looked like in 6 B.C. and then again in 5 B.C.?
Why do you think all that’s left is the track field?
What kind of sports do you think the Ancient Greeks would’ve competed in on this track?
Beijing 2008
The Beijing National Olympic Stadium was created by Swiss architect firm Herzog & de Meuron. The stadium housed the opening ceremony of the Olympics in 2008 and the Winter Olympics in 2022. The stadium is nicknamed ‘The Nest’ due to its interesting steel frame. See the development of the stadium here.
A collection of imagery and sources to explore how designers design sportswear.
Please note that this page contains links to external websites and has videos from external websites embedded. At the time of creating, AccessArt checked all links to ensure content is appropriate for teachers to access. However, external websites and videos are updated and that is beyond our control.
Please let us know if you find a 404 link, or if you feel content is no longer appropriate.
We strongly recommend as part of good teaching practice that teachers watch all videos and visit all websites before sharing with a class. On occasion there may be elements of a video you would prefer not to show to your class and it is the teacher’s responsibility to ensure content is appropriate. Many thanks.
*If you are having issues viewing videos it may be due to your schools firewall or your cookie selection. Please check with your IT department.*
This resource is free to access and is not a part of AccessArt membership.
Past and Present Sportswear
Questions to Ask Children
How would you describe sportswear in the past?
How would you describe sportswear today?
Do you prefer old sportswear or new sportswear? Why?
Sportswear and Identity
Questions to Ask Children
How does the design on this football kit represent the team?
What do you like/dislike about the kit? Why?
If you were going to create a design for sportswear based on your local area what symbols might you use? Why?
Giro Cycling Kit
Questions to Ask Children
What is the inspiration for this sportswear?
How has the local area and history of the area impacted the design?
What do you like/dislike about the kit? Why?
How does the design and colour make you feel?
Speedo Collaboration
Questions to Ask Children
What can you see in the designs?
What do you think influenced the designs?
Do you like the swimwear? Which design is your favourite and why?
How does the swimwear make you feel when you look at it?
How would you compare and contrast the Speedo designs to the design in one of the videos above?
A collection of imagery and sources designed to explore fashion in the Olympics.
Please note that this page contains links to external websites and has videos from external websites embedded. At the time of creating, AccessArt checked all links to ensure content is appropriate for teachers to access. However, external websites and videos are updated and that is beyond our control.
Please let us know if you find a 404 link, or if you feel content is no longer appropriate.
We strongly recommend as part of good teaching practice that teachers watch all videos and visit all websites before sharing with a class. On occasion there may be elements of a video you would prefer not to show to your class and it is the teacher’s responsibility to ensure content is appropriate. Many thanks.
*If you are having issues viewing videos it may be due to your schools firewall or your cookie selection. Please check with your IT department.*
This resource is free to access and is not a part of AccessArt membership.
Explore some iconic fashion statements from the Olympic games over the years. Does it make you think differently about what sportswear design can be?
Explore the project below to help pupils consider how they might design an Olympic/Paralympic Kit based on either Olympic Athletics or History.
Sportswear Design
Aim: To introduce pupils to sportswear design, what it’s used for and what it can represent. Pupils will get the opportunity to design their own sportswear whilst developing painting and collage skills.
Step 1: Introduce
Begin the session by asking pupils to make an Olympic project sketchbook using one of the “Making Sketchbooks” resources.
Introduce pupils to iconic Olympic Fashion from the past using “Talking Points: Olympic Fashion“. Invite pupils to create “Visual Notes” in their sketchbooks inspired by what they see.
Step 2: Drawing
Give pupils the opportunity to draw figures from life inspired by the “Life Drawing For Children” resource. Borrow some sports equipment from the PE department to inform their poses. Take it in turns to model in an athletic pose related to the sports prop and draw.
Step 3: Introduce
Introduce pupils to the idea that sportswear can be designed to reflect a sport, person, a team, a place etc. Watch the videos on “Talking Points: Designing Sportswear” and use the questions to prompt a discussion about what designers use as inspiration for their designs.
Using paint and collage, invite pupils to create decorated papers which can be transformed into “2d and 3d Fashion Designs“. Adapt the resource slightly to encourage them to think about what motifs/symbols/patterns they might create to reflects their local area, personality, a sport, olympic value, or a focus of your choice.
Invite children to display the work in a clear space on tables or on the wall. Recap with them about the exploration – where they started, what they discovered and what they enjoyed.
If you have class cameras or tablets, invite the children to document their work, working in pairs or teams.
Materials:
Sketchbooks
A3 and A4 Cartridge Paper
Drawing materials
Sports equipment to use as props
Acrylic Paint
Brushes
Scissors
PVA glue
Mannequins (Wooden or Cardboard)
Clear tape
Adaptations:
You may like to focus on the history of sportswear, creating designs based on historical fashion and sportswear.
A collection of imagery and sources designed to introduce children to the designers behind the Olympic games.
Please note that this page contains links to external websites and has videos from external websites embedded. At the time of creating, AccessArt checked all links to ensure content is appropriate for teachers to access. However, external websites and videos are updated and that is beyond our control.
Please let us know if you find a 404 link, or if you feel content is no longer appropriate.
We strongly recommend as part of good teaching practice that teachers watch all videos and visit all websites before sharing with a class. On occasion there may be elements of a video you would prefer not to show to your class and it is the teacher’s responsibility to ensure content is appropriate. Many thanks.
*If you are having issues viewing videos it may be due to your schools firewall or your cookie selection. Please check with your IT department.*
This resource is free to access and is not a part of AccessArt membership.
What does designing the Olympics and Paralympics entail?
Questions to Ask Children
What do designers need to create for the Olympics?
Why is it important to have a design that unites the Olympic games across the city?
How might designers present the culture of their city through design?
If you were designing an Olympics in your local area, what might you take inspiration from?
London 2012
See how design can generate discussion.
Questions to Ask Children
Do you think the design for London 2012 represented the UK? Why?
Do you like the design? Why?
Do you think that discussions about whether the logo was suitable is a good thing or a bad thing? Why?
Munich 1972
See how design was used to rebrand post WWII Germany for the 1972 Olympic games.
Questions to Ask Children
Describe the colours and shapes that you saw in the designs for the 1972 Olympics.
What do you like/dislike about the design? Why?
How does the design make you feel?
Do you think the design was successful in rebranding a post war Germany? Why?
Los Angeles 1984
Find out how the design of the Olympics was spread throughout the city with bright and colourful installations.
Questions to Ask Children
Describe the colours and shapes that you saw in the designs for the 1984 Olympics.
How does the design of the 1984 Olympics make you feel?
Do you like the design from the 1984 Olympics? Why?
Explore the project below to help pupils consider how they might design an Olympic and Paralympic Medal based on either Athletics, History or Olympic Values.
Medal Design
Aim: To introduce pupils to the Olympic and Paralympic Medals. Pupils will get the opportunity to design and make their own medals through drawing and sculpture.
Step 1: Introduce in Sketchbooks
Consider asking pupils to make an Olympic project sketchbook using one of the “Making Sketchbooks” resources.
Begin by introducing pupils to medals designed for the Olympics and Paralympics with”Talking Points: Olympic and Paralympic Medals“. Invite pupils to create “Visual Notes” in their sketchbooks inspired by the information they see.
Step 2: Drawing and Sketchbooks
Use the medals from the previous session as inspiration for “Making Money! Drawing and Making“. Adapt the resource slightly, inviting pupils to design a medal for their own Olympics/Paralympics. You may like to focus the design process by making links to your local area or individual values/personalities.
Step 3: Making
Make connections between 2D and 3D by transforming the drawn medal designs in clay.
Adapt the “Clay Portrait Miniatures” resource to accommodate the focus of the project. Pupils might like to create medals to celebrate their favourite sport or hobby.
Invite children to display the work in a clear space on tables or on the wall. Recap with them about the exploration – where they started, what they discovered and what they enjoyed.
If you have class cameras or tablets, invite the children to document their work, working in pairs or teams.
You may like to include a historical context, for example Ancient Greece. Use the “Clay Art Medals” resource and create profiles on the medals inspired by Ancient Greek coins.
If you would like to explore the Values of the Olympics you might like to look at War Medals to see how medals can be designed to represent a specific Value.
Explore the project below to help pupils consider how they might design an Olympic and Paralympic Mascot based on either Olympic Ceremony or Olympic Values.
Mascot Design
Aim: To introduce children to mascot design and explore how they can make characters that represent either an Olympic Value or your local area through drawing, animation and the use of sketchbooks.
Step 1: Introduce Mascots in Sketchbooks
Begin the session by asking pupils to make an Olympic project sketchbook using one of the “Making Sketchbooks” resources.
Next, explore “Talking Points: Olympic and Paralympic Mascots”. As pupils watch the videos encourage them to create some “Visual Notes” in their sketchbooks, considering the different values of the Olympics and the country designing them, and how this might reflect in the mascots.
In sketchbooks, either follow on by adapting the resource “A School Full of Characters“. Invite children to choose one of the Olympic Values and think about how they might incorporate the value into their character.
Or you may like to adapt the “Modelling Monsters” resource as inspiration for creating characters inspired by animals.
Step 3: Animating
If you have time, consider introducing pupils to some animation with the resource “Animating a walk cycle” and make their characters come to life.
Invite children to display the work in a clear space on tables or on the wall. Recap with them about the exploration – where they started, what they discovered and what they enjoyed.
If you have class cameras or tablets, invite the children to document their work, working in pairs or teams.
Materials:
Sketchbooks
Drawing materials
Scissors
Cards
Wooden Skewer
Plasticine (Optional)
Tablet (Optional)
Adaptations:
This pathway supports both the ‘Values‘ and ‘Ceremony‘ topics. Ensure you change the focus of Mascot Design according to the topic you choose.
Think about resources within the local area that you could visit, you may find inspiring artefacts at local museums or galleries nearby.
If you would like to give pupils the opportunity to try animating on Tablets, you might like to see the resource “Explore Digital Animation“.
Instead of animating your mascot, take it into stitch and adapt “Make a Stitched Drawing” to create colourful textiles.
Explore the project below to help pupils consider how they might create an Olympic Poster inspired by the Olympic Values.
An Olympic Poster
Aim: To introduce pupils to the ethos of the Olympics and create a body of work in response. Pupils will get the opportunity to practise collaging skills to create a poster based on an Olympic value.
Step 1: Introduce in Sketchbooks
Consider asking pupils to make an Olympic project sketchbook using one of the “Making Sketchbooks” resources.
Begin by introducing pupils to the Olympic and Paralympic ethos and the 3 values Friendship, Respect and Excellence with “Talking Points: The Olympic Ethos“.
Follow on by introducing pupils to the idea that each Olympic and Paralympic games has an Olympic Design team who captures the essence of the host city through design. Explore “Talking Points: Olympic Design” and invite pupils to create “Visual Notes“.
Step 2:
Invite pupils to create posters adapting the “Drawing With Scissors” resource. Depending on the abilty of your pupils you can either focus on creating collages and colour mixing, or you can follow the project through to screen printing.
Invite children to display the work in a clear space on tables or on the wall. Recap with them about the exploration – where they started, what they discovered and what they enjoyed.
If you have class cameras or tablets, invite the children to document their work, working in pairs or teams.
Materials:
Sketchbooks
Drawing materials
A3 Cartridge paper
A3 Coloured/Sugar paper
Scrap paper (old painted paper)
Acrylic Paint
Scissors
PVA glue
Print screen mesh (optional)
Squeegees (optional)
Printing medium thickener (optional)
Adaptations:
If you would like to screenprint but don’t have the equipment, you can use this simple screenprint hack.
You can focus on historical photographs from the Olympics, encouraging pupils to mix in grey hues or to use their imaginations to make up the colours.
A collection of imagery and sources designed to introduce children to the Olympic ethos.
Please note that this page contains links to external websites and has videos from external websites embedded. At the time of creating, AccessArt checked all links to ensure content is appropriate for teachers to access. However, external websites and videos are updated and that is beyond our control.
Please let us know if you find a 404 link, or if you feel content is no longer appropriate.
We strongly recommend as part of good teaching practice that teachers watch all videos and visit all websites before sharing with a class. On occasion there may be elements of a video you would prefer not to show to your class and it is the teacher’s responsibility to ensure content is appropriate. Many thanks.
*If you are having issues viewing videos it may be due to your schools firewall or your cookie selection. Please check with your IT department.*
This resource is free to access and is not a part of AccessArt membership.
Olympic Values
“The three values of Olympism are excellence, respect and friendship. They constitute the foundation on which the olympic movement builds its activities to promote sport, culture and education with a view to building a better world.
The original values of Olympism as expressed in the Olympic Charter were to “encourage effort”, “preserve human dignity” and “develop harmony”.
Over time, they have evolved and are now expressed in more contemporary terms as:
Striving for excellence and encouraging people to be the best they can be.
Demonstrating respect in many different manners: respect towards yourself, the rules, your opponents, the environment, the public, etc.
Celebrating friendship, which is quite unique to the Olympic Games – an event that brings people together every few years.
This is the idea of setting your rivalries aside. There is more that unites us than divides us.
Olympism is a philosophy of life, exalting and combining in a balanced whole the qualities of body, will and mind. Blending sport with culture and education, Olympism seeks to create a way of life based on the joy found in effort, the educational value of good example and respect for universal fundamental ethical principles.
The goal of the Olympic Movement is to contribute to building a peaceful and better world by educating youth through sport practiced without discrimination of any kind and in the Olympic spirit, which requires mutual understanding with a spirit of friendship, solidarity and fair play.” – IOC
Download a pdf about Olympisim and the Olympic values.
Questions to Ask Children
How can you bring the values of the Olympics into your everyday life?
Which Olympic value is your favourite and why?
If you could make up your own Olympic value, what would it be and why?
The Olympic Rings
Questions to Ask Children
What do you think the 5 rings represent?
Being an Olympian
Questions to Ask Children
What do you see in these videos?
Can you spot any Olympic Values in action? Where?
How do the videos make you feel? Why?
The Olympian Refugee Team
Questions to Ask Children
Why is it important that there is an Olympic team for refugee communities? What is the purpose and how does it align with the Olympic ethos?
Explore the project below to help pupils consider how they might create a collaborative sculpture inspired by the Olympic Values or Ceremony.
Friendship Towers
Aim: To introduce pupils to the ethos of the Olympics and create a body of work in response. Pupils will get the opportunity to practise their making skills and will go on to create a collaborative sculptural piece based on the Olympic values.
Step 1: Introduce
Begin by introducing pupils to the Olympic and Paralympic ethos and the 3 values Friendship, Respect and Excellence with “Talking Points: The Olympic Ethos“. Watch the videos and invite pupils to create “Visual Notes” in their sketchbooks inspired by what they see and hear. Prompt discussion using the questions.
Step 2: Make
Using the “Prompt Cards for Making” as inspiration, devise your own challenges for the children such as…
“Make something which represents friendship.”
“Make a team of things.”
Step 3: Continue Making and Sketchbooks
Decide whether you would like the friendship tower to celebrate the values through an exploration of nationalities, athleticism or the opening ceremony performance.
Invite pupils to draw what they can see in their sketchbooks. See “Show Me What You See” to find out how to run the guided session.
Follow on by using the “Friendship Tower” resource, inspired by the work done so far.
Invite pupils to think about a position of their figures. Are the sculptures waving to the crowd? Performing a dance? Playing a sport together? Invite pupils to think about what the figures are wearing and how that reflects who they are and what they do.
Invite children to display the work in a clear space on tables or on the wall. Recap with them about the exploration – where they started, what they discovered and what they enjoyed.
If you have class cameras or tablets, invite the children to document their work, working in pairs or teams.
A collection of imagery and sources designed to introduce pupils to character design in animation.
Please note that this page contains links to external websites and has videos from external websites embedded. At the time of creating, AccessArt checked all links to ensure content is appropriate for teachers to access. However, external websites and videos are updated and that is beyond our control.
Please let us know if you find a 404 link, or if you feel content is no longer appropriate.
We strongly recommend as part of good teaching practice that teachers watch all videos and visit all websites before sharing with a class. On occasion there may be elements of a video you would prefer not to show to your class and it is the teacher’s responsibility to ensure content is appropriate. Many thanks.
*If you are having issues viewing videos it may be due to your schools firewall or your cookie selection. Please check with your IT department.*
This resource is free to access and is not a part of AccessArt membership.
Pixar: Designing Inside Out Characters
Pixar Animation Studios’ character art director Albert Lozano joins Variety’s David Cohen to reveal the thinking behind the ingenious emotions of the hit “Inside Out.” – Variety
Questions to Ask Children
Can you think of some different shapes that you feel describe joy, sadness, anger, fear and disgust?
Which features have the animators used to express the character?
Which character is your favourite? Why?
Kung Fu Panda
Raymond Zibach, Production Designer gives insight into how characters were designed on Kung Fu Panda and the importance actors give to the intricate designs and expressions of their characters. –ACMI
Questions to Ask Children
What’s your favourite animal? What kind of personality might it have?
Which features have the animators used to express the character eg, facial features? nose? eyes? mouth? Or other features?
What Makes Good Character Design?
In this interview series with Disney Animation Studio Artists, animators talk about what is a good character design for each artist. – MoGraph Mentor
Questions to Ask Children
After watching this video what do you think is the most important feature of character design to you?
Disney Dream Job Series
Questions to Ask Children
What is your favourite animated character, why?
What would you like to see more of in animated characters? This might refer to appearance, values, temperament etc.
A collection of imagery and sources designed to introduce pupils to Olympic and Paralympic mascots.
Please note that this page contains links to external websites and has videos from external websites embedded. At the time of creating, AccessArt checked all links to ensure content is appropriate for teachers to access. However, external websites and videos are updated and that is beyond our control.
Please let us know if you find a 404 link, or if you feel content is no longer appropriate.
We strongly recommend as part of good teaching practice that teachers watch all videos and visit all websites before sharing with a class. On occasion there may be elements of a video you would prefer not to show to your class and it is the teacher’s responsibility to ensure content is appropriate. Many thanks.
*If you are having issues viewing videos it may be due to your schools firewall or your cookie selection. Please check with your IT department.*
This resource is free to access and is not a part of AccessArt membership.
The Olympic mascots are fictional characters, usually an animal native to the area or human figures, who represent the cultural heritage of the place where the Olympic and Paralympic Games are taking place. Ever since the 1932 Summer Olympics in Los Angeles, the Olympic Games have always had a mascot. – Wiki
Find 3D models of Olympic and Paralympic mascots here.
Paris 2024: Olympic Phryge
The name of the Paris 2024 mascot is Olympic Phryge, based on the traditional small Phrygian hats that the mascots are shaped after. The name and design were chosen as symbols of freedom and to represent allegorical figures of the French republic.
The Olympic Phryge takes the shape and form of a Phrygian cap. As Paris 2024’s vision is to demonstrate that sport can change lives, the mascots will be playing a major role by leading a revolution through sport. The Olympic Phryge is decked out in blue, white and red – the colours of France’s famed tricolor flag – with the golden Paris 2024 logo emblazoned across its chest. – IOC
Questions to Ask Children
Why did the Paris Design Team choose a hat as their mascot?
What kind of personality do you think this mascot might have?
What do you like or dislike about the mascot? Why?
Created by Iris Design agency. According to the story by Michael Morpurgo, Wenlock’s metallic look is explained by the fact that he was made from one of the last drops of steel used to build the Olympic Stadium in London.
The light on his head is based on those found on London’s famous black cabs. The shape of his forehead is identical to that of the Olympic Stadium roof. His eye is the lens of a camera, filming everything he sees. On his wrists, he wears five bracelets in the colours of the Olympic rings. And the three points on his head represent the three places on the podium for the medal winners. – IOC
Questions to Ask Children
What kind of personality do you think this mascot might have?
What do you like or dislike about the mascot? Why?
The mascot was designed to capture the spirit of London (vibrant, diverse, busy etc), how it could be adapted to reflect your local area?
Designed by Birdo Produções, Vinicius is a mix of different Brazilian animals. His design takes inspiration from pop culture, as well as video game and animation characters. Alongside his Paralympic Games colleague, Vinicius represents the diversity of the Brazilian people and culture, as well as its exuberant nature. – IOC
Questions to Ask Children
Describe the different features you can see in the mascots.
Why do you think Brazil chose to create an mascots based on nature?
What kind of personality do you think the mascot(s) might have?
What do you like or dislike about the mascot(s)? Why?
Brazil is home to the biggest rainforest and most famous carnival in the world. Do you think the mascots reflect Rio? Why?
A collection of imagery and sources designed to explore Olympic and Paralympic Medals.
Please note that this page contains links to external websites and has videos from external websites embedded. At the time of creating, AccessArt checked all links to ensure content is appropriate for teachers to access. However, external websites and videos are updated and that is beyond our control.
Please let us know if you find a 404 link, or if you feel content is no longer appropriate.
We strongly recommend as part of good teaching practice that teachers watch all videos and visit all websites before sharing with a class. On occasion there may be elements of a video you would prefer not to show to your class and it is the teacher’s responsibility to ensure content is appropriate. Many thanks.
*If you are having issues viewing videos it may be due to your schools firewall or your cookie selection. Please check with your IT department.*
This resource is free to access and is not a part of AccessArt membership.
Olympic and Paralympic Medal Design
“The gold, silver and bronze medals awarded to competitors at the Olympics and Paralympics represent the highest levels of athletic achievement at the Games. The design of the medals is the responsibility of the host city’s organizing committee, and varies with each edition of the Games.” – Olympics.com
Explore the videos and resources below to focus a discussion about medal design.
See medals and other artefacts from past Paralympic games in 3D here.
Paris 2024
“On each medal, original iron from the Eiffel Tower was cut into a hexagon, the geometric shape that evokes France to the point of becoming its nickname. Placed in the centre and embossed with the emblem of the Paris 2024 Games, this piece of heritage fits elegantly among the gold, silver and bronze to give the medals a two-tone effect. ” Find out more at Olympics.com.
Questions to Ask Children
What can you see?
What does the medal represent?
Do you like the medal design? Why?
Is there a significant object in your life you might incorporate into a medal? Why?
Rio 2016 Paralympic Medals
The medals for the Paralympic games in 2016 had a distinct rattling noise so that visually impaired athletes could distinguish between the gold, silver and bronze medals.
Questions to Ask Children
How else might you make a medal accessible for those with visual impairments?
Vancouver 2010
Choose clips from this video to show as not all of it may be accessible for younger pupils.
Questions to Ask Children
Does this medal challenge your existing ideas of what a medal looks like? Why?
What can you identify on the medal?
Olympic and Paralympic Medals
Find images and information about past Olympic and Paralympic medals here.
Questions to Ask Children
Which is your favourite medal and why?
Can you find out how the images on the medals are designed to represent the country? eg. geographical landscape, historic moment etc
