Monsters Come Alive

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Curriculum Links

Learning Area: The Arts — Visual Arts
Curriculum Level: Level 1 – Years 1–2
Achievement Objectives:
Students will:

• Explore a variety of materials and tools to discover elements and principles of visual art (Exploring Visual Arts).
• Share the meanings behind their own art making and discuss ideas with others (Communicating and Interpreting).

Aligned with The New Zealand Curriculum (2007).

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Learning Intentions

By the end of this lesson, students will:

• Plan and construct a "Monster" using box construction and paper mâché techniques.
• Use imagination to create a simple story background for their monster.
• Collaborate and share ideas with classmates about the making process.

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Success Criteria

Students will:

• Create a monster by combining cardboard boxes and paper mâché materials.
• Describe traits about their monster (e.g., name, where it lives, what it likes/dislikes).
• Actively participate in group discussions and maintain focus during creative time.

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Preparation

Teacher to prepare beforehand:

• Large collection of small to medium-sized cardboard boxes (cereal boxes, shoe boxes, packaging)
• Pre-cut newspaper strips (plenty per table)
• Paper mâché paste (PVA glue and water mix; some flour-and-water paste as alternative for sensitivities)
• Bowls of paste (one per 2–3 students)
• Scissors
• Masking tape
• Aprons/old shirts for students
• Plastic table covers
• Wet wipes, cloths, and rubbish bags for quick cleaning
• A whiteboard and markers
• Picture books with monsters (e.g., Where the Wild Things Are by Maurice Sendak) for inspiration
• Visual examples of simple box monsters (pre-made or printed images)

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Resources for Students

• Boxes of all shapes and sizes
• Newspaper strips
• Paper mâché paste
• Art smocks
• Masking tape
• Safety scissors
• Story planning template (name, home, favourite food, one secret!)

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60-Minute Lesson Structure

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1. Introduction (10 minutes)

Karakia and Welcome:
Begin with a brief karakia to settle and focus the class.

Introduce the activity:
Explain they will each create their own "Monster Friend" using boxes and paper mâché, and afterwards create a short story about their monster.

Show a pre-made example or picture. Highlight imagination — no two monsters will be the same!

Big questions:

• What makes a monster interesting?
• What would your monster like to eat? Where would it live?

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2. Planning and Discussion (8 minutes)

Think-Pair-Share:
Students sit with a buddy and brainstorm what kind of monster they would like to make. Guide their thinking:

• Big or small?
• Silly, scary, shy, funny?
• One head or three heads?
• Spikes, wings, tails?

Use a simple visual planning sheet with 3 boxes: Sketch, Name, Fun Fact.

Allow them to quickly sketch and talk through their ideas with partners.

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3. Building the Monster (25 minutes)

Step-by-step guidance:

• Let students select their base boxes.
• Demonstrate how to tape smaller boxes together to form arms, legs, heads etc.
• Help students understand lightweight vs heavy by feeling different boxes.
• Once structure is built, students apply newspaper strips dipped into paste to cover their creation.
• Emphasise "layer gently and pat it down" — not too soggy!
• Walk around to help tape tricky joints and encourage creative additions (e.g., wings, extra eyes).

Teacher Tips:

• Some will work faster — encourage them to think about details and features.
• Play gentle background music (e.g., Te Reo Māori waiata) to keep the atmosphere calm and engaging.

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4. Clean Up (7 minutes)

Group Clean Up Routine: Assign roles:

• Table leaders to collect leftover materials.
• "Wipe wizards" to clean tables.
• "Paste patrol" for wiping up bowls.

Sing a short clean-up song (e.g., to the tune of Twinkle Twinkle) to make this quick and fun!

Have students gently place their wet sculptures on a drying table or shelf.

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5. Story Creation (10 minutes)

Sit back on the mat with clipboards or boards:
Using their simple planning sheet from earlier, students now write 1–2 sentences about their monster:

• Name: ___________
• It lives: ___________
• Favourite food: ___________
• Secret ability: ___________

For emerging writers, this can be scribed with peer or teacher support, while confident students can write independently.

Optional: Students share one fact aloud to the group if time allows.

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Reflection and Next Steps

• Praise effort and creativity ("Ka rawe!").
• Let students know next lesson they'll paint and decorate their monster once dry.
• Encourage rich storytelling and maybe even play-acting with the monsters later.

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Extensions and Adaptations

Early finishers:

• Draw their monster in a second scene (the monster at school, on a holiday, etc.)

Support for diverse learning needs:

• Provide visual checklists for each step.
• Buddy students who may need more support constructing their monsters.

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Teacher Notes

• Given the age group, ensure clear, short instructions followed by lots of "showing rather than telling."
• Celebrate the weird, wacky, and whimsical — monsters can be anything!
• Remember connections to students' cultural narratives; monsters could also be friendly taniwha or magical creatures from whānau legends.
• Take photos throughout so you can reflect visually with the class and build digital portfolios.

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Final Thought

"He waka eke noa — We are all in this together!"

Encourage collaboration, pride, and wonder throughout this messy and magical art-making journey!