Art in Space

Unit Introduction: Art in Space

Year Level

Year 0-1 (Foundation Level)

Duration

60 minutes

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WALT (We Are Learning To)

• Explore the concept of space through art.
• Use our observation and discussion skills with Visual Thinking Strategies (VTS).
• Enjoy and focus on the creative process using Process Art.
• Recognise and appreciate diverse cultural perspectives, with a particular focus on Mātauranga Māori (Māori knowledge).

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Curriculum Links

This lesson aligns with the New Zealand Curriculum (The Arts learning area, Level 1), specifically:

The Arts (Visual Arts) - Level 1

• Contribute ideas, images, and experiences to artworks drawn from a variety of sources, including imagination, memory, and observation (Visual Arts, Level 1, Achievement Objective).
• Explore ideas, with a focus on how artists use their work to explore the world around them.

Key Competencies

• Thinking: Encouraging observation, interpretation, and making connections through Visual Thinking Strategies.
• Using language, symbols and texts: Using talk and visual communication to express ideas and feelings.
• Relating to others: Sharing ideas in groups, listening respectfully.
• Participating and contributing: Engaging actively in creative practices and cultural sharing.

Values

• Respect, diversity: Including Māori perspectives and understanding art as a cultural expression.

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Success Criteria

• Students can share their ideas about pictures and space-themed images.
• Students engage actively in creating art, focusing on the exploration and playful process.
• Students show respect for different ideas and art materials.
• Students contribute to discussions about what they see and create.

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Resources

• A selection of space-related images/artworks (e.g., photos of planets, starry skies, Māori space art motifs).
• Drawing materials: coloured pencils, markers, crayons, paint, paper.
• Process Art materials: various textured materials (e.g., sponges, brushes, natural items like leaves or feathers).
• Visual Thinking Strategies prompts (prepared teacher questions).
• Māori mihi or whakatauākī (proverb) related to space or exploration (e.g., "Ko te wā anamata, ko te wāhi rā anamata" – The future is an unknown place).
• Comfortable group sitting area for circle time.

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Lesson Outline

Time	Activity	Description
0-10 mins	Engage: Introduction and mihi whakatau	Gather students in a circle. Welcome students with a short karakia or mihi welcoming the class and acknowledging the Māori worldview of space (whenua, rangi, stars). Introduce the unit theme – Exploring Space Through Art. Use simple language accessible to Year 0-1 students.
10-20 mins	Visual Thinking Strategies (VTS) session	Show one or two large, clear space-themed images/artworks. Use open-ended questions: - “What’s going on in this picture?” - “What do you see that makes you say that?” - “What more can we find?” Encourage observations, allowing many voices, reflecting ideas respectfully. Record some of the children’s ideas visibly on a board or chart.
20-40 mins	Process Art exploration	Provide materials for students to freely experiment making their own space-inspired art. Emphasise play and process over product. Prompt ideas gently with questions, for example: - “What colours might you see in space?” - “What shapes or patterns do you want to try?” Encourage use of different textures and tools. Teachers and assistants circulate supporting and encouraging exploration.
40-50 mins	Culturally Responsive Teaching moment	Share a simple, engaging Māori story or whakataukī about space or stars, making connections to the artwork and the children’s creations. Highlight Māori values such as kaitiakitanga (guardianship) related to the sky and environment. Invite any students with Māori heritage to share their own family stories or ideas if comfortable.
50-60 mins	Reflect and share	Invite students to share their artwork and ideas with peers and teachers. Use sentence stems to assist communication (e.g., “This is my art because…”, “I used this colour because…”). Reinforce the process-focus and respect for all ideas and creative efforts.

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Differentiation Strategies

• For diverse learners:
  • Provide verbal and visual prompts along with examples during VTS and art exploration.
  • Use modelling through ‘think alouds’ to demonstrate art exploration and observations.
  • Allow flexible seating and sensory-friendly materials for students who may need sensory supports.
• For dyslexic learners:
  • Use images, clear visuals, and oral story-telling rather than written text.
  • Provide sentence stems and repeat key vocabulary and phrases clearly.
• For advanced learners:
  • Encourage them to experiment with mixing colours or creating patterns that represent space elements like constellations or planets.
  • Invite them to explain their ideas in detail or create a small story linking to their art.

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Assessment for Learning

• Teacher observations of student engagement during VTS discussions and the art process, noting use of vocabulary and ideas shared.
• Anecdotal notes on respect for peers’ ideas and participation.
• Collect photographs of student artworks to document process and creativity over the unit.
• Use reflections at the end to inform next lessons — adapt activities if students need more scaffolding or extended challenges.

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Cultural Responsiveness

• Recognise the importance of space in Māori culture, for example through stories of Matariki (Pleiades) and navigation.
• Integrate te reo Māori vocabulary for shapes, colours, and space concepts throughout (e.g., whetū = star, rangi = sky/space).
• Use culturally significant stories and acknowledge the spiritual connection Māori have with the sky.
• Ensure respectful and inclusive environment where cultural knowledge and personal experiences are valued.

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This introductory lesson offers a warm, playful, culturally inclusive start to exploring space through art for Year 0-1 students, perfectly aligned with the New Zealand Curriculum’s vision for The Arts and key competencies for young learners. It sets the stage for deeper inquiry over the coming six lessons in the unit.

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If you would like, I can provide detailed plans for the remaining six lessons tailored with further integration of Māori perspectives, more Process Art projects, and age-appropriate Visual Thinking Strategies.