Building Connections Through Art

Overview

A sequence of four detailed art sessions designed for Year 8-10 students (ages 12-16) in New Zealand, framed around the theme of Whakawhanaungatanga, which focuses on building relationships and connections. The lessons leverage The New Zealand Curriculum Refresh to foster self-expression, cultural identity, collaboration, and a deepened understanding of te ao Māori and diverse cultural perspectives through creative arts. Each session is 60 minutes, accommodating 25 students.

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Lesson 1: Exploring Identity Through Visual Symbols

Learning Objectives

• Understand the concept of identity and connection within a New Zealand cultural context.
• Develop skills in visual communication using symbols to express self and relationships.
• Foster empathy and appreciation of peers’ cultural backgrounds.

References to NZ Curriculum Refresh

• The Arts learning area – Exploring, refining, and communicating ideas through connection of thinking, imagination, senses, and feelings
• Values: Cultural diversity, Inclusion, Community engagement
• Key Competencies: Relating to others, Using language, symbols, and texts

Materials / Resources

• Large sheets of paper or A3 card
• Markers, coloured pencils, paints
• Examples of traditional and contemporary Māori and Pasifika symbols
• Photos or name tags for each student (optional)
• Whiteboard or digital presentation for discussion prompts

Session Outline (60 mins)

1. Introduction & Whakawhanaungatanga (10 mins)

   • Begin with a group circle and a brief whakawhanaungatanga (getting to know each other) activity such as sharing a favourite whakapapa or cultural story snippet.
   • Introduce the concept of identity and how it can be represented visually through symbols.

2. Discussion – What is a Symbol? (10 mins)

   • Present various Māori (e.g., koru, manaia) and Pasifika symbols and their meanings.
   • Invite students to think about symbols that represent their own identity, culture, or values.
   • Brainstorm and record key words on the whiteboard.

3. Creative Activity – Designing Personal Symbol Compositions (30 mins)

   • Students create visual artworks combining symbols that represent who they are and their relationships to others.
   • Encourage integration of personal, familial, and cultural motifs.

4. Sharing & Reflection (10 mins)

   • Students pair up or form small groups to share their artworks and the meanings behind their symbols.
   • Discuss how these symbols help us understand one another and build connections.

Assessment Ideas

• Observation of engagement, participation in discussion, and sharing.
• Review of artworks to assess understanding of identity expression and cultural symbolism.
• Use a simple rubric focused on creativity, cultural awareness, use of symbols, and reflection on connections.

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Lesson 2: Collaborative Mural on Connection and Community

Objectives

• Collaborate creatively to express themes of connection and community.
• Develop skills in planning and creating collective artwork.
• Explore cultural narratives and shared values in the New Zealand context.

Curriculum Links

• Arts: Creating and responding collaboratively
• Values: Community engagement, Cultural diversity
• Key Competencies: Participating and contributing, Managing self

Materials / Resources

• Large roll of butcher paper or wall space
• Acrylic paints, brushes, markers
• Images and texts representing diverse New Zealand cultural stories (including te ao Māori concepts)
• Sticky notes or small paper pieces for initial ideas

Session Outline

1. Warm-Up and Idea Generation (10 mins)

   • Start with a quick brainstorm on what ‘community’ means to students using sticky notes.
   • Share examples of community-focused art in New Zealand highlighting connection (e.g. whānau, hapū, iwi, and multicultural layers).

2. Planning the Mural (15 mins)

   • In small groups, students design segments of the mural reflecting their interpretation of connection and relationships.
   • Groups share plans and collectively decide on the overall mural composition.

3. Collaborative Painting (30 mins)

   • Students work jointly to paint the mural, learning to negotiate space and colours.
   • Encourage the integration of motifs and symbols discussed in Lesson 1, plus new community themes.

4. Group Reflection (5 mins)

   • Brief discussion on the challenges and successes of working together.
   • Highlight the importance of collaboration and respect for others’ ideas.

Assessment Ideas

• Self and peer feedback on collaboration skills.
• Teacher observation of participation and ability to connect art to concepts of whakapapa and community.
• Display the mural as ongoing assessment evidence of collective cultural understanding.

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Lesson 3: Storytelling Through Portraiture

Learning Objectives

• Explore narrative identity through visual storytelling.
• Develop portraiture skills emphasizing character and cultural stories.
• Enhance understanding of empathy by representing others’ stories respectfully.

Curriculum Alignment

• Arts: Communicating ideas and feelings through art; responding to others’ works
• Values: Treaty of Waitangi, Inclusion, Cultural diversity
• Key Competencies: Thinking, Relating to others

Resources

• A variety of portrait styles from Māori and other cultural art forms
• Paper/canvas, pencils, charcoal, paint
• Interview or mini sharing prompts for students to tell a story about someone they know

Session Plan

1. Introduction (10 mins)

   • Discuss how portraits can tell stories beyond physical appearance.
   • Show portraits from different cultures including Māori tā moko influences.

2. Story Sharing (10 mins)

   • Students talk about a person or figure upon whom they wish to base a portrait.
   • Encourage sharing key personality traits, cultural identity, or stories attached to the person.

3. Portrait Creation (30 mins)

   • Students create portraits reflecting the story and identity of their chosen individual.
   • Emphasize using colours, symbols, and styles that represent the personality and background.

4. Gallery Walk & Feedback (10 mins)

   • Students display portraits.
   • Use structured peer feedback focusing on how well artworks communicate the story and foster connection.

Assessment Ideas

• Peer feedback forms focusing on narrative and empathy evidence.
• Teacher observation of skill development and respect for cultural storytelling.
• Written or oral artist statements elaborating on the connection theme.

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Lesson 4: Reflective Art Journals – My Place in the Whānau and Community

Learning Objectives

• Encourage personal reflection through mixed-media journaling.
• Connect self-expression to cultural identity and whakapapa narratives.
• Develop metacognitive skills and self-management as outlined in the NZ Curriculum.

Links to Curriculum

• Arts: Reflecting critically on the creative process to deepen learning and expression
• Key Competencies: Managing self, Thinking, Using language, symbols, and texts
• Values: Inclusion, Learning to learn, Community engagement

Materials / Resources

• Journals or handmade booklets
• Collage materials (magazines, photos, fabric), glue, scissors
• Pens, markers, paints
• Reflective prompts handout

Outline

1. Introduction - Metacognitive Focus (10 mins)

   • Brief talk on how art can be a tool for reflection and understanding self.
   • Introduce journaling as a private and safe space for thoughts and feelings.

2. Prompting Reflection (10 mins)

   • Give prompts related to whakapapa, family stories, feelings of belonging or challenge.
   • Discuss how these themes link to their identity and relationships.

3. Creative Journaling Activity (35 mins)

   • Students create a page or two exploring their place in family/whānau and community.
   • Encourage the use of symbolism, text, and imagery in any style.

4. Sharing & Closure (5 mins)

   • Optional sharing in pairs or small groups.
   • Encourage respect for privacy and celebrate bravery in self-expression.

Assessment Ideas

• Review journal entries for evidence of reflection, cultural understanding, and creative expression.
• Self-assessment checklist focusing on goal setting and metacognitive strategies.
• Teacher notes on student growth in managing self and expressing identity through art.

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Final Notes for Teachers

• Emphasise ongoing respect and cultural sensitivity throughout the unit.
• Scaffold learning with attention to students' diverse backgrounds and experiences.
• Use formative assessment strategies reflecting the Key Competencies and Curriculum Values.
• Include opportunities for students to co-construct criteria for success in collaborative and individual tasks.
• Encourage integration with learning in Social Sciences and English where possible to deepen exploration of identity and relationships.

This sequence supports students to engage with identity, culture, and community through the arts in a way that is authentic and aligned with the refreshed New Zealand Curriculum’s vision, principles, values, and key competencies【4:2-13†New Zealand Curriculum.html】 .

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If you require, I can provide similarly detailed breakdowns of explicit achievement objectives for each lesson level or additional tips on assessment tools tailored to New Zealand schools.