Calendar Concept Refinement

Overview

Lesson 6 continues Task 4 by helping students refine their two Matariki calendar concept sketches. They will strengthen layout composition, visual hierarchy, and culturally safe integration, then test typography placement and grid systems through iteration and short feedback conferences.

Learning intentions

Students will:

• refine two calendar concept sketches using a grid system to organise layout and consistent alignment
• apply visual hierarchy so key dates and kaupapa elements are clear and engaging
• experiment with typography placement and scale to improve readability and focus
• strengthen culturally integrated design choices using safe, respectful visual conventions

Success criteria

I can…

• use a grid system to organise content with consistent spacing and alignment
• show a clear visual hierarchy (most important information stands out first)
• place typography thoughtfully (size, spacing, contrast) to support reading flow
• explain how my visual choices support Matariki themes in a respectful way

Curriculum links

• AS91914 — Explore visual arts processes and conventions to inform own art making (iteration, experimentation, and connections to intention)
• AS91913 — Produce a significant resolved artwork appropriate to established art making conventions (using composition and technical conventions to communicate an idea)
• Creative thinking and making meaning through design processes (visual communication, iteration, and informed choices)
• Literacy through reading visual information and using art vocabulary in conferencing

Lesson structure (60 minutes)

1. 0–5 min · Starter: “What must improve?” Teacher displays a checklist: grid, hierarchy, typography, cultural integration; students quickly circle their top 1–2 priorities on a printed handout beside both sketches.

2. 5–12 min · Mini-tech demo: grid + hierarchy markers Teacher demonstrates on a sample (not students’ work) how to: mark a grid, place a title block, establish a main focal area, and then subordinate elements using size/contrast/weight. Students update their own grid/hierarchy in pencil on both sketches (adding hierarchy labels like “primary/secondary/tertiary”).

3. 12–25 min · Work cycle 1: Layout composition refinement Teacher circulates with 2–3 targeted prompts (e.g., “Where should the eye land first?” “Does your grid support that?”). Students redraw or recompose sections to improve balance (keeping their original concept) and ensure all elements sit within the grid.

4. 25–35 min · Small-group support (table rounds) Teacher splits the class into ability-guided groups using “support levels” from earlier lessons. Students complete a timed round of improvements:

• Support group: follow a provided layout template (title block + month header + date rows) and practise adjusting font size for readability
• Core group: adjust spacing and alignment, test two typography options (larger title vs stronger date header)
• Stretch group: refine hierarchy through contrast planning (value/colour emphasis) and propose a more deliberate reading pathway

5. 35–45 min · Individual conferences (one-on-one or triads) Teacher holds brief conferences while others continue their sketch revisions. Students answer two conference questions verbally or on a sticky note:

• “What is my primary information and how does my layout show it?”
• “Which visual elements connect respectfully to Matariki themes, and how have I ensured cultural safety?”

6. 45–55 min · Work cycle 2: Typography + imagery integration Teacher models a “test before commit” approach: students should trial typography placement and imagery scale before finalising. Students create a finalised typography layout for both sketches (or finalise one and propose one alternative for the other), ensuring images are integrated within the grid and don’t overwhelm key reading points.

7. 55–60 min · Exit ticket: “Next iteration plan” Teacher collects a short exit ticket: students write one improvement they achieved today and one next step they will do in the following lesson.

Resources

• Task 4 sketch sheets (two concept pages per student) and pencil/eraser set
• Grid overlays (printed transparent sheets) and fine-liner pens
• Typography cut-outs or sticker letters (trial sets) and/or ruler/lettering guide
• Planning checklist for: grid, hierarchy, typography, cultural integration
• Photo reference folder from prior lessons (printed or on class devices, no internet required)
• Sticky notes for conferencing and exit tickets
• Timer for group rounds
• Short conferencing prompt cards for teacher

Assessment

• Teacher observation during circulation: confirm students are using grid alignment and purposeful hierarchy (quick notes on a class tracker).
• Mid-lesson check after the demo: students show pencil hierarchy labels and initial layout updates for both sketches.
• Exit ticket: students must specify one successful refinement and one targeted next step linked to hierarchy/typography/grid/cultural safety.

Differentiation

• UDL supports:
• Multiple ways to engage: visual markers for hierarchy, cut-out typography trials, and template overlays
• Multiple means of expression: students may explain choices verbally or with short written statements during conferences
• Scaffolds for action: “primary–secondary–tertiary” labelling and grid alignment prompts
• Support level guidance:
• Provide a partially completed grid template and a simple reading order (e.g., title → month header → day grid → key notes)
• Offer sentence starters for conference responses (e.g., “The eye should go to… because…”)
• Core level:
• Students refine spacing, contrast, and typography scale using trial options before finalising
• Stretch level:
• Students design an intentional reading pathway and justify how their typography scale and placement reinforces meaning and clarity