Colours In Our Place

Whenu (strand)

Te Whenu Toi (the arts strand): Visual Arts, with emphasis on looking closely, exploring colour and mark-making, developing ideas, making artwork and responding to art.

Learning Area

Ngā Toi — Visual Arts. This lesson supports Level 1 learning in Developing Practical Knowledge, Developing Ideas, and Communicating and Interpreting. It sits within the Ngā Toi framework of Te Marautanga o Aotearoa and can also support the refreshed Toi Ihiihi direction.

Taumata

Tau 1 / New entrant–Year 1. Class of 25 students. No prior art experience is required.

Whāinga paetae

Students will begin to:

• Explore and use simple visual arts elements, especially colour, light, line and texture, with familiar tools and materials.
• Generate and develop an artwork idea from close observation of an artwork and a local place or visual experience.
• Share and talk about their artwork, describing what they notice, what they chose and how their work connects with an idea or place.
• Respond respectfully to an artwork by noticing, wondering and making personal connections.

Whāinga ako/Learning intention

We are learning to look closely at Claude Monet’s painting, notice how colour and short marks show light, and create our own painting inspired by a place we know.

Teacher explanation: “Monet was a French artist. We can learn from the way he looked at light, but our own places, whānau, memories and ways of making art are important too. We are not copying Monet. We are making our own artwork.”

Success Criteria

• I can name or point to colours, light and marks I notice.
• I can use dots, dabs or short brush marks to show something I see.
• I can make an artwork inspired by a place, such as our kura, garden, awa, beach or home.
• I can share one thing I notice or like about my artwork or a classmate’s artwork.

Ngā Rauemi

• Projected image of a Monet water-lily or garden painting
• the Monet looking-and-making slides
• A4 or A3 white paper, one sheet per student
• Washable paint in a limited range of colours
• Thick and thin brushes, cotton buds or sponge dabbers
• Water pots, palettes and aprons or protective coverings
• the simple observation and painting prompt sheet
• Drying area and wipes

Vocabulary to use naturally: tae (colour), māramatanga (light/brightness), aho (line/mark), ira (dot), paraihe (brush), peita (paint), māra (garden), wai (water), titiro (look), whakaaro (think), hanga (make).

Lesson Structure (30 minutes)

1. 0–4 min · Welcome and visual hook. Teacher welcomes students to the art space, introduces Monet as a French artist and opens the Monet looking-and-making slides to show a large water-lily or garden image. Students use “quiet eyes” to look, then turn to a partner and share one colour or part they notice.

2. 4–9 min · Look closely and talk. Teacher revisits the image and asks, “Where can you see light? Which colours are next to each other? Can you find dots, dabs or short brush marks?” Students point, gesture or describe what they see; teacher records children’s words and models the terms tae, māramatanga, ira and aho.

3. 9–12 min · Demonstrate the process. Teacher models on paper: choose a familiar place, lightly show its main shapes, then add colour using dabs, dots and short marks rather than outlining every detail. Teacher reminds students that their painting can show a local place or visual memory and does not need to look like Monet’s. Students practise two or three marks in the air, then watch the safety demonstration for brushes, paint and water.

4. 12–23 min · Create an observational artwork. Teacher distributes the simple observation and painting prompt sheet and art materials, prompting students to choose a place they know: “What might you see there? Where is the light?” Students create a painting inspired by their chosen place, using colour and short marks to show what they notice or remember. Teacher circulates, names strengths and asks, “Tell me about this colour,” or “How could you show the light here?”

5. 23–27 min · Tidy and gallery view. Teacher gives a two-minute warning, then guides students to place brushes in the correct container, close paint pots and put paintings in the drying area. Students walk slowly past several artworks or hold their work where others can see it, noticing different places and mark-making choices.

6. 27–30 min · Share and respond. Teacher returns to the Monet looking-and-making slides for a final comparison and asks, “What did Monet notice? What did you notice in your place?” Students share with a partner using “I notice…” or “I like…”, then volunteer one connection to the class.

Aromatawai

• During looking time, listen for students identifying colour, light, dots, dabs or short marks; accept pointing, gesture, home language and oral responses.
• During creating, observe whether students select tools safely, experiment with marks and make choices connected to a familiar place or visual experience.
• During sharing, prompt each student or a small group to communicate one observation, preference or connection.

Evidence of learning

Collect the finished painting and observation sheet as evidence of developing practical knowledge and ideas. Look for purposeful use of at least one colour choice and one dot, dab or short brush mark. Record brief notes beside students’ names, such as “noticed light”, “used repeated marks”, “connected work to garden” or “shared an idea”.

Support for students

• Seat students where they can clearly see the projected artwork and teacher demonstration; demonstrate each step slowly and repeat the visual sequence.
• Offer a choice of two or three familiar places, pre-mixed colours and larger paper or thicker brushes for students who need easier control.
• Use sentence starters: “I notice…”, “I chose…”, “The light is…”, and “My place is…”. Allow students to respond through pointing, drawing, home language, te reo Māori or spoken English.
• Pair students thoughtfully and provide adult support for paint management, sensory needs or motor planning. Remind students that there is no single correct painting.

Extension

• Invite early finishers to add a second layer of marks showing a different kind of light, such as morning, afternoon or rainy light.
• Ask students to explain how their painting connects with a local place, whānau experience or something they have seen outside the classroom.

Teacher Reflection

• Which students noticed and used colour, light or short marks independently?
• Did the artwork and discussion make space for children’s own places, experiences and cultural visual knowledge alongside learning about Monet?
• Which tools, prompts or grouping choices supported participation, and what should be revisited next time?