Concept Sketching

Overview

In this lesson (task 4), students sketch two calendar design concepts for Matariki using a grid layout and Swiss design principles, while incorporating maramataka elements. Students build on earlier ideation by turning thumbnail ideas into clearer, more controlled concept sketches.

Learning intentions

• Students will apply Swiss design principles to organise a Matariki calendar concept on a grid layout.
• Students will incorporate maramataka elements into two distinct design concepts.
• Students will experiment with sketching techniques and materials to support idea clarity.
• Students will use short annotations to explain what each sketch is communicating.

Success criteria

• I can sketch two clear calendar concepts using a grid (layout, alignment, and spacing).
• I can show Swiss design principles (e.g., hierarchy, alignment, consistency, balance) in my layout.
• I can include maramataka elements (e.g., star names/seasonal meanings) in a purposeful way in each concept.
• I can annotate each concept with brief notes about intention and design choices.

Curriculum links

• Achievement Standard AS91914 — Explore Visual Arts processes and conventions to inform own art making (experimenting with processes and conventions to respond to an intention; using drawing conventions and technical conventions).
• The refreshed New Zealand Curriculum (Art): building design capability through making, communicating ideas, and iterating using visual conventions and processes.
• Key competency: Thinking (generating, testing, and refining design options) and Participating and contributing (peer feedback with a respectful, constructive tone).

Lesson structure (60 minutes)

1. 0–5 min · Starter: “Quick grid check”. Teacher shows a sample grid and highlights alignment, margins, and hierarchy; students do a fast sketch audit on their own template. Students circle one place their layout is strong and one place it needs tightening.

2. 5–12 min · Direct teach: Swiss principles for layouts. Teacher models how to set hierarchy (title, headings, key information), consistent grid columns, and repeating visual rules across a page. Students identify 2 Swiss moves they will use today and write them on their planning sheet.

3. 12–18 min · Mini-visual inquiry: Maramataka placement. Teacher displays maramataka elements as a prompt (star references, seasonal cues, cyclical idea) and explains how placement can guide meaning without overcrowding. Students choose maramataka elements they will include in concept A and concept B (no final artwork—just planning).

4. 18–33 min · Task 4 Part A: Sketch Concept A (10–12 min sketch + 1–3 min annotate). Teacher circulates using a checklist: grid accuracy, visual hierarchy, readable text zones, and purposeful maramataka inclusion. Students sketch Concept A on the provided grid template, then add 3–4 quick annotations about intention and design decisions.

5. 33–48 min · Task 4 Part B: Sketch Concept B (10–12 min sketch + 1–3 min annotate). Teacher demonstrates a “change one variable” strategy (e.g., swap hierarchy order, change spacing rhythm, reposition maramataka element). Students sketch Concept B, making it meaningfully different from A (students must change at least one layout principle, not just the doodles).

6. 48–55 min · Peer critique (guided): “2 stars and a step”. Teacher models giving feedback that is specific to process and convention (alignment, hierarchy, clarity of maramataka meaning) rather than taste alone. Students exchange sketches and write: 2 things that work and 1 actionable next step.

7. 55–60 min · Exit ticket: Concept choice & next move. Teacher asks students to select their stronger concept and name one adjustment they will make next lesson. Students submit a short note: “I will develop Concept __ because __. Next I will __.”

Resources

• Task 4 sketch templates with grid layout systems (Concept A and Concept B pages)
• Matariki design starter sheets (star/maramataka prompt cards)
• Swiss design principle cue cards (hierarchy, alignment, consistency, negative space, repetition)
• Variety of sketching materials: HB/2B pencils, fineliners, coloured pencils (optional), eraser
• Rulers, set squares or straight-edge for accurate grid lines
• Annotation sentence starters (e.g., “I used ______ to show ______.”)
• Checklist rubric (student-friendly) for grid accuracy and maramataka purpose
• Peer critique slips: “2 stars and a step”

Assessment

• Formative during concept sketching: teacher observes grid use, hierarchy decisions, and purposeful maramataka placement using the checklist.
• Peer feedback check: students must provide at least one specific “next step” linked to layout/process.
• Exit ticket: identifies chosen concept and one concrete iteration plan (evidence of evaluation and next action).

Differentiation

• Support (UDL): provide multiple template levels (tight grid / medium grid / looser grid) and sentence starters for annotations; offer a “swap one variable” card to help students make Concept B meaningfully different.
• Support for students needing structure: pre-mark key zones (title area, star/date area, margin) on the template; allow use of light pencil guidelines before committing to final sketch lines.
• Extension: students add a third “mini-variant” thumbnail in the margin (only 3–4 minutes) showing an alternate hierarchy approach, then briefly explain the reasoning.
• EAL/SEN: allow students to annotate with diagrams, symbols, or partial sentences; provide word banks for maramataka elements and design principles; encourage oral rehearsal with a partner before writing.