Connecting Nature Art

Overview

In this lesson (4 of 5) students connect Matariki stories and science ideas with visual art materials. They gather natural items, discuss what they could symbolise about Matariki, then begin planning a mixed-media artwork using these materials alongside drawing and collage.

Learning intentions

• WALT connect elements of Matariki (including seasonal change and visibility) to visual symbolism in art.
• WALT select and justify natural materials (for example flax and feathers) for meaning and composition.
• WALT plan the next steps for a mixed-media artwork, including layout, materials, and techniques.

Success criteria

• I can explain how at least two natural materials could symbolise aspects of Matariki.
• I can describe my artwork plan using a clear layout (where key elements will go) and a materials/techniques list.
• I can set a realistic goal for how I will start making in the next lesson.

Curriculum links

• Arts (Visual Arts): develop ideas and plan artworks; use materials and techniques; reflect on meaning through visual language.
• Key competencies: Thinking (linking symbols to ideas), Managing self (collecting and preparing materials responsibly), Participating and contributing (group discussions and respectful sharing), Communication (explaining symbolism and plans).

Lesson structure (30 minutes)

1. 0–3 min · Welcome and aim. Teacher greets students and shares the lesson focus: “Connecting nature and art for Matariki” with today’s goal to plan a mixed-media artwork using collected materials. Students repeat the success criteria in their own words and set one personal focus for planning.

2. 3–10 min · Nature material collection. Teacher reminds students how to collect safely (gentle handling, no damaging living plants, wash hands, dispose of waste) and introduces/labels the materials available (for example flax pieces and feathers). Students in pairs collect a small “choice bundle” of materials, then choose one item they feel best connects to Matariki and keep it aside for planning.

3. 10–16 min · Symbol discussion (quick gallery talk). Teacher sets prompts on the board: “What could flax represent?” “What could feathers represent?” “How does Matariki relate to seasonal change?” “How might visibility in the eastern morning sky become an artwork idea?” Students rotate or do table-talk, using sentence starters: “I think this represents… because…” and record one symbolism idea per partner on the planning sheet.

4. 16–23 min · Planning mixed-media artwork. Teacher models a simple plan: a thumbnail sketch, key placement, and a materials/techniques list (for example collage, rubbing, line drawing, layering). Students complete their planning page:

• quick thumbnail (front view layout)
• 2–4 key symbols connected to their materials
• where text or marks might go (if used)
• which techniques they will use with each material

5. 23–27 min · Materials-to-techniques “match-up”. Teacher checks plans quickly and asks each group to “match” one material to one technique (for example feather → collage/ink line echo; flax → texture/rip-and-layer). Students revise one detail in their plan to make it clearer (technique, placement, or meaning statement).

6. 27–30 min · Exit ticket: readiness for making. Teacher collects exit slips and confirms: next lesson will begin making based on today’s plan. Students submit a short exit ticket: “My artwork plan is ready because…” plus one question they still have.

Resources

• Small “choice bundles” of natural materials (for example pre-prepared flax pieces and clean feathers)
• Planning sheets (thumbnail space, symbolism notes, materials/techniques list, next-step goal)
• Clipboards or flat boards to write on
• Glue sticks or suitable adhesive (preview only; full making starts later)
• Pens/colouring pencils/markers for sketches and notes
• Gloves or hand wipes (if needed for feathers)
• Handwashing facilities or sanitiser
• Bin liners and waste area labels for safe disposal
• Board/slide with prompts for symbolism and composition

Assessment

• Teacher observation during collection: students demonstrate safe handling and purposeful selection of materials.
• Formative checks during discussion and planning: students articulate meaning using “because” reasoning and show a clear layout plan.
• Exit ticket: readiness for making and one remaining question to guide teacher support next lesson.

Differentiation

• Support: sentence starters for symbolism (“This represents… because…”) and a checklist for planning (thumbnail, symbols, materials, techniques, goal).
• Support: offer a small example plan (one or two symbols, simple layout) for students who need a model.
• Extension: challenge students to include a second layer of symbolism by linking one element to a seasonal/environmental pattern and one to Matariki visibility/time of year.
• EAL/SEN: allow oral planning first (teacher or peer records key points), and provide a word bank for art techniques (texture, layering, collage, line, pattern) and symbolism (journey, new beginning, guidance, change).

Notes for the teacher

• Keep materials collection short and structured so planning time stays protected.
• Emphasise respect for knowledge: symbolism is discussed as “ideas we can explore in art”, not “the only correct meaning”.
• Manage allergies/sensitivities by offering alternatives (for example fabric/fibre textures) if needed.