Constructing the Diorama Base

Overview

This is lesson 12 of 20 in Mauri: Guardians of Awa. Students begin building a stable diorama foundation using clay and selected materials, applying prior planning about the awa’s structure, movement and guardianship. They will make intentional decisions about form, texture, scale and material use while working collaboratively and respectfully.

Learning intentions

Students will:

• Develop a stable three-dimensional base that communicates the structure and flow of an awa.
• Use clay and other materials safely and purposefully to represent landforms, water movement and connected environments.
• Apply visual arts elements such as form, texture, shape, space and contrast.
• Explain how their material choices communicate ideas about mauri and caring for the awa.

Success criteria

• I can construct a base that is stable and securely attached.
• I can show the awa’s direction, movement and surrounding landforms.
• I can use texture, shape and materials deliberately to communicate meaning.
• I can describe one choice that supports the idea of guardianship or mauri.

Curriculum links

• Visual Arts — developing practical knowledge through exploring and using materials, techniques and processes.
• Visual Arts — developing ideas in response to observations, experiences and the relationship between people and place.
• Visual Arts — communicating and interpreting meaning through three-dimensional artworks.
• Te Mātaiaho — manaakitanga, whanaungatanga, ako and active participation through collaborative making and responsible use of resources.

Lesson structure (60 minutes)

1. 0–7 min · Reconnect and focus. Teacher welcomes students, revisits the unit kaupapa and shows photographs or diagrams of awa environments through the opening and visual reference slides. Ask: “How can the shape and surface of our base show that an awa is living, moving and connected to the land?” Students quietly sketch or gesture the flow of their planned awa, then share one intended feature with a partner.

2. 7–15 min · Demonstration and criteria. Teacher demonstrates how to build a low, wide base; create a shallow channel; join clay securely; test stability; and use texture without overcrowding the surface, using the construction demonstration and success-criteria slides. Emphasise that the base is a model, not a literal copy, and that students should make respectful, considered choices when representing an awa. Students identify one possible stability problem and suggest a solution.

3. 15–20 min · Prepare and plan. Teacher places students in 11 pairs, assigns each pair a labelled work area and distributes the diorama base planning and process sheet. Students review their previous design, draw the base shape from above, mark the awa’s direction and label two landform or texture decisions. Teacher checks that plans are achievable with the available materials before construction begins.

4. 20–43 min · Construct the foundation. Teacher circulates, questioning rather than taking over: “Where does the water move?” “What makes this secure?” “Which texture helps communicate this place?” Students build the base in pairs, using clay, cardboard and natural or recycled materials. They first establish the broad landform, then add the awa channel and only essential raised features. Students pause at the halfway point to test whether the base stays flat, the channel is visible and all pieces are attached securely. Refer back to the making-process reminder slide as needed.

5. 43–52 min · Refine and interpret. Teacher signals a tidy-up of loose scraps and invites pairs to inspect another group’s work without touching it. Students complete the reflection boxes on the diorama base planning and process sheet, noting one successful design decision and one change needed for the next lesson. Each pair gives another group one specific observation about stability, flow or texture.

6. 52–60 min · Share and close. Teacher displays the final prompts on the reflection and plenary slides and asks pairs to hold or point to the part of their base that best communicates movement. Students share: “Our awa flows…, and we showed this by…” They finish with the success criteria exit ticket, identifying which criteria they have met and naming their next construction step. Collect sheets and photograph each base with its pair’s names.

Resources

• One slide deck covering the hook, visual references, demonstration, criteria, process reminders and plenary
• One-page diorama base planning and process worksheet
• Clay and water containers
• Recycled cardboard or thick card for foundations
• Natural or recycled materials such as stones, bark, sand, fabric or paper
• Modelling tools, wooden sticks and blunt scissors
• PVA glue, masking tape and trays or work mats
• Aprons or protective table coverings
• Labels or name cards and devices or camera for progress photographs

Assessment

• During planning, check that each pair can identify the awa’s direction, a stability strategy and at least two intentional visual choices.
• During construction, observe safe tool use, collaboration, problem-solving and whether the base communicates structure and flow. Confer with pairs using the success criteria.
• Use the exit ticket and worksheet reflection to identify who is ready to add detail next lesson and who needs support strengthening or simplifying the foundation.

Differentiation

• Provide a simple base template, a step-by-step construction sequence and sentence starters such as “The awa moves…” and “We chose this texture because…” for students who need scaffolding.
• Offer pre-cut card, smaller quantities of clay, visual demonstrations and a clearly marked work area for students with fine-motor, sensory or organisational needs.
• Pair students deliberately and assign rotating roles such as builder, materials manager, stability checker and recorder; allow students to change roles during the activity.
• Extend confident students by asking them to show a change in elevation, a tributary, erosion or another connected landform while maintaining a stable base. Encourage EAL learners to use labelled diagrams, gestures and home-language discussion before sharing in English.