Contemporary Whakairo

Overview

Lesson 12 of 30 in Exploring Whakairo Traditions. Students investigate how contemporary whakairo responds to new materials, technologies, audiences and settings while maintaining cultural integrity. They evaluate case studies using evidence, then develop and justify a concept for a contemporary carved work.

Learning intentions

• WALT describe key features of contemporary whakairo and its physical environments.
• WALT explain how purpose, materials, audience and setting influence whakairo.
• WALT evaluate whether contemporary approaches maintain cultural integrity.
• WALT communicate an informed response using appropriate art vocabulary and evidence.

Success criteria

• I can identify specific visual and contextual features in contemporary whakairo.
• I can explain how a work’s purpose, location, materials and audience shape its meaning.
• I can discuss cultural integrity respectfully, distinguishing evidence from assumption.
• I can make a justified evaluation and propose a culturally responsible contemporary response.

Curriculum links

• Demonstrate understanding of art works in relation to their physical environments.
• Examine the effects of formal elements of art works.
• Demonstrate an understanding of methods and ideas from established practice appropriate to painting, applied here through analysis of established visual arts practice.
• Produce a resolved work that demonstrates control of skills appropriate to cultural conventions, through planning a resolved contemporary response.

Lesson structure (120 minutes)

1. 0–10 min · Whakatau and visual hook. Teacher welcomes students, revisits the previous lesson’s learning about traditional whakairo conventions, and opens the opening visual comparison showing a traditional carved form beside a contemporary whakairo work; students silently record two similarities, two differences and one question. Establish that whakairo is not simply a decorative style and that cultural knowledge, tikanga, relationships and permission matter. Explain that today’s focus is evaluation, not judging Māori practice from uninformed personal opinion.

2. 10–28 min · Explicit teaching and modelling. Teacher uses the context and analysis slides to introduce a framework: what is seen, where it is, why it was made, who encounters it, what influences it, and how cultural integrity is demonstrated. Model a short analysis of one case study, connecting formal elements such as line, pattern, texture, scale and form to purpose and setting. Students annotate the model and help identify the difference between describing (“the pattern repeats”) and explaining (“the repetition reinforces continuity and collective identity”). Introduce careful language: “This may suggest…”, “The context indicates…”, and “Further information would be needed before concluding…”

3. 28–55 min · Paired case-study investigation. Teacher distributes the contemporary whakairo case-study analysis sheet and assigns pairs one of four teacher-selected case studies, ensuring each has reliable contextual information and, where appropriate, perspectives from Māori artists or cultural advisers. Students analyse the work’s physical environment, materials, methods, audience, purpose, influences and formal elements. Pairs must identify three pieces of visual evidence, two contextual facts and one question about cultural authority or integrity. Circulate to check that students are explaining relationships rather than listing features.

4. 55–72 min · Hui and critical comparison. Teacher forms mixed groups so students share their case studies, then displays the comparison and discussion prompts. Students compare how contemporary settings—such as public spaces, civic buildings, digital documentation or collaborative installations—change the way whakairo is made, encountered and valued. Each group completes the sentence: “This contemporary approach strengthens cultural integrity because…” or “This approach could create concern if…” using evidence. Groups report one balanced evaluation; teacher clarifies misconceptions and reinforces that contemporary development can coexist with cultural continuity when knowledge, tikanga and relationships are respected.

5. 72–103 min · Individual concept development. Teacher introduces the design brief through the concept-planning instructions: propose a contemporary whakairo response for a clearly identified setting and audience. The work may be a drawing, relief, installation, digital proposal or collaborative public artwork, but students must not copy sacred or culturally restricted designs. Students complete the second section of the contemporary whakairo case-study analysis sheet, planning purpose, site, scale, materials, formal elements, audience, relationship to established practice and steps for seeking appropriate guidance. They produce an annotated thumbnail and a 150-word justification explaining how the proposal balances innovation and cultural integrity.

6. 103–115 min · Peer critique and refinement. Teacher pairs students for a structured critique and displays the peer-feedback prompts. Students identify one effective connection between concept and context, ask one respectful question, and suggest one refinement. Students revise one aspect of their proposal and underline the evidence-based sentence in their justification.

7. 115–120 min · Exit evaluation. Teacher asks students to complete the final prompt on the contemporary whakairo case-study analysis sheet: “A contemporary whakairo practice can maintain cultural integrity when…” followed by one example from today. Collect worksheets and concepts as formative evidence for the next lesson.

Resources

• Slide deck: contemporary whakairo visual comparison, analysis framework, case-study prompts, design brief, critique and plenary
• Case-study image and information packs selected with appropriate cultural care
• the contemporary whakairo case-study analysis sheet
• Projector or interactive display
• A3 or A4 drawing paper and pencils
• Coloured pencils or fine-liners
• Sticky notes for peer feedback
• Teacher-approved references and local iwi or cultural adviser guidance, where available

Assessment

• Listen during paired analysis for accurate description, contextual evidence and explanations of relationships.
• Check group evaluations for balanced, respectful judgements supported by visual and contextual evidence.
• Collect the worksheet, annotated concept and exit response. Look for a clear purpose, identified environment, connection to established practice and an informed consideration of cultural integrity.

Differentiation

• Provide a vocabulary bank, visual analysis framework and sentence starters: “The work’s location affects meaning because…”, “The use of ___ may communicate…”, and “This is culturally responsible when…”
• Offer case studies with graduated reading demands, audio or teacher-read information, enlarged images and mixed-ability pairing for students requiring literacy or visual-processing support.
• Allow students to present their concept through labelled drawing, digital collage or recorded oral explanation, while retaining the written evidence needed for assessment.
• Extend confident students by requiring comparison of two works or an evaluation of a potential tension between public access, innovation, commercial use and cultural authority. Remind all students that Māori designs, symbols and narratives must not be copied without appropriate knowledge, permission and consultation.