Creating Design Concepts

Context

This is lesson 2 of 3 in the Year 8 unit "Exploring Māori Art Techniques". Building on the foundational knowledge of traditional Māori motifs introduced in the first lesson, students now develop their own design concepts for a class art piece. The lesson emphasises interpretation of traditional Māori motifs in a contemporary context, encouraging creativity, cultural understanding, and collaboration.

WALT (We Are Learning To)

• Develop original design concepts inspired by traditional Māori motifs.
• Sketch and communicate our design ideas clearly.
• Interpret traditional Māori art techniques in modern contexts.
• Give and receive constructive feedback from peers.
• Present our design inspiration confidently to the class.

Success Criteria

Students will be able to:

• Identify key motifs or patterns learned from the previous lesson.
• Create clear sketches representing their design concept integrating Māori art influences.
• Explain the cultural significance or inspiration behind their design.
• Provide and respond to feedback respectfully and thoughtfully.
• Demonstrate creativity by adapting traditional motifs in a modern way.

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Curriculum Links

The Arts Learning Area (Year 8) — New Zealand Curriculum Refresh

Strand: Developing Ideas and Communicating

• Achievement Objective: Explore and develop ideas in a range of art forms, using the elements of art and principles of design to express a variety of ideas, including cultural heritage and contemporary themes.
• Key Competencies:
• Thinking: Generate ideas and problem-solve while designing.
• Relating to others: Collaborate and critique constructively.
• Using language, symbols, and texts: Use appropriate art terminology to describe designs and processes.

Cultural Understanding

• Connect to tikanga Māori and the role of Māori art as taonga tuku iho (treasured heritage).
• Encourage interpreting kōwhaiwhai, kowhaiwhai patterns, and other customary forms in ways respectful of Māori tikanga but adapted for contemporary expression.

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Lesson Outline (60 minutes)

Time	Activity	Description	Differentiation
0–10 mins	Warm-up: Recap and Inspiration Sharing	Quick group discussion recalling the traditional motifs and techniques from Lesson 1. Teacher shows example images of traditional designs and modern adaptations to spark ideas.	Use visual aids and examples for ELL and visual learners; verbal recap for auditory learners.
10–25 mins	Individual Design Sketching	Students independently sketch their design concepts on A4 paper, applying their understanding of Māori motifs with a modern twist.	Provide templates or motif examples for students needing extra support; challenge extension learners to incorporate symbolic storytelling elements.
25–35 mins	Peer Feedback in Pairs	Students pair up to share and explain their sketches, then give each other constructive feedback focused on cultural relevance, creativity, and clarity of design.	Encourage sentence starters for feedback (e.g., “I like how you…”, “Have you thought about…?”) to support language learners and shy students.
35–50 mins	Refine Sketches	Students revise their sketches based on peer feedback and add annotations describing their inspiration and design decisions.	Allow drawing tools choice (digital or traditional) and verbal responses or annotations for varied learners.
50–60 mins	Presentations: Design Inspiration	Volunteers or groups present their final design concepts and explain the cultural and modern elements incorporated.	Use a presentation rubric with clear expectations; support reluctant speakers with prompts or a buddy system.

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Resources

• Sketching materials: pencil, eraser, coloured pencils or markers
• Example images of Māori motifs and contemporary Māori art
• Feedback sentence starters chart
• A4 drawing paper or digital tablets if available
• Annotation templates

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Assessment and Feedback

• Formative assessment through observing students’ design processes and peer feedback interactions.
• Teacher notes on cultural understanding and creativity during presentations.
• Use success criteria checklist to give targeted feedback and help students self-assess.

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Differentiation Strategies

• For diverse learners:

• Provide visual motif cards or stencils if free drawing is challenging.

• Allow use of digital drawing apps for fine motor support.

• Scaffold peer feedback with sentence starters and modelling.

• Have one-on-one time with teacher for students needing extra guidance.

• For extension learners:

• Challenge to link motifs to stories or whakapapa (genealogy).

• Develop motifs into patterns that could be used for multiple media (e.g., 3D or textile design).

• Encourage presentation on how their work respects and innovates Māori art traditions.

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Cross-curricular Opportunities

• Social Sciences: Understand the role of Māori art in cultural identity and heritage.
• English: Develop oral communication skills through presentations.
• Technology: Option to explore design digitisation tools.

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Reflection and Next Steps

At the end of the lesson, collect feedback from students on what inspired them most and what challenges they faced designing. This information will inform the next lesson where students will collaboratively combine their concepts into a class art piece, integrating the designs developed.

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This lesson plan respects and embraces the New Zealand Curriculum Refresh by embedding cultural understanding within arts practice, fostering critical thinking, communication, and collaborative skills targeted for Year 8 learners in the New Zealand context. It encourages learner agency through creative expression grounded in Māori heritage, aligned with the curriculum's emphasis on bicultural identity and competencies.