Creative Expression Journey

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Overview

This 120-minute differentiated Arts programme is designed for diverse learners in ECE, Years 1–8 (Primary), and Years 9–13 (Secondary) visiting the TYPE IN MOTION EOTC programme at Whanganui Regional Museum. It is carefully aligned to the New Zealand Curriculum to foster creativity, cultural understanding, and critical thinking through visual arts, connected to local context and taonga (treasures).

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Curriculum Alignment and Competencies

Learning Areas and Strands (New Zealand Curriculum):

• The Arts – Visual Arts strand

• Exploring and developing ideas

• Developing practical knowledge and skills

• Communicating and interpreting art works

• Key Competencies:

• Thinking — generating ideas, making decisions

• Using language, symbols, and texts — interpreting and creating meaning visually

• Managing self — perseverance and self-expression

• Relating to others — working collaboratively and respecting diverse perspectives

• Participating and contributing — connecting with cultural heritage and community

Levels:

• ECE aligned with Te Whāriki principles of exploration, contribution, and communication through the arts.
• Years 1–8 aligned with The Arts progress outcomes (Visual Arts)
• Years 9–13 aligned with NCEA Level 1–3 Achievement Outcomes in Visual Arts, including critical reflection and experimentations with materials and symbols.

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Learning Outcomes

ECE (Ages 3–5)

• Explore sensory and tactile experiences with various art materials.
• Express ideas and feelings using colour, shape, and simple markings.
• Begin to recognise that art can communicate stories and culture.

Years 1–8 (Ages 5–12)

• Develop and explore ideas inspired by a local artefact or taonga from the museum.
• Experiment with different media and techniques to communicate personal and cultural stories.
• Describe their own and others’ artwork using basic art language.

Years 9–13 (Ages 13–18)

• Critically analyse artworks in terms of cultural and historical context, focusing on Māori and local heritage.
• Experiment with advanced visual art techniques and create original pieces expressing complex ideas.
• Communicate their intentions and critique their own and peers’ artwork using informed vocabulary.

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Lesson Structure (120 Minutes Total)

Time	Activity	Description
0–15 mins	Welcome & Introduction	Introduction to the programme, museum artefacts, and key concepts of motion and storytelling in art. Brief discussion differentiating expression by age group.
15–35 mins	Gallery Exploration & Observation	Guided exploration of selected exhibits featuring objects with movement theme (e.g., tools, instruments). Children observe shapes, colours, patterns, and cultural significance.
35–45 mins	Reflection & Discussion	Group sharing of observations; facilitated questioning to draw connections between artefact stories and personal/cultural experiences.
45–90 mins	Hands-on Art Creation	Differentiated studio session using mixed media with options tailored by age group (details below).
90–105 mins	Gallery Walk & Peer Sharing	Students display their creations for classmates to view and discuss using sentence starters or guiding questions.
105–120 mins	Reflection & Wrap-up	Whole group reflection on learning, connection to local culture, and summarising key insights.

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Differentiated Hands-on Art Creation Details

ECE

• Materials: Finger paints, textured papers, natural materials (leaves, feathers), crayons.
• Activity: Create an artwork inspired by the movement or story of a museum object using tactile and sensory materials. Emphasis on exploration and expression, not 'finished product'.
• Support: Provide prompts such as “What colours make you think of movement?” Use adult guidance to encourage naming and describing colours, textures, and feelings.

Years 1–8

• Materials: Watercolour, collage materials, coloured pencils, clay modelling.
• Activity: Create a mixed-media artwork or simple sculpture inspired by museum objects and their cultural stories, focusing on representing motion or transformation.
• Support: Give examples of how to use visual elements like lines or shapes to show movement. Encourage storytelling through art. Provide templates or support scaffolds.

Years 9–13

• Materials: Acrylic paints, inks, digital tablets (if available), printmaking, advanced sculpture materials.
• Activity: Develop a personal or cultural response to an object focusing on themes like movement, identity, or transformation, using an advanced technique. Encourage experimentation and concept development.
• Support: Facilitate critical discussion of concepts and technique choices. Provide peer feedback frameworks and exemplars of critical reflection.

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Assessment Ideas

ECE

• Observation notes of children’s engagement, expression, and use of materials.
• Anecdotal records capturing children’s verbalisations about their artwork and stories they tell.
• Use learning stories to document progress in exploration and communication.

Years 1–8

• Self-assessment checklist including: use of artistic elements, connection to the museum story, creativity.
• Teacher observation for skill development in technique and idea generation.
• Peer sharing feedback capturing respectful listening and description skills.

Years 9–13

• Formal artist statements to accompany their work explaining intent, process, and cultural context.
• Reflective journaling or digital portfolios documenting experimentation and conceptual development.
• Peer and self-assessment using NCEA art achievement criteria related to developing and resolving visual ideas.

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Notes for Teachers

• Integrate Te Tiriti o Waitangi principles by acknowledging tangata whenua perspectives and encouraging students to connect to their own whakapapa and local stories.
• Use collaborative and discussion activities to build social competencies and respect diversity.
• Encourage all students to see themselves as artists and cultural commentators.
• Make connections to other curriculum areas, e.g., Social Sciences (local history), English (storytelling), and Science (observation of motion).

This programme positions students as active learners weaving their own narratives with those of their community, inspired by the rich collections of the Whanganui Regional Museum.

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Please feel free to request tailored extensions or specific resource ideas to enhance this lesson further!