Dawn Star Art

Overview

In this Art lesson, students explore Matariki (as a star cluster) through drawing and simple collage, connecting their artwork to how Matariki appears in the eastern morning sky in winter. Students build from earlier everyday understandings of seasons by using visual features from a star chart.

Learning intentions

• WALT create an Art work that shows Matariki and Te Kāhui o Mahutonga in the dawn sky.
• WALT identify Matariki as a star cluster (not one star) and describe when it is seen (winter, in the haeata).
• WALT use colour, shape and placement to show “where” stars are in relation to each other.
• WALT share our ideas respectfully, using key words in simple sentences.

Success criteria

• I can tell Matariki is a star cluster, not one star.
• I can show Matariki and Te Kāhui o Mahutonga on my artwork in the correct “sky” positions.
• I can use more than one mark/colour to represent the cluster and label or point to it when talking.

Curriculum links

• Art (Te Toi): Students explore and communicate ideas through making artworks, using observation, colours and simple visual choices.
• Learning about Matariki (Earth and Space / Matariki): Students recognise Matariki as a star cluster visible in the eastern morning sky in mid-winter and relate it to seasonal change.
• Te Ao Māori connections: Students learn that Māori navigators used Matariki to guide journeys, and they practise respectful listening and speaking.
• Key competencies: Relating to others, participating and contributing (sharing ideas), and using language symbols and texts (describing positions using simple terms like “above/below” and “left/right”).

Lesson structure (60 minutes total)

1. 0–5 min · Welcoming hook (Art warm-up). Teacher shows the large printed star chart or slide and says, “Today we will make Matariki art.” Students look quietly and notice one thing they can see (gesture to a place on the chart).

2. 5–12 min · Teacher modelling: Matariki facts (no making yet). Teacher models while pointing clearly on the chart:

• “Matariki is a star cluster, not one star.”
• “It rises in the haeata (dawn) in winter.”
• “Māori navigators used Matariki to help guide their journeys.”
• Point out Te Kāhui o Mahutonga and then point where Matariki sits in relation to it. Students repeat key phrases (choral practice) and point along with the teacher on the chart.

3. 12–20 min · Quick guided observation (turn and talk). Teacher asks two prompts on the board: “Where is Te Kāhui o Mahutonga?” and “Where is Matariki compared to it?” Students turn and talk with a partner, using sentence starters: “I think Matariki is … because …”

4. 20–25 min · Demonstrate art planning (beginnings). Teacher shows a finished example (or halfway example): background sky, then clustered dots/stars, then Southern Cross shape. Teacher demonstrates placement: “First background, then Te Kāhui o Mahutonga, then Matariki as a group of stars.” Students choose where their Matariki will go and make a light pencil dot/guide.

5. 25–45 min · Making time (middle). Teacher circulates, modelling techniques:

• Use dotting/short dabs to show a cluster (not one dot).
• Use contrasting colours for night-to-dawn (dark blue/purple to lighter near the horizon if possible).
• Add Te Kāhui o Mahutonga clearly with a simple connected shape (or arranged star dots). Students create their artwork on provided paper, aiming to show “winter haeata sky” and the relationship between Matariki and Te Kāhui o Mahutonga.

6. 45–55 min · Sharing and describing (ends begins). Teacher calls on 3–4 students (or table groups) to share: “My artwork shows Matariki as a star cluster. It is in the haeata in winter. Te Kāhui o Mahutonga is … and Matariki is …” Students listen for two things: correct key words and correct relative placement.

7. 55–60 min · Quick wrap + exit check (ends). Students complete a 1-minute self-check using an adult checklist card:

• I showed Matariki as a cluster.
• I showed Te Kāhui o Mahutonga.
• I can say where Matariki sits compared to it (e.g., left/right or above/below).

Resources

• Large printed star chart and/or slide image
• Sample student artwork (model)
• A3/A4 Art paper for each student
• Pencil, eraser
• Coloured pencils or crayons (dark night colours and lighter dawn colour)
• Fine-tip markers or white gel pens for star highlights (optional)
• Glue sticks and small pre-cut star shapes (optional support for cluster)
• Labels strips with words: “Matariki”, “Te Kāhui o Mahutonga”, “haeata”, “winter” (teacher chooses best fit)
• Class speaking sentence starters on board
• Teacher clipboard checklist for exit check

Assessment

• During modelling: teacher listens for correct statements (Matariki is a cluster; haeata in winter; navigators guided journeys).
• During making: teacher checks that students use multiple marks for Matariki and place it in relation to Te Kāhui o Mahutonga.
• Exit check: one-minute self-assessment plus teacher confirmation of cluster + relative position.

Differentiation

• Support for English language learners:
• Provide sentence starters and key word labels.
• Allow pointing responses during talk (e.g., “Show me where Matariki is”).
• Offer a simplified chart with heavier lines showing Te Kāhui o Mahutonga.
• Support for students needing extra scaffolding:
• Provide pre-drawn outlines for Te Kāhui o Mahutonga; students add star dots.
• Offer a “cluster stencil” (small circle cluster) so they remember it’s not one star.
• Extension (where ready):
• Add a simple “path” line to represent guidance on the navigator idea (optional, teacher-led).
• Encourage students to add a small label showing where it is relative (e.g., “Matariki near/below…”).
• Sensory/participation:
• Give roles in table sharing (pointer, speaker, artist) so every student contributes.

Evaluation (what could have been better)

• If most students miss “cluster not one star”, next time add a 2-minute “practice dotting” on scrap paper before the final artwork.
• If relative placement is unclear, next time use a matching activity: students place two star symbols (Te Kāhui o Mahutonga card and Matariki card) before drawing on paper.