Favourite Scene Drawing

WALT (We Are Learning To)

• Express our understanding of New Zealand history through drawing.
• Use art elements to represent scenes meaningfully.
• Explain why the chosen scene is significant to us.

Success Criteria

• Students create a clear, detailed drawing of a favourite scene from the production about New Zealand history.
• Artwork shows thoughtful use of colour, shape, and composition.
• Students can share at least one reason why they chose their scene.
• Use vocabulary related to art and New Zealand history appropriately.

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Curriculum Links

The Arts - Visual Arts

• Achievement Objective:
• Develop ideas in a range of visual arts forms (Level 2-3)
• Select and use materials, tools, and processes to develop and communicate ideas (Level 2-3)

Social Sciences

• Achievement Objective:
• Understand how people’s perspectives on events that have shaped New Zealand differ, and that these affect responses to the events (Level 2-3)

Key Competencies

• Thinking – making meaning and using creative thinking skills.
• Relating to others – sharing ideas respectfully in class.
• Using language, symbols, and text – expressing ideas using visual language.

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Lesson Breakdown (30 minutes)

1. Introduction (5 minutes)

• Briefly recap the production about New Zealand history the class has been working on.
• Use questioning: "What was your favourite scene in the production and why?"
• Show examples of how artists use different elements like colour and shape to express feelings or highlight important parts of a story.
• Explain today we will draw our favourite scene to show what made it special.

2. Planning and Sketching (5 minutes)

• Provide a small planning worksheet or prompt:
• What scene are you drawing?
• What will you include in your drawing?
• What colours and shapes will you use to show how you feel about this scene?
• Students quickly sketch ideas with pencil on scrap paper.

3. Drawing Time (15 minutes)

• Each student uses their preferred drawing tools (crayons, coloured pencils, or markers) to draw their scene on A4 paper.
• Encourage them to think about:
• The composition — which parts of the scene are most important?
• Use of colour — bright, dark, warm, or cool based on mood.
• Details that show the historical context clearly.
• Teacher circulates to offer support, encouraging expressive and confident artwork.

4. Sharing and Reflecting (5 minutes)

• Students present their drawings to a partner or small group.
• Each student says why they chose that scene and what they included in their drawing.
• A few volunteers share with the whole class if time allows.
• Teacher provides positive feedback highlighting connections between art choices and historical understanding.

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Resources

• Drawing paper (A4 sheets)
• Pencils, erasers
• Colouring materials (crayons, coloured pencils, markers)
• Planning worksheet with drawing prompts

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Teaching Tips

• Support learners by providing extra vocabulary related to the history topic and art.
• Encourage respectful listening during sharing to build a positive class culture.
• Remind students it’s about expressing ideas, not about making ‘perfect’ art.
• Connect artistic choices back to the curriculum’s focus on thinking and communicating ideas visually.

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This plan connects deeply to New Zealand’s Social Sciences by having students reflect on historical events through personal expression in art, fulfilling the key aims of the The Arts learning area and fostering cross-curricular thinking and respect for diverse perspectives.