Honouring Tipuna Through Art

Overview

Lesson 7 of 9 in Crafting Connections: Art and Friendship. Students refine a portrait or symbolic portrait design that communicates connection to tipuna, then begin creating it with drawing and crayon techniques. Emphasis is placed on respectful representation, manaakitanga and avoiding invented or culturally inappropriate meanings.

Learning intentions

• WALT refine a visual design that communicates a meaningful connection to tipuna.
• WALT make thoughtful choices about facial features, gesture, pattern, place, objects or approved symbols.
• WALT use drawing and crayon techniques to communicate ideas, mood and identity.
• WALT work respectfully with cultural knowledge and give constructive feedback.

Success criteria

• I can explain what my portrait choices communicate about connection to tipuna.
• I can use at least two visual elements purposefully, such as gesture, pattern, place or objects.
• I can begin a carefully composed portrait or symbolic portrait using controlled drawing and crayon techniques.
• I can show respect for mana by avoiding stereotypes, copying sacred imagery or inventing cultural meanings.

Curriculum links

• Developing practical knowledge in visual art through drawing, colour, line, shape, pattern, texture and composition.
• Developing ideas in visual art by generating, refining and communicating personal responses.
• Communicating and interpreting visual art by explaining choices and responding thoughtfully to others’ work.
• Te reo Māori me ōna tikanga and ngā uara: using respectful language, relationships, manaakitanga and responsibility when working with cultural ideas.

Lesson structure (60 minutes)

1. 0–7 minutes – Reconnect and settle

Welcome students and explain that this is the making stage of their approved design. Open with the opening and cultural care slides and revisit the unit idea: art can show relationships, memory and belonging. Remind students that tipuna may be represented through a person, symbolic portrait or meaningful visual clues, and that students should use only knowledge, symbols and references that are appropriate for them to share.

2. 7–15 minutes – Study examples and refine intentions

Show the examples and visual prompts in the portrait examples and discussion slides. Ask: “What communicates relationship here?” and “How do we know what is important to the artist?” Discuss how scale, gaze, gesture, colour, setting, objects and repeated patterns can communicate ideas without requiring a realistic face. Students complete the intention section of the portrait planning and reflection sheet, identifying their subject or symbolic focus and two choices they will use.

3. 15–23 minutes – Teacher demonstration

Use the technique demonstration slides while modelling on paper: lightly place the main shapes, check proportions and composition, then strengthen important lines. Demonstrate layering crayon, blending or pressure changes to create emphasis, texture and mood. Model how to include pattern or a meaningful object without copying a design whose meaning the artist does not understand. Explain that students may choose a symbolic portrait if a direct portrait is not suitable.

4. 23–43 minutes – Begin the artwork

Students collect drawing paper, pencils and crayons and begin their portrait or symbolic portrait composition. They first sketch lightly, then add selected features, gesture, place, objects, pattern and colour. Circulate for short conferences, asking: “What connection is this choice showing?” and “Is this a symbol you have permission and understanding to use?” Students may refer to the process and visual-elements slides as they work.

5. 43–53 minutes – Peer response and purposeful revision

Students place work where a partner can view it without handling it. Using the prompts on the peer feedback section, partners give one specific observation and one respectful suggestion: “I notice…” and “You could make the connection clearer by…”. Students decide which feedback is useful and make at least one revision to line, composition, pattern, colour or detail. Feedback must address the artwork, not judge a person or whānau.

6. 53–60 minutes – Share, reflect and pack away

Invite several students to share one deliberate choice, or offer a private teacher conference for students who do not wish to speak publicly. Return to the plenary and next-steps slides and ask students to complete the reflection on the worksheet: what is communicating connection, what needs further making, and what cultural care must guide the next lesson. Store artwork flat and label it for Lesson 8.

Resources

• the full lesson slide deck
• the portrait planning and reflection sheet
• A4 or A3 cartridge paper
• HB pencils, erasers and sharpeners
• Crayons, oil pastels or coloured pencils
• Drawing boards or firm backing
• Teacher-selected, culturally appropriate portrait and symbolic portrait examples
• Drying or storage area and name labels
• Projector or interactive display

Assessment

• Observe whether students can explain how selected visual elements communicate connection to tipuna.
• Confer during making to assess respectful cultural decision-making, composition planning and developing control of drawing and crayon techniques.
• Review the artwork-in-progress, peer feedback and reflection for purposeful choices, responsiveness and readiness for Lesson 8.

Differentiation

• Provide a choice of portrait, profile, hands, silhouette or symbolic composition; offer light proportion guides or a simple thumbnail frame for students who need structure.
• For EAL learners, provide visual vocabulary and sentence starters: “My artwork shows…”, “I chose… because…”, and “I will revise…”.
• Support students with fine-motor or sensory needs through larger paper, thicker drawing tools, pencil grips, movement breaks and permission to work at a quieter station.
• Extend confident artists by developing a more complex foreground/background relationship, controlled tonal contrast or repeated pattern that supports meaning rather than decoration.