Identity Art and Audio

Overview

In this sixteenth lesson of Language, Identity, Connection, students communicate aspects of their identity through a bilingual or multilingual multimodal artwork or audio piece. They draw on familiar greetings, farewells, names, connections, whānau/familia, interests and previously learned language, while making respectful choices about what is public and what remains private.

Learning intentions

• WALT communicate identity through multimodal language.
• WALT use familiar words and phrases accurately in a meaningful context.
• WALT explain how language, images and sound communicate connection and identity.
• WALT give and receive kind, useful feedback.

Success criteria

• I can create an identity artwork or audio piece using at least four accurate words or phrases.
• I can include my name, a connection, a whānau/familia link or interest, and a greeting or farewell.
• I can explain at least one choice I made about language, image or sound.
• I can give feedback that is specific, respectful and helpful.

Curriculum links

• Learning Languages — Classroom language: using E tū and Whakarārangihia as familiar classroom instructions.
• Learning Languages — Classroom language: using Whakaroopuhia kia tokotoru/whā/rima when organising collaborative work.
• Learning Languages — Giving instructions in te reo Māori requires culturally appropriate language, reflecting respect, relationships and collective responsibility.
• Learning Languages — The tone, formality and directness of instructions are shaped by context, roles and tikanga Māori.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and visual hook. Display the identity hook and learning intention and invite students to notice how a name, image, sound or greeting can communicate belonging. Students briefly share one safe, public aspect of identity they might include, such as a favourite activity, place, language or connection; remind them that nobody has to disclose private or sacred information.

2. 5–11 min · Model and unpack criteria. Show the teacher model and success criteria. Model a simple identity shield or one-slide collage containing a name, connection, interest, greeting/farewell and four accurate words or phrases. Think aloud about checking meaning and pronunciation, asking permission before using local or home-language knowledge, and choosing a respectful register for the intended audience. Students identify the four required content elements and suggest what makes the model clear.

3. 11–16 min · Plan language and format. Distribute the identity planning and language-check sheet. Students choose drawing, collage, digital slide, speech, AAC-supported presentation or recorded audio. They plan four or more words or phrases, select images or sounds, and mark any language they need to check. Teacher conferences with individuals or pairs, modelling pronunciation and helping students choose language that is accurate and appropriate.

4. 16–32 min · Create identity pieces. Students create independently or with a partner, using art/digital tools, word banks and headphones where needed. They may use English, te reo Māori, a home language or another language they know, provided the content is theirs to share and permission has been obtained where appropriate. Teacher circulates for brief vocabulary conferences: students say each phrase, explain its meaning, and revise inaccuracies. Use the classroom instruction Whakaroopuhia kia tokotoru/whā/rima to organise groups of three, four or five if collaboration is needed.

5. 32–40 min · Gallery feedback or listening circle. Display the feedback prompts and arrange a quiet gallery walk, paired sharing or small listening circles. Students use two prompts: “I noticed…” and “I wondered…” or “One clear language choice was…”. They comment on communication and respect rather than judging a person’s identity, and creators may choose not to share private details. Students record or tell one improvement they would make.

6. 40–45 min · Share, reflect and close. Invite several volunteers to share one element and explain a design, language or sound choice. Return to the plenary prompts and ask: “How did your languages, images or sounds communicate identity?” Students complete the final two prompts on the reflection and self-check section: one success against the criteria and one next step. Close with an appropriate greeting or farewell in a language the class has permission to use.

Resources

• the identity hook, model, criteria, feedback prompts and plenary slides
• the identity planning and language-check sheet
• Drawing paper, card, coloured pencils, collage materials and glue
• Tablets or computers with approved presentation and audio-recording tools
• Headphones and microphones
• Class word banks and pronunciation supports
• Approved audio, images and sound effects
• AAC symbols or communication devices, where required
• Display space or a shared digital gallery

Assessment

• During vocabulary conferences, check that each student can explain the meaning and intended use of at least four words or phrases; note pronunciation, accuracy and culturally respectful choices.
• Use the peer gallery feedback to assess whether the identity message is understandable and whether students respond respectfully to others’ work.
• Review the self-check for the four required elements, an explanation of choices and a realistic next step.

Differentiation

• Offer a choice of shield, collage, digital slide, speech, AAC-supported piece or recorded audio; allow students to work with a trusted partner or adult.
• Provide uncluttered templates, visual word banks, sentence starters such as “This shows…”, “I chose… because…”, and teacher-recorded audio instructions. Use speech-to-text, text-to-speech, enlarged print and headphones for dyslexic learners.
• Accept home-language contributions, translanguaging and approximate first attempts while supporting students to verify meaning and pronunciation with a trusted speaker, resource or teacher.
• Reduce the required amount of writing without reducing the communication goal; students may dictate, draw, point, sign or record. Avoid requiring disclosure of family, cultural or personal information.
• Advanced learners can add a register label such as formal, informal or respectful, include a pronunciation guide, or explain how their wording changes for a particular audience or relationship.

Extension

• Students create a second version for a different audience and explain one change in tone, formality or directness.
• Students add a short spoken explanation of how their language choices show respect, connection or collective responsibility.