Imagination Stories

Overview

This Art lesson introduces Year 9 students to how artists develop original ideas from stories, culture, and the natural environment. Using whakawhanaungatanga, students explore Māori pūrākau and the concept of Patupairehe, then use observational and imaginative thinking to plan a small artwork concept.

Learning intentions

• Students will connect artists’ inspiration to stories, culture, and the natural environment.
• Students will begin exploring Māori pūrākau through the concept of Patupairehe and related natural features.
• Students will generate an original design idea by combining imagination with observed natural elements.
• Students will communicate ideas clearly using visual planning (sketching/annotations).

Success criteria

• I can describe why cultures tell stories about magical beings and what they can teach.
• I can identify features of Patupairehe and link them to elements of the natural environment.
• I can create an original mini design (thumbnail + one labelled sketch) showing my story-inspired idea.
• I can explain my choices using at least two visual reasons (e.g., shape, colour, texture, placement, symbolism).

Curriculum links

• The Arts (Visual Arts): developing ideas through exploring and experimenting with visual language and materials.
• The Arts (Visual Arts): showing understanding of how artists use sources such as stories, culture, and the natural world.
• Key Competencies: thinking (generating ideas and making design decisions), using language, symbols, and texts (explaining visual choices), and relating to others (whakawhanaungatanga and respectful discussion).

Lesson structure (50 minutes)

1. 0–5 min · Welcome & purpose. Teacher welcomes students and shares the learning focus: stories, culture, and nature inspire original art ideas; today students start with whakawhanaungatanga and Māori pūrākau. Students listen and write the lesson focus in their visual journal.

2. 5–18 min · Whakawhanaungatanga questionnaire/sketch challenge. Teacher gives a short “Getting to Know You” sheet (or has students fold a page into four) with prompts such as: “If you were a mythical forest creature, what three features would you have?” and “What place in nature feels magical to you?”; also prompts respectful sharing. Students complete the questionnaire or a quick sketch challenge, then choose one idea to share with a partner.

3. 18–26 min · Class discussion: stories & magical beings. Teacher facilitates discussion with two key questions: “What mythical creatures do you already know?” and “Why do cultures tell stories about magical beings?” and links answers to culture, values, and imagination. Students contribute one idea each (or listen and note at least one new creature or reason in their journal).

4. 26–33 min · Introduce Patupairehe (story-informed inspiration). Teacher explains that Māori pūrākau includes supernatural beings, and today students will explore Patupairehe as an imaginative source for art ideas while staying respectful and mindful. Teacher focuses on connecting the being to natural features (for example: mossy textures, quiet forest places, water-side atmosphere, gentle light, sheltering plants) rather than “copying” any specific depiction. Students record 3–4 “source-to-design” notes: Patupairehe features I could show + nature elements I could include + mood/feeling.

5. 33–43 min · Design sprint: thumbnails to one concept. Teacher models a quick visual planning process:

• step A: sketch 3 small thumbnails (each with a different composition)
• step B: choose the strongest thumbnail
• step C: create one labelled sketch that shows at least two visual elements inspired by nature and story (shape, texture, colour mood, patterns). Students produce three thumbnails, select one, and draw one clearer labelled sketch.

6. 43–48 min · Share-out & peer feedback (2 stars and a question). Teacher pairs students and provides a feedback frame: “Two things I notice” (stars) + “One question” related to their story/nature links. Students share their concept and give feedback respectfully, focusing on how imagination and nature informed choices.

7. 48–50 min · Exit ticket. Teacher asks an exit ticket prompt: “In one sentence, how did stories and nature inspire your artwork idea today?” Students submit a one-sentence response in their journal.

Resources

• Visual journals or loose sketchbooks for each student
• “Getting to Know You” prompt sheet or printed half-page templates (optional)
• Pencils, rubbers, fine-liners
• Coloured pencils or pastels (if available for the labelled sketch)
• Short prepared image set of natural textures/patterns (moss, leaves, bark, water reflections) printed or displayed
• Teacher example of a thumbnail-to-labelled-sketch planning sequence

Assessment

• Formative check during whakawhanaungatanga: teacher monitors respectful participation and notes students’ ability to connect ideas to culture/nature.
• Formative check during drawing: teacher observes whether students are linking story features to natural visual elements in their notes and labels.
• Exit ticket: evaluate whether students can clearly state how stories and nature inspired their concept.

Differentiation

• Support: provide sentence starters for discussion and exit ticket (e.g., “Cultures tell stories about magical beings because…”, “I chose nature features like __ because…”).
• Support: offer a “planning checklist” for the labelled sketch (at least 2 nature elements + 2 visual features + mood word).
• Extension: students create a second alternative thumbnail concept that changes only one variable (e.g., composition or colour mood) and annotate how that changes the meaning.
• EAL/SEN: allow oral responses for the questionnaire and pair discussion; provide visual word banks for mood/texture/colour language.