Ko Wai Au Poster

Overview

Students develop a mixed-media self-portrait poster exploring identity, culture, interests, values and relationships. Building on the class brainstorm, they select meaningful images and symbols, then layer photocopies, paint, drawings and textures to communicate aspects of who they are.

Learning intentions

• We are learning to select visual symbols that communicate personal identity.
• We are learning to develop a composition through layering, contrast and mixed media.
• We are learning to use art-making processes safely and purposefully.
• We are learning to explain how visual choices communicate meaning.

Success criteria

• I can choose images and symbols that have personal meaning.
• I can organise my poster so my self-portrait remains the focal point.
• I can use layering, colour, texture and contrast to communicate ideas.
• I can explain at least two artistic choices in my work.

Curriculum links

• Visual Arts: Developing Practical Knowledge — using a range of materials, techniques and processes with control and purpose.
• Visual Arts: Developing Ideas — generating, selecting and developing visual ideas in response to personal experiences and identity.
• Visual Arts: Communicating and Presenting — presenting a finished work and explaining how visual elements communicate meaning.
• Key Competencies: Thinking; managing self; participating and contributing; relating to others; using language, symbols and texts.

Lesson structure (110 minutes)

1. 0–10 min · Reconnect and introduce. Teacher revisits the class brainstorm and explains that “Ko wai au?” means “Who am I?”; show examples of identity-based collage and open the identity poster introduction slides. Students identify the symbols, colours and visual layers they notice and discuss how the examples communicate identity.

2. 10–25 min · Plan images and symbols. Teacher models choosing specific, meaningful symbols rather than random decoration, and distributes the identity poster planning sheet. Students complete their Google Doc with black-and-white images, patterns, words and symbols they could use, checking that each choice connects to an aspect of their identity. Remind students to respect cultural symbols and avoid using imagery they do not understand or have permission to use.

3. 25–35 min · Print and prepare. Teacher checks plans, supports students to print their Google Docs as A3 black-and-white copies, and explains the order of construction. Students collect an A3 poster sheet and their printed images, then lightly mark where the central self-portrait will sit, leaving enough clear space around it.

4. 35–50 min · Establish the background. Teacher demonstrates diluting one chosen paint colour with a small amount of water, testing its transparency, and covering the whole A3 poster evenly. Students paint the background, choosing a lighter or mid-tone colour so that their identity images remain visible. Place wet work on drying racks or a designated drying area before continuing.

5. 50–72 min · Build the collage. Teacher models cutting carefully, arranging before gluing, and creating visual hierarchy around the central space. Students cut and paste selected images, symbols and text around the poster, leaving room for a black-and-white A3 photo of themselves. Students may overlap images, but should avoid covering every area so the background remains part of the composition.

6. 72–88 min · Add the self-portrait and layers. Teacher supports students to print, cut and position their A3 black-and-white photograph in the middle, then demonstrates adding paint, drawings, photocopies and found textures without obscuring the face completely. Students glue the photograph centrally and continue layering, using contrast, repetition and texture to strengthen their message. Keep paint water away from electrical equipment and use scissors and glue safely.

7. 88–103 min · Refine and peer respond. Teacher pauses the class for a gallery walk and displays the reflection prompts in the critique and refinement slides. Students place their work where it can dry, then give a peer specific feedback using: “I notice…”, “This suggests…”, and “You could strengthen…”. Students make at least one purposeful refinement, such as increasing contrast, adding a missing symbol, extending a pattern or removing a distracting layer.

8. 103–110 min · Share and exit reflection. Teacher leads a brief share and asks students to complete the final reflection on the identity poster planning sheet. Students write which visual choice best communicates who they are, identify one technique they used successfully, and record one next step for finishing or improving the poster.

Resources

• A3 cartridge or mixed-media paper/poster sheets
• Student Google Docs containing selected images and symbols
• Printer and A3 black-and-white printing
• A3 black-and-white self-portraits or photographs
• Slides-1 identity poster presentation
• Worksheet-1 planning and reflection sheet
• Acrylic or poster paint, palettes and water containers
• Paintbrushes, scissors and glue sticks
• Drawing media, photocopies and safe found textures
• Drying racks or labelled drying area

Assessment

• Confer with students during planning and printing: check that each selected image or symbol has a clear connection to identity.
• Observe the practical process and record evidence of purposeful use of composition, layering, contrast, texture and safe material handling.
• Use peer feedback and the written reflection to assess whether students can explain how their visual choices communicate meaning.

Differentiation

• Provide a visual checklist, teacher-selected image bank, symbol examples and sentence starters such as “This symbol represents…” and “I placed this image here because…”.
• Support students who need it with pre-cut collage materials, a smaller selection of paint and media, a printed photograph, or a clearly marked central area.
• Allow students to represent identity through interests, values, whānau, place, language, community or aspirations; students do not need to disclose private or sensitive information.
• Advanced learners can deliberately control focal point, scale, negative space and transparency, or create a more complex visual metaphor by combining two or more symbols into an original image.

Extension

• Photograph the finished poster and create a digital version with a short artist statement explaining its symbols, composition and use of mixed media.
• Compare the poster with a classmate’s work, identifying how different visual strategies communicate identity without relying on written explanation.