Ko Wai Tōku Awa?

Overview

In this introductory lesson for Te Awa Mahi Toi, ākonga explore their local awa through kōrero, observation, movement and mark-making. They share what they notice, remember or value, then create an artwork using flowing lines, patterns and shapes inspired by wai, whenua, ngā tipu and ngā manu.

Learning intentions

• WALT share ideas and feelings about our local awa.
• WALT notice and respond to natural features through movement and kōrero.
• WALT use lines, patterns, shapes and colour to communicate an idea.
• WALT listen respectfully and learn from one another through ako.

Success criteria

• I can share one thing I notice, remember or value about te awa.
• I can use flowing lines, patterns and shapes in my artwork.
• I can choose colours or marks that connect to wai, whenua, ngā tipu or ngā manu.
• I can talk about one feature of my artwork and its connection to te awa.

Curriculum links

• Toi Ihiihi — communicating ideas and experiences through visual art, movement and kōrero.
• Pāngarau — grouping and noticing two-dimensional shapes, patterns and appearance.
• PŪTAIAO — discussing and classifying observable features of living things such as ngā tipu and ngā manu.
• Te Marautanga o Aotearoa value of Ako — reciprocal teaching and learning, with teacher and ākonga learning from each other.

Lesson structure (30 minutes)

1. 0–4 min · Welcome and awa kōrero. Teacher welcomes the four ākonga, names the local awa and briefly shares an age-appropriate pūrākau, memory or observation about it, using the opening awa image and kōrero prompt. Students look closely, listen and take turns completing: “I notice…”, “I remember…” or “I value…”.

2. 4–8 min · Observe and move. Teacher displays simple images or visual prompts for wai, whenua, ngā tipu and ngā manu in the four awa feature slides, modelling movements such as a flowing arm for wai, a strong still shape for whenua, growing fingers for ngā tipu and flying arms for ngā manu. Students choose and perform a movement, then explain what it represents.

3. 8–12 min · Demonstrate mark-making. Teacher models on the board how a wavy line can show moving water, repeated marks can show grasses or rocks, curved shapes can show hills or leaves, and dots or short lines can show birds; refer to the mark-making demonstration. Students practise two or three marks in the air and on a small area of the awa-inspired drawing page.

4. 12–23 min · Create an awa artwork. Teacher provides natural-coloured crayons, pencils and drawing materials, reminding ākonga that there is no single “right” awa picture. Students create flowing lines, patterns and shapes inspired by at least two features of te awa, using the awa-inspired drawing page as their working surface. Teacher visits each artist, asking, “What are you showing?”, “Which mark tells us about the water?” and “What could you add from the living world?”

5. 23–27 min · Pair sharing and ako. Teacher invites each ākonga to share their artwork with a partner, using the partner-sharing prompts. Students take turns speaking and listening: “I made…”, “It connects to te awa because…” and “I like the way you…”

6. 27–30 min · Sharing circle and close. Teacher gathers the group, revisits the learning intention on the closing sharing-circle slide and invites each child to show one feature of their artwork. Students name their feature and connection to te awa, while classmates respond with attentive listening or a quiet thumbs-up.

Resources

• the Te Awa Mahi Toi introduction deck
• the awa-inspired drawing page
• Local awa photograph or teacher-selected image
• Whiteboard and marker
• Natural-coloured crayons, pencils or felt-tip pens
• Plain paper for optional extra drawing
• A small collection of safe natural materials for looking at, such as leaves, stones or grasses
• Wipes or table covering

Assessment

• Listen during the opening kōrero and movement activity for each ākonga’s ability to notice, remember or value a feature of te awa.
• Confer during drawing: note whether each child uses lines, patterns or shapes intentionally and can connect marks to wai, whenua, ngā tipu or ngā manu.
• In the sharing circle, check whether each ākonga can identify one artwork feature and explain its connection to te awa. Photograph or retain artworks as evidence of learning.

Differentiation

• Offer sentence starters, gesture choices and picture prompts: “I see…”, “My line shows…” and “This connects to te awa because…”
• Model one mark at a time and provide thicker crayons or pencil grips for ākonga who need support with fine-motor control.
• Allow students to dictate their explanation to an adult, point to a feature, or share through movement if speaking to the group is difficult.
• Extend confident artists by inviting them to combine repeated patterns, add a foreground and background, or show movement in the water.
• Use local names and familiar experiences wherever appropriate, and invite whānau knowledge of the awa to inform future lessons.