Mana through Expression

Overview

Lesson 8 of 10 builds on earlier “mana” themes by focusing on how mana can be shown through visual and expressive art. Students analyse artist choices (imagery, symbols, colour, composition, and storytelling) and then create their own piece inspired by mana, reflecting values of manaakitanga and whanaungatanga in how they work and share.

Learning intentions

• WALT analyze how artists depict mana themes through visual art and expression.
• WALT identify how language choices and respectful communication shape relationships during shared creation and feedback.
• WALT create an art piece inspired by mana that communicates meaning to others.

Success criteria

• I can describe at least two ways an artist uses symbols, colour, or composition to show mana.
• I can explain how my art connects to a mana theme in a clear way (even if briefly).
• I can create an artwork that shows mana through deliberate choices.
• I can give and receive feedback respectfully using agreed class routines.

Curriculum links

• Te Reo Māori introduction: notice how language varies across iwi and how values such as manaakitanga and whanaungatanga shape behaviour and relationships.
• Te Reo Māori introduction: use kupu whakarite and whakatauī to enrich meaning and show respect for others’ perspectives.
• Te Reo Māori introduction: weave cultural knowledge into everyday learning so te reo Māori is seen as a living expression of identity, community, and connection.
• Cultural and sociolinguistic knowledge (Visual story arts): complex narratives and mātauranga ā iwi/ā hapū can be conveyed through visual story art forms (e.g., whakairo, raranga, tukutuku), with appropriate adaptation for student learning.

Lesson structure (60 minutes)

1. 0–5 min · Whakawhanaungatanga & warm-up. Teacher greets in te reo Māori and revisits the unit question: “He aha te tikanga o te mana?” Students do a quick “turn and say” sharing one word or example that comes to mind when they hear mana.

2. 5–15 min · Model analysis (artist choices). Teacher shows 2–3 short images/examples of art where mana is represented (no need for a full artist biography). Teacher asks guiding questions on the board: “He aha kei te pikitia? He pēhea te whakaatu i te mana?” Students use a simple 3-column guide: What I see / What it might mean / Evidence from the image.

3. 15–25 min · Te reo Māori focus: describing meaning respectfully. Teacher introduces sentence frames for analysis and feedback (written large):

• “Kei roto i tēnei toi he….”
• “E whakaaro ana au e whakaatu ana tēnei i te mana nā te….”
• “Ki tōku whakaaro, he mea whakaute ki te….” Students practise speaking in pairs, aiming to use at least one frame and one value word (e.g., manaakitanga, whanaungatanga, whakaaro).

4. 25–35 min · Plan your artwork (step-by-step). Teacher demonstrates a step-by-step planning process: choose a mana theme → choose 2–3 visual symbols/choices → sketch a rough layout → label 2 key decisions (in simple te reo Māori or English if needed). Students create a thumbnail sketch and a short “mana plan” on a worksheet.

5. 35–50 min · Create (art build time). Teacher circulates, using prompts: “He aha tāu e hiahia ana kia mārama te tangata? He aha te tohu? He pēhea tō kowhiri i ngā tae?” Students create their artwork. They may choose any safe form such as drawing, collage, and paper sculpture/3D shapes.

6. 50–57 min · Gallery walk & feedback using norms. Students display work (or hold it to share if materials are incomplete). In groups of 3–4, they use “Glow & Grow” feedback: one thing that clearly shows mana, one suggestion to strengthen meaning. Teacher monitors respectful language and encourages the sentence frames.

7. 57–60 min · Exit ticket (quick check). Students complete a one-sentence exit ticket: “Ko taku mahi e whakaatu ana i te mana nā te….” Teacher collects to assess analysis and clarity.

Resources

• Printed images/examples of mana-themed art for analysis
• Art materials: A3/A4 paper, pencils, colouring pencils/markers, glue, scissors (teacher set out), optional textured materials (cardboard, string, fabric scraps)
• “Mana plan” worksheet (thumbnail + 2 visual decisions + 2 reasons)
• Sentence frame cards (analysis and feedback)
• Timer and grouping cards
• Dyslexia-friendly step-by-step art guide sheets (large print, minimal text, icons)
• Student-friendly gallery walk routine card (how to give feedback)

Assessment

• Formative: teacher checks student analysis notes during the 5–15 min segment (columns: see/mean/evidence).
• Formative: teacher listens during pair practice (15–25 min) for use of sentence frames and respect language.
• Summative-for-today: exit ticket (57–60 min) plus artwork evidence of deliberate mana choices.

Differentiation

• Support: provide a step-by-step art guide with icons; allow students to choose from symbol options (e.g., strength, guardianship, unity) and use English/partial te reo for explanations.
• Support: sentence starters for analysis and feedback; allow speech-to-text or teacher scribe for students who struggle with writing.
• Support (materials): offer a “choice menu” of art forms—drawing, collage, simple 3D paper sculpture—so access is equitable.
• Extension: require an “artist’s statement” paragraph (or 4–6 sentence points) describing mana theme, 2 symbol choices, and how manaakitanga/whanaungatanga influenced their process.
• EAL/SEN: pre-teach key words on the board (e.g., mana, tohu, whakaaro, whakaatu, mārama). Use bilingual glossary if available; pair learners strategically.
• Dyslexia-friendly reading options: teacher reads prompts aloud; provide large-print worksheets with reduced text; allow audio recording on device where school allows.

Extension (optional)

• Write an artist’s statement (4–6 sentences) explaining: the mana theme, at least two artwork choices, and a respectful message about how their artwork invites connection.