Matariki Kite Art

Overview

This art lesson draws on the cultural significance of Matariki by having students design and decorate their own Matariki kites inspired by The 7 Kites of Matariki. Students will plan using visual features (shape, pattern, colour, and line) and then create a kite that communicates a Matariki message.

Learning intentions

• WALT design a kite that shows Matariki themes using line, colour, shape, and pattern.
• WALT use drawing skills (observation, planning, and careful craft) to create a clear design.
• WALT apply creative choices to decorate with purpose, inspired by the stories in The 7 Kites of Matariki.
• WALT reflect on how well our artwork matches our plan.

Success criteria

• I can sketch a kite design with a clear shape and balanced decoration.
• I can use colour and pattern to show a Matariki theme.
• I can add details carefully (lines, textures, or symbols) to improve my design.
• I can explain one creative decision I made and how it links to Matariki.

Curriculum links

• Visual Arts: Creating and making involves developing ideas and producing artworks using a range of materials and techniques.
• Visual Arts: Developing understanding involves describing artworks and discussing how ideas, symbols, and features communicate meaning.
• Key competencies: Thinking (planning, choosing), Using language/symbols (art vocabulary and explanation), Managing self (focus, taking care with materials).

Lesson structure (30 minutes)

1. 0–5 min · Engage and share the challenge. Teacher shows the kite template and one example sketch (blank and decorated), briefly summarising the idea from The 7 Kites of Matariki (7 kite themes/messages). Students quickly talk to a partner: “What could we include to show Matariki in a kite?”

2. 5–10 min · Direct teach: design features. Teacher models how to plan: (a) kite outline, (b) where decoration goes, (c) 2–3 patterns/lines, (d) colour choices, and (e) adding a simple symbol/detail that supports the theme. Students repeat the plan in their sketchbook with a quick “thumbnail” drawing (small sketch of the whole kite).

3. 10–18 min · Draw the kite design. Teacher circulates, reminding students to keep designs balanced (not all details in one corner) and to refer to the book inspiration. Students draw onto the kite template or a larger worksheet using pencil first, then add chosen pattern and detail. Students choose one “main feature” (e.g., a star, swirl, wave, or seasonal motif) and one supporting pattern.

4. 18–26 min · Decorate with care. Teacher gives clear expectations for colouring: steady colouring, neat edges, and using contrast (light/dark) to make shapes stand out. Students decorate their kite using pencils/markers/coloured crayons, adding pattern repetition and fine details. Teacher checks that students are following their plan (design before adding big changes).

5. 26–30 min · Gallery walk reflection. Teacher organises a quick “nearby gallery” (pairs share with another pair). Students complete a 1–2 sentence reflection: “My kite shows Matariki because…” and “One thing I like is…” Teacher listens for vocabulary and links to theme.

Resources

• Copies or class access to The 7 Kites of Matariki (for reference during planning)
• Kite template (for drawing) or kite outline on paper/card
• Pencils and rubbers
• Coloured pencils, crayons, or markers (teacher choice)
• Rulers for straight lines (optional)
• Simple pattern examples on the board (lines, dots, waves, zigzags, crosshatch)
• Display area for gallery walk
• Student sketchbooks or worksheets for planning
• Classroom guidance for respectful handling and neat colouring

Assessment

• Teacher observation during sketching: students demonstrating balanced composition and purposeful theme ideas.
• Formative check during decorating: students using line/colour/pattern choices that match their plan.
• Quick reflection at the end: students can explain one creative decision linked to Matariki themes and describe how it communicates meaning.

Differentiation

• Support: Provide sentence starters for reflection (“My kite shows Matariki because…”), and a “pattern strip” card with 2–3 ready-to-use pattern ideas.
• Support: Offer a partially drawn kite outline (for students needing more structure) and a small colour palette (3–4 colours).
• Challenge/extension for advanced learners: Require students to include one additional kite message detail from the book beyond their original plan, and add a background pattern or texture to create depth (e.g., layered lines or repeated symbols).
• EAL/SEN: Use visual prompts and models; allow pointing to elements (symbol/colour/pattern) as part of explanations; check understanding with short individual questions.

Extension (optional)

• If time allows next session: Students add a short title and 2–3 labelled elements (e.g., “Pattern: waves”, “Symbol: star”, “Colour meaning: warm/cool”) and create a class display map showing the different kite themes.