Matariki Woven Stories

Overview

Lesson 6 of 14 in Art Through Culture: Matariki & Commonwealth Games. Students work collaboratively to create a shared woven artwork using painted paper or flax-coloured strips. They explore Matariki as a time for remembrance, celebration, hope and looking ahead, while applying colour mixing, brush control and simple over-under weaving.

Learning intentions

• WALT explore how art can communicate cultural ideas and stories.
• WALT apply colour mixing and controlled brush techniques to painted weaving strips.
• WALT use over-under weaving to contribute to a collaborative artwork.
• WALT discuss cultural artworks respectfully and explain our artistic choices.

Success criteria

• I can mix and apply colours carefully using controlled brush strokes.
• I can weave strips using a repeated over-under pattern.
• I can contribute an image, colour or pattern that connects to a Matariki idea.
• I can listen, share materials and explain how my group worked together.

Curriculum links

• Creating and presenting: Developing and applying visual art knowledge, skills and techniques to make and present artworks.
• Understanding the arts in context: Exploring how art expresses identity, values, stories and relationships.
• Communicating and interpreting: Describing how visual features and cultural ideas communicate meaning.
• Key competencies: Managing self, participating and contributing, relating to others, and thinking.

Lesson structure (60 minutes)

1. 0–7 minutes – Reconnect and provoke Open with the Matariki weaving introduction slides. Show an image idea of woven textures beside a night sky and ask: “How could lines, colours and patterns help us tell a story without using words?” Revisit that Matariki is connected with remembrance, celebration, hope and plans for the future. Explain that students are learning from Māori art concepts respectfully, not copying sacred or specific designs.

2. 7–15 minutes – Notice, discuss and demonstrate Use the slides to revisit the nine Matariki stars and their broad associations, drawing on the Matariki Star Information Cards as a discussion reference. Invite students to identify visual ideas such as stars, light, water, land, people, food gathering and future hopes. Demonstrate colour mixing, loading a brush, controlled lines and painting without over-wetting the strips.

3. 15–22 minutes – Plan the shared design Place students in four groups: three groups of five and one group of four. Distribute the collaborative weaving design planner. Each group chooses one shared Matariki idea, such as remembering people, caring for the environment, whānau, food, learning or hopes for the future. Students sketch two or three simple symbols, select a colour palette and decide how their painted strips will join together.

4. 22–37 minutes – Paint the strips Give each group pre-cut strips of sturdy paper or prepared flax-coloured strips, paint, palettes, water and brushes. Students paint lines, blocks, dots or repeated patterns that communicate their chosen idea. Encourage purposeful colour mixing and steady brush control. The teacher circulates, asking: “What does this colour or mark communicate?” and “How will this strip contribute to the whole artwork?” Place completed strips on drying areas.

5. 37–50 minutes – Weave collaboratively Demonstrate the over-under pattern using a contrasting strip: over, under, over, under; then reverse the pattern on the next strip. Groups weave their dry or partly dry strips into a shared panel, checking that edges remain aligned and patterns are visible. Students negotiate placement and may attach strips with small pieces of masking tape at the back if needed. Photograph each group’s work before dismantling or combining panels.

6. 50–57 minutes – Gallery conversation Display the group panels. Students silently view the artworks, then use the slides’ discussion prompts: “Where can you see a repeated pattern?”, “How do the colours support the story?” and “What was one helpful group decision?” Each group gives a brief explanation of its Matariki idea and one technique it used.

7. 57–60 minutes – Reflect and pack up Refer to the Reflection Prompts Poster and ask students to respond orally or in their worksheet to one prompt: what worked, what was challenging, and what they would change next time. Groups return tools, wipe tables and place artwork safely for drying and display.

Resources

• the Matariki weaving introduction slides
• the collaborative weaving design planner
• the Matariki Star Information Cards
• the Reflection Prompts Poster
• Pre-cut paper strips or prepared, clean flax-coloured strips
• A3 backing paper or cardboard for each group
• Tempera or acrylic paint, palettes and water containers
• Assorted brushes, including fine and medium sizes
• Aprons or table coverings, drying rack and masking tape
• Visual timer and group roles: materials manager, painter, weaver and reporter

Assessment

• Observe students’ colour mixing, brush control, safe tool use and ability to follow the over-under weaving pattern.
• Use the design planner and group explanation to assess whether visual choices communicate a Matariki-related idea.
• Listen for respectful collaboration, contribution and reflection; photograph work and record brief anecdotal notes for the next lesson.

Differentiation

• Provide a visual step sequence, teacher-modeled example and pre-cut strips. Pair students strategically and assign clear roles so every learner can contribute.
• Offer wider strips, larger brushes, a limited colour palette and a partially started weave for students needing fine-motor or sequencing support.
• Provide dyslexia-friendly instructions: short sentences, large clear sans-serif type, strong contrast, icons and oral instructions alongside written text. Allow drawing or speaking instead of extended writing.
• Extend confident learners by inviting them to create a more complex repeated pattern, blend colours gradually, explain how their choices convey meaning, or help a group test an alternative weaving layout.