Monet’s Light Garden

Overview

Students explore how Claude Monet used colour, light, short brushstrokes and outdoor scenes to show what he noticed. They will respectfully discuss an artist from another culture, then create an original garden or water-lily artwork inspired by their own local visual environment in Aotearoa.

Learning intentions

• WALT notice and talk about colour, light, line and brushstrokes in an artwork.
• WALT use short brushstrokes and colour choices to show a garden or water scene.
• WALT create our own artwork rather than copy another artist’s picture.
• WALT share ideas about places we know and care about.

Success criteria

• I can name colours and details I notice in Monet’s artwork.
• I can use short marks or brushstrokes to show light, texture or movement.
• I can make a personal garden or water-lily artwork based on a place I know.
• I can talk kindly about my own artwork and someone else’s artwork.

Curriculum links

• Ngā Toi framework: visual arts learning through exploring, responding to and creating artworks.
• Ngā Toi — Taumata 1: students notice and discuss visual features, experiment with art materials, and communicate ideas through their own artworks.
• Marau ā-Kura: connect the artwork to local gardens, awa, moana, parks, ngahere or other places familiar to the class and community.
• Te Reo Pākehā: build simple English art vocabulary and oral language within a Māori-medium learning context, where appropriate.

This lesson is grounded in the official Ngā Toi framework reference, TMOA-NTOI-FRAME-WAH01. It supports the framework’s emphasis on mahi toi, personal expression and learning connected to local context.

Lesson structure (60 minutes)

1. 0–5 min · Warm-up and noticing. Display a close-up image of colourful garden or water textures in the opening visual and noticing slide. Invite students to silently look, then turn to a partner and complete: “I notice…” and “It makes me think of…”. Students use their eyes and hands to make slow, wavy or tiny movements that match what they see.

2. 5–15 min · Artwork observation. Show two or three suitable Monet artworks in the Monet observation slides. Briefly explain that Claude Monet was an artist from France who often painted outdoors and looked carefully at changing light. Ask: “What colours can you see?” “Where does the light seem brightest?” “Can you find short marks or brushstrokes?” “What might the air or water feel like?” Students share observations without deciding whether the artwork is “good” or “bad”. Emphasise that they are gathering ideas, not copying a painting.

3. 15–23 min · Teacher modelling. Model on large paper using tempera or watercolour paint. Think aloud: “I am choosing colours from our school garden. I will use short dabs for leaves, longer wavy marks for water, and leave some paper showing for light.” Demonstrate holding the brush gently, using small separate marks, mixing colours carefully and adding a foreground and background. Show the instructions on the modelling and artwork steps slide. Students practise three marks in the air or on a small scrap: dot, short dash and wavy line.

4. 23–45 min · Practical creation. Distribute the visual planning and reflection sheet for students to draw a quick idea and circle or name their chosen place, such as a garden, awa, pond, park or moana. Students then create an original artwork on paper. Encourage personal choices: water lilies are optional; students may show native plants, trees, insects, rocks, clouds or reflections. Play quiet music if helpful. Circulate and ask: “Which place are you showing?” “How will your marks show light?” “What happens when two colours meet?” Give specific feedback about noticing, experimenting and communicating ideas rather than accuracy.

5. 45–55 min · Sharing gallery. Place artworks where students can view them safely, or hold them up in table groups. Use the sharing prompts slide. Students choose one artwork that catches their attention and say one kind, specific sentence: “I notice…” or “I like how you used…”. Artists may explain the local place, colour choice or brushstroke they used. Remind students that respectful discussion includes listening and not touching another person’s artwork.

6. 55–60 min · Reflection and tidy-up. Return to the learning intentions on the reflection and tidy-up slide. Students complete the oral stem “I used ___ marks to show ___” with a partner, then add one drawing or word to the worksheet: “Next time I would…”. Students wash brushes, return materials and place wet paintings on the drying rack.

Resources

• the Monet visual arts slide deck
• the visual planning and reflection sheet
• Colour reproductions or projected images of Monet’s outdoor paintings
• A3 or thick A4 white art paper
• Washable tempera or watercolour paints
• Variety of brushes, including small round brushes
• Water containers, palettes and paper towels
• Aprons or paint shirts
• Drying rack or labelled drying area

Vocabulary

• colour
• light
• shade
• line
• mark
• brushstroke
• dab
• blend
• reflection
• garden
• water lily
• observe

Assessment

• During observation, listen for students identifying colour, light, outdoor subject matter and short marks.
• During creation, note whether students experiment with marks and colours, explain a personal idea and use materials safely.
• Use the sharing sentence and worksheet reflection as evidence that students can describe an artistic choice and respond respectfully.

Differentiation

• Support learners with a visual choice board of local places, teacher-scribed ideas, pre-mixed colours, larger brushes and the sentence frames “I notice…” and “I used…”.
• Model each step visually and repeat instructions one at a time. Pair students thoughtfully for oral discussion; allow drawing, pointing or home-language responses before supported English.
• For students needing sensory or motor support, offer thicker-handled brushes, a reduced workspace, a short movement break or collage paper as an alternative mark-making material.
• Extend confident artists by inviting them to show two kinds of light, such as sunlight and reflection, or to layer foreground, middle ground and background while explaining their choices.

Safety

• Use only non-toxic, washable materials and check for allergies before the lesson.
• Remind students not to taste paint, wave brushes or share water containers.
• Keep bags and water containers away from walkways; wipe spills immediately.
• Wash hands after painting and place artwork flat or on the drying rack.