Māori Art Beginnings

Overview

In this first lesson of the unit, students build background knowledge about the significance of Māori art and begin to recognise key features of style, materials, and purpose. They explore examples connected to Robyn Kahukiwa and Hetet Weavers, then create a short “art belief statement” about what Māori art communicates.

Learning intentions

• WALT describe how Māori art forms carry cultural meaning and reflect Māori identity and values.
• WALT identify visible features in artworks and connect them to possible purpose (e.g., storytelling, whakapapa, identity, place, ceremony).
• WALT use simple art vocabulary to talk and write about what they notice and wonder.
• WALT respect tikanga when responding to Māori art by using appropriate language and considering audience and context.

Success criteria

• I can explain (in my own words) one reason Māori art is significant beyond decoration.
• I can name at least two visual or material features I notice in an artwork and link each to a possible purpose.
• I can use at least four art terms correctly (e.g., pattern, motif, texture, contrast, composition, symbolism).
• I can share a respectful “art belief statement” and respond to others thoughtfully.

Curriculum links

• Arts (Visual Arts) — developing understanding of how artworks communicate meaning and how artists’ choices are shaped by cultural context.
• Arts (Visual Arts) — exploring, using, and describing visual language (elements and design choices) to express and communicate ideas.
• Literacy within the arts — speaking and listening, and writing short texts to share ideas and support them with evidence from artworks.
• Key competencies — Thinking (making meaning), Communicating (using visual and oral language), Participating and contributing (group discussion respectfully).

Lesson structure (30 minutes)

1. 0–4 min · Welcome + focus. Teacher introduces the unit theme “Exploring Māori Art Forms” and explains that today they are learning what Māori art communicates and why it matters. Students do a quick silent think: “What do you already know about Māori art? What do you wonder?”

2. 4–10 min · Artist snapshots (teacher-led). Teacher shows 2–3 selected images (or printed reproductions) connected to Robyn Kahukiwa and Hetet Weavers, pausing to model respectful viewing: “Notice, then wonder.” Students turn-and-talk to share one “notice” and one “wonder” for each artwork, using sentence stems.

3. 10–16 min · Guided discussion: features + purpose. Teacher draws a simple class chart: “Visible feature” → “What it might mean / why it might be there.” Students in pairs add two entries to the chart (teacher circulates): for example, pattern/motif, weaving texture, contrast, stylised figures, repeated elements, or decorative structures.

4. 16–22 min · Direct instruction: respect and art vocabulary. Teacher models how to write an “art belief statement” that includes evidence:

• “Māori art is significant because…”
• “I notice… (feature)…”
• “This could show… (purpose/meaning)…” Teacher revises key terms with quick prompts (students repeat one term aloud, then use it in a spoken sentence). Students complete a short oral rehearsal in pairs before writing.

5. 22–28 min · Create: art belief statement (independent). Teacher provides a one-page template with lines and a word bank (pattern, motif, texture, contrast, composition, symbolism). Students write 6–8 sentences (or 1 paragraph) answering: “What does Māori art communicate, and how can we tell?” They must include at least two pieces of evidence from the images viewed.

6. 28–30 min · Exit share + check. Teacher asks for 2–3 volunteers to read their statement (or students share with a nearby buddy). Students submit an exit ticket: circle one success criterion and add one “next wonder” sentence.

Resources

• Printed images or slides of artworks connected to Robyn Kahukiwa and Hetet Weavers (teacher-chosen, age-appropriate selections)
• Art vocabulary word bank (pattern, motif, texture, contrast, composition, symbolism)
• Art belief statement template (6–8 lines) and writing paper for each student
• Sentence stems for discussion (e.g., “I notice…”, “I wonder…”, “This might be used to…”, “It could symbolise…”)
• Class chart paper/whiteboard markers
• Timer (visible to students)

Assessment

• Teacher listens during partner discussions using a quick checklist: students make at least one “notice” linked to a possible purpose and use at least one art term.
• Review of written art belief statements for evidence, respectful language, and vocabulary use.
• Exit ticket checks: students identify one success criterion and record one “next wonder.”

Differentiation

• Support: Provide sentence stems and a partially filled example “belief statement” on the board; allow students to underline two features from the images before writing.
• Support: Offer a reduced vocabulary list (choose 4–5 terms) and word bank prompts for symbolism and purpose.
• Extension: Ask students to add one sentence about audience/context (e.g., how Māori art might be understood differently depending on setting and relationship).
• EAL/SEN: Permit drawing/annotating next to writing (label one feature with a vocabulary word); provide guided pair roles (Reader, Evidence Finder, Writer).