Moving Earth Patterns

Overview

Students explore how artists can show movement, sound and energy through line, shape and colour. They respond respectfully to Rūaumoko as an atua associated with earthquakes and volcanic activity, then create an abstract artwork showing the movement of Papatūānuku rather than drawing Rūaumoko as a character.

Learning intentions

• WALT use visual art elements to communicate an idea or feeling.
• WALT explore how lines, shapes, colours and patterns can show movement.
• WALT respond respectfully to a Māori pūrākau and connect art with the whenua.
• WALT make artistic choices and explain the meaning in our artwork.

Success criteria

• I can use different lines, shapes and colours to show movement.
• I can create an artwork inspired by the movement of the earth.
• I can explain one artistic choice I made.
• I can show respect when discussing Rūaumoko and mātauranga Māori.

Curriculum links

• The Arts — Visual Arts: developing practical knowledge of visual art elements, techniques and processes.
• The Arts — Visual Arts: developing ideas in response to experiences, places, stories and cultural contexts.
• The Arts — Visual Arts: communicating and interpreting meaning through artworks.
• Te Mātaiaho capabilities: manaakitanga, whanaungatanga, curiosity and thoughtful participation.

Lesson structure (30 minutes)

1. 0–4 min · Connect to the whenua. Teacher displays the opening image and discussion prompt and explains that Rūaumoko is an atua connected with earthquakes and volcanic activity in Māori pūrākau; students silently notice what the image makes them think and share one respectful observation with a partner. Emphasise that the class is not drawing or pretending to be Rūaumoko. They are making an abstract artwork about the movement and energy of the earth. Avoid presenting one version of the pūrākau as universal; acknowledge that iwi and hapū may hold different knowledge and stories.

2. 4–8 min · Investigate visual language. Teacher uses the visual-art elements examples to model how zigzag, curved, spiral, broken and repeated lines can suggest shaking, rolling, cracking or flowing. Students copy several lines in the air, then practise three in the margin of their paper, choosing colours that could show heat, darkness, calm or energy.

3. 8–11 min · Demonstrate the artwork. Teacher models the step-by-step artwork instructions: lightly draw a movement pathway across the page, add overlapping lines and shapes, repeat patterns, and choose two or three colours with a clear purpose. Demonstrate pressing lightly and firmly, varying line width, and leaving some white space. Students identify one line, shape and colour choice they plan to use.

4. 11–23 min · Create: “When the earth moves”. Teacher distributes the earth-movement planning and reflection sheet and provides paper and drawing materials; circulate, ask “What movement are you showing?” and “How does this line help your viewer feel it?” Students make an abstract composition inspired by Rūaumoko and the movement of Papatūānuku, using at least three types of line, two shapes or patterns, and purposeful colour. Students may first sketch on the worksheet, but the finished artwork can be made on separate paper. Encourage individual responses rather than identical copies.

5. 23–27 min · Pair kōrero and gallery pause. Teacher asks students to place work where it can be viewed and uses the respectful looking and talking prompts. Students view a partner’s work without touching it, then say: “I notice…”, “The lines make me think of…”, and “One choice I like is…”. The artist may explain one choice or simply listen.

6. 27–30 min · Reflect and tidy. Teacher displays the final reflection questions and asks students to complete the final box on the worksheet before packing away. Students answer: “Which visual element shows movement best in my artwork?” and “How did I show respect for the whenua and Rūaumoko?” Invite two or three volunteers to share.

Resources

• the Moving Earth Patterns slide deck
• the earth-movement planning and reflection sheet
• A4 or A3 cartridge paper
• Pencils, black felt-tip pens and oil pastels or crayons
• Colour pencils or water-based markers
• Display space or drying rack
• Optional images of natural earth patterns, such as cooled lava, rock layers or cracked clay

Assessment

• Observe whether students experiment with varied lines, shapes, patterns and purposeful colour during the creation phase.
• Confer with individuals using the questions “What are you showing?” and “What art element is helping you show it?” Note students who can connect a visual choice with meaning.
• Use the completed worksheet reflection and pair kōrero as an exit check for understanding of movement, artistic intention and respectful engagement.

Differentiation

• Provide a visual line bank, pre-drawn movement pathways and sentence starters: “My lines show…”, “I chose this colour because…”, and “My artwork connects to the whenua by…”.
• Students needing support may work with two contrasting colours and three large line types before adding patterns; offer pencil grips, thicker drawing tools or a larger page where appropriate.
• EAL learners can point, draw or use translated/home-language words before sharing in English or te reo Māori. Say and display key words such as whenua, movement, line, shape and colour.
• Extend confident artists by asking them to layer foreground and background movement, create a visual rhythm through repetition, or use warm and cool colours to contrast different kinds of earth energy.