Mythical Motifs

Overview

In this lesson, students build on the myths explored in the unit by creating a visual art design using Māori motifs and symbols. They will plan, create, and share an artwork that shows their understanding of story events or messages.

Learning intentions

• WALT use ideas from a Māori myth to choose symbols, patterns, and colours.
• WALT plan an artwork by sketching a simple layout (foreground/background or main theme).
• WALT create a finished visual piece and explain the meaning of key motifs.
• WALT respect artworks, people, and shared learning spaces.

Success criteria

• I can choose motifs that match my myth (e.g., characters, places, lesson/messages).
• I can use a plan (sketch or storyboard) to guide my art-making.
• I can create a clear, careful design with repeated pattern or meaningful symbol placement.
• I can share my artwork and explain what my symbols represent using my own words.

Curriculum links

• The Arts in the refreshed curriculum: creating and presenting visual arts works, using ideas from a context.
• Creative process: exploring, making, and reflecting on art choices.
• Literacy in the refreshed curriculum: expressing ideas clearly and listening/responding respectfully.
• Key competencies: thinking, managing self, relating to others, and communicating.

Lesson structure (45 minutes)

1. 5 min – Welcome and story recall Gather students and briefly recap what happened in the Māori myth from earlier lessons. Invite 2–3 students to share a key moment or message they remember, with a respectful listening reminder.

2. 6 min – Motifs and meaning talk Show a small set of non-specific examples of pattern and motif types (e.g., repeating shapes, line work, natural forms). Model how to connect a motif to an idea (for example: “This pattern represents movement/flow,” “This symbol stands for a character or place,” or “This colour shows feeling or mood”).

3. 8 min – Plan in a sketch Students choose one scene, character, or lesson from the myth to represent. They sketch a simple composition in pencil: main focus in the centre, a border or repeated pattern, and at least two motifs they can explain. Teacher circulates to check plans and prompt: “What will this part mean in your story?”

4. 16 min – Create the artwork Students transfer the sketch to the final page (paper/card). They create their design using agreed materials (for example: pencils, markers, crayons, or collage). Teacher supports texture, repetition, spacing, and neatness, and reminds students to work safely and respectfully.

5. 5 min – Midway reflection check Students pause and do a quick “meaning check”: point to one motif and say (to a partner or to themselves) what it represents. Teacher listens for clarity and offers quick feedback.

6. 4 min – Share and reflect Students show their work to a partner or in small groups of three. Each student shares: (1) which moment/idea from the myth they chose, and (2) what two motifs mean. Teacher ensures turn-taking and kind feedback.

7. 1 min – Pack up and exit ticket Students pack materials. As they leave, they complete an oral exit: “One motif I used means…” (one sentence).

Resources

• Art paper or card (one sheet per student)
• Pencils, erasers
• Coloured pencils, markers, or crayons
• Optional collage items (coloured paper shapes) and glue sticks
• Example images of pattern and motif-like designs (teacher-prepared, non-sensitive and clearly explained as “inspired by motifs”)
• Clear model of a simple composition layout (centre focus + border/pattern area)
• Display space for student work
• Water/hand wipes and tidy bin labels
• Teacher checklist for success criteria (planning, motif meaning, neat completion)

Assessment

• Teacher observation during planning and creation: students’ ability to link motifs to story ideas and follow their sketch plan.
• Student explanation during sharing: can they state what at least two motifs represent using age-appropriate language.
• Quick reflection check mid-lesson: evidence of meaning-focused choices rather than random decoration.

Differentiation

• Support: provide a motif choice bank with sentence stems (“I used ___ to show ___.” “My main focus is ___ because ___.”) and offer one-on-one planning conferences.
• Support for fine-motor needs: offer thicker markers, pre-drawn border lines, or allow collage-based motif creation.
• Extension: challenge students to add a second layer of meaning (e.g., “pattern shows journey,” “colour shows emotion,” “border shows protection/connection”).
• EAL/SEN: use visual prompts, allow oral responses instead of written, and provide partner roles (speaker, helper, summariser). Keep instructions short and repeat key steps.