Native Bird Textures

Overview

Students build on their previous memory drawings of a New Zealand native bird by developing one drawing into a textured mixed-media artwork. They explore how different materials can communicate the bird’s feathers, skin, beak, habitat and movement, while using te reo Māori names and respectful observation of native species.

Learning intentions

• WALT develop a memory drawing of a New Zealand native bird using texture.
• WALT explore how different materials create different visual and tactile effects.
• WALT make art choices that show details, mood and habitat.
• WALT use te reo Māori words to describe our artwork and respond respectfully to others’ ideas.

Success criteria

• I can identify my bird and add recognisable features.
• I can use at least three different materials or mark-making techniques to show texture.
• I can explain why I chose particular textures, colours or materials.
• I can give kind, specific feedback using “I notice…” and “I wonder…”.

Curriculum links

• Visual Arts — exploring and responding to the elements of line, shape, colour, texture and pattern.
• Visual Arts — developing practical knowledge through experimenting with materials, tools and processes.
• Visual Arts — communicating ideas and responding to artworks.
• Key competencies — managing self, participating and contributing, and relating to others.
• Te Mātaiaho — connecting learning to local places, taonga and the natural environment through appropriate use of te reo Māori.

Lesson structure (45 minutes)

1. 0–5 min · Reconnect and notice. Open with the hook and bird image slides showing a close-up of feathers, bark and a bird’s foot, and ask, “How could we show this texture without writing the word?” Students recall their previous native-bird drawings and share the name of their bird, using a te reo Māori name where known, such as tūī, kererū, kiwi or pīwakawaka.

2. 5–12 min · Demonstrate texture choices. Use the texture demonstration slides to introduce actual texture, which can be felt, and visual texture, which is made to look textured. Demonstrate short marks, overlapping lines, rubbing, dabbing, tearing, layering and collage; students practise three small texture samples on scrap paper and describe them with words such as rough, smooth, soft, prickly, feathery, scaly, hard or smooth.

3. 12–16 min · Plan the artwork. Distribute the native bird texture planning sheet. Students choose one memory drawing, circle or draw three intended textures, select suitable materials and sketch where the bird, habitat and textures will go. Briefly discuss how texture can show the bird’s environment, such as raupō, harakeke, trees, rocks or water.

4. 16–34 min · Create a mixed-media artwork. Revisit the step-by-step making slides and model the sequence: lightly redraw or strengthen the bird, add large colour areas, layer materials, then add small details and texture marks. Students create their artwork using drawing, collage and rubbing materials, aiming to use at least three different textures. Circulate and ask, “What do you want us to feel or notice?” and “Which material will show that best?”

5. 34–40 min · Pair share and feedback. Students place work where a partner can see it and use the peer-feedback prompt slide. Partners take turns saying, “I notice…” followed by a specific texture or feature, and “I wonder…” followed by a respectful question. Students make one small improvement based on the feedback.

6. 40–45 min · Gallery walk and reflection. Display the reflection and closing slides. Students quietly view several artworks, then complete the final questions on the native bird texture planning sheet: “My strongest texture is…” and “I chose it because…”. Invite two or three students to share their bird’s name, one material and the effect it created.

Resources

• the native bird texture art slides
• the native bird texture planning sheet
• Students’ previous native-bird memory drawings
• Drawing paper or cartridge paper
• Pencils, coloured pencils, crayons and oil pastels
• Water-based paint, brushes and water containers
• Collage materials: tissue paper, newspaper, cardboard, wool and fabric scraps
• Natural or textured surfaces for rubbing, such as leaves, bark or corrugated card
• Glue sticks, scissors and table covers
• Examples or photographs of New Zealand native birds

Assessment

• Observe texture samples and question students about the effect each material creates.
• During making, check that students can identify their bird, use three or more textures and explain at least one material choice.
• Use the planning-sheet reflection and peer feedback to assess whether students can describe how texture communicates an idea or detail.

Differentiation

• Provide a limited choice of two or three bird images, a partially outlined bird shape or a visual step card for students who need support with drawing or sequencing.
• Offer sentence starters: “My bird is a…”, “This texture looks/feels…”, “I used… because…”, and “I notice…”.
• For dyslexic learners, use the slides and teacher modelling as the main instructions, read worksheet text aloud, use a clear sans-serif font with large spacing, and allow oral responses or scribing instead of extended writing.
• Support EAL learners with pictures, gestures, paired talk and a small word bank including manu (bird), huruhuru (feathers), ngutu (beak), rau (leaf), rākau (tree), wai (water), tae (colour) and āhua (appearance).
• Provide adaptive scissors, pre-cut collage pieces, thicker drawing tools and a low-sensory materials option for students with fine-motor or sensory needs.

Extension

• Advanced learners combine actual and visual texture to create foreground, middle-ground and background, explaining how this makes the bird stand out.
• Challenge students to invent a texture pattern inspired by the bird’s habitat and repeat it purposefully across the artwork.
• Invite students to research or share one respectful fact about their chosen manu and include a small labelled habitat detail.