Patterns and Guardians

Overview

Students explore kōwhaiwhai and wheku as Māori art forms, considering how artists communicate identity, stories, relationships and ideas through pattern, line, shape and facial expression. They respond respectfully by creating an original design inspired by visual features studied, without copying or claiming traditional meanings that belong to particular iwi, hapū or artists.

Learning intentions

• WALT identify visual features of kōwhaiwhai and wheku.
• WALT discuss how Māori artists use art to communicate meaning, identity and connection.
• WALT develop and refine an original design using line, shape, pattern and contrast.
• WALT explain the choices made in our artwork and respond respectfully to others’ work.

Success criteria

• I can describe at least two features of kōwhaiwhai and two features of wheku.
• I can explain that meanings may vary between iwi, hapū, artists and contexts.
• I can use repeated lines, curves, shapes and symmetry or balance in my design.
• I can explain how my choices communicate an idea such as guardianship, belonging, ancestry or connection.

Curriculum links

• Visual Arts — developing practical knowledge of elements and processes, including line, shape, pattern, colour and form.
• Visual Arts — developing ideas in response to objects, images, stories and cultural contexts.
• Visual Arts — communicating and interpreting through making, discussing and responding to artworks.
• Key Competencies — managing self; relating to others; participating and contributing.

Lesson structure (60 minutes)

1. 0–7 min · Diagnostic hook. Display contrasting images of kōwhaiwhai and wheku using the opening image slides. Ask: “What do you notice, and what do you think this artwork might communicate?” Students complete a quick think-pair-share, then contribute observations without guessing that one symbol has a single universal meaning. Record prior knowledge and misconceptions on the board.

2. 7–17 min · Cultural and visual teaching. Use the kōwhaiwhai and wheku teaching slides to explain that kōwhaiwhai are painted patterns commonly associated with meeting houses and other Māori contexts. Their flowing curves, repeated forms, symmetry and references to the natural world can express whakapapa, place, relationships and identity; meanings are connected to particular contexts rather than being identical everywhere. Explain that wheku are carved figures, often seen on tāhuhu or other parts of wharenui, and may represent ancestors, guardians or protective presence. Their expressive faces, eyes, tongue, posture and carving marks communicate strength, warning, welcome or connection. Emphasise that wheku are not simply “scary monsters”. Students record two observations and one question on the kōwhaiwhai and wheku observation sheet.

3. 17–24 min · Teacher modelling. Model how to transform a simple natural form, such as a fern frond or koru-like curve, into a repeated pattern without labelling it as an authentic tribal design. Demonstrate outlining, repetition, balance and limited colour. Sketch a respectful wheku-inspired guardian face using expressive eyes, mouth and line, explaining that students are making their own contemporary response, not reproducing a sacred or specific wharenui carving. Students identify where the elements of art are visible.

4. 24–44 min · Create and refine. Revisit the design process slides and distribute the kōwhaiwhai and wheku observation sheet. Students choose one pathway: a balanced kōwhaiwhai-inspired border or a wheku-inspired guardian portrait surrounded by patterned lines. They first make a light pencil plan, then add bold line, repeated shape, texture and carefully chosen colour with dye, pencil or felt-tip. Circulate and conference: “What idea is your design communicating?” and “Where can you repeat, balance or strengthen your lines?” Students revise at least one feature before completing.

5. 44–53 min · Pair response. Display the respectful response prompts on the peer-response slides. In pairs, students share their work and use “I notice…”, “I wonder…” and “Your use of ___ helps communicate ___” to give specific feedback. The artist explains one design decision and may make a final improvement. Remind students to discuss visual choices rather than judging whether a design is “real” Māori art.

6. 53–60 min · Summative reflection and clean-up. Students complete the final section of the kōwhaiwhai and wheku observation sheet: draw or label two features, explain one possible cultural idea communicated by their work, and describe one visual choice. Invite three or four students to share. Collect artwork and responses, then use the clean-up routine shown on the plenary and clean-up slide.

Resources

• the kōwhaiwhai and wheku lesson deck
• the kōwhaiwhai and wheku observation sheet
• Teacher-selected, culturally appropriate images of kōwhaiwhai and wheku
• A3 or A4 cartridge paper
• Pencils, black felt-tips and erasers
• Coloured pencils, oil pastels or water-based paints
• Projector or interactive display
• Board or chart paper for diagnostic responses
• Aprons, water pots and drying area

Assessment

• Diagnostic: Record students’ initial observations, vocabulary and assumptions during the opening discussion. Note whether they can distinguish pattern, carving, line, shape and facial expression.
• Formative: Check observation-sheet responses, question students during modelling and creation, and listen for respectful explanations that recognise cultural context and varied meanings. Use pair feedback to assess whether students can identify visual evidence.
• Summative: Assess the completed artwork and final reflection. Look for accurate observations of kōwhaiwhai and wheku, purposeful use of line, shape, pattern and balance, evidence of refinement, and an explanation linking visual choices to an idea. Do not assess students on reproducing traditional designs.

Differentiation

• Provide image prompts, a limited selection of natural forms, tracing or lightly marked starting curves, and sentence starters: “I used ___ because…” and “This could communicate…”.
• Offer thick drawing tools, larger paper, pre-organised materials and teacher or peer conferencing for students with fine-motor, attention or sensory needs.
• Support English-language learners with labelled visual examples, gestures, partner rehearsal and the words pattern, curve, repeat, balance, ancestor, guardian and connection.
• Extend confident artists by asking them to create a repeating border with deliberate symmetry or asymmetry, combine pattern and portrait elements, and explain how their design changes when viewed from a distance.