Pepeha Through Art

Overview

Students revisit their completed pepeha from Term 1 and translate key connections into a visual artwork in their art books. They will create a detailed observational and expressive pencil drawing showing their maunga, moana or awa, and whānau, using line, shape, texture and placement to communicate personal identity and belonging.

Learning intentions

• WALT select important ideas from our pepeha to communicate visually.
• WALT use pencil, shape, line, texture and symbols to represent our maunga, moana or awa, and whānau.
• WALT create a detailed observational and expressive drawing in our art books.
• WALT speak respectfully about our own and others’ pepeha.
• WALT explain how our artwork shows tūrangawaewae and connection.

Success criteria

• I can identify my maunga, moana or awa, and whānau from my pepeha.
• I can use detailed pencil drawing, line, shape, texture and placement to show these connections.
• I can make my drawing observational and expressive, with no colouring required.
• I can explain at least one choice I made in my artwork.
• I can listen respectfully when classmates share their ideas.

Curriculum links

• Te Reo Māori — learning through listening, speaking, reading, writing and interacting.
• Te Reo Māori — learning that recognises varied starting points and prior knowledge.
• Te Reo Māori — teacher-designed learning that responds to learners and meaningful contexts.
• The arts — expressing identity, relationships and ideas through visual art, using art elements and processes.

Lesson structure (30 minutes)

1. 0–4 min · Reconnect with pepeha. Teacher welcomes students and displays the learning intention and success criteria in the pepeha and visual-art introduction deck. Students silently recall or read their Term 1 pepeha, identifying their maunga, moana or awa, and one or two whānau connections.

2. 4–8 min · Notice and discuss. Teacher shows a simple example containing a mountain, waterway and family symbols, explaining that it is an example of visual communication rather than a model students must copy. Ask: “What can we see? What might the lines, details or symbols communicate?” Students use respectful discussion stems from the group discussion cards to share one observation and one interpretation with a partner.

3. 8–12 min · Demonstrate planning. Teacher models selecting symbols and arranging them: a large background shape for the maunga, flowing lines for the moana or awa, and meaningful patterns or figures for whānau. Demonstrate using varied pencil pressure, line and texture to create detail and expression. Emphasise that students may represent people with names, figures, koru-like forms, treasured objects or places, and should use designs they understand and can explain. Teacher demonstrates the planning steps on the pepeha and visual-art introduction deck. Students complete the three-part plan on the pepeha artwork planning sheet.

4. 12–23 min · Create the artwork. Teacher directs students to work in their art books using pencil and eraser only, circulates, and conferences briefly with students using prompts such as, “Which part of your pepeha is this?” and “What details show your connection?” Students create a detailed observational and expressive pencil drawing that includes their maunga, moana or awa, and whānau, referring to the pepeha and visual-art introduction deck for the task steps and success criteria. No colouring is required.

5. 23–27 min · Partner kōrero. Teacher asks students to place their art books beside their partner’s and rehearse a short explanation: “Ko ___ taku maunga/moana/awa. Ko ___ taku whānau. I chose ___ because ___.” Students take turns sharing one visual choice and respond with “He pai ki ahau…” or “I notice…”, listening without judging another person’s pepeha or artwork.

6. 27–30 min · Gallery reflection and close. Teacher invites students to hold or display their art books and revisits the success criteria using the pepeha and visual-art introduction deck. Students complete the final reflection box on the pepeha artwork planning sheet: one connection shown, one artistic choice, and one next step. Invite two or three volunteers to share.

Resources

• the pepeha and visual-art introduction deck
• the pepeha artwork planning sheet
• the group discussion cards
• Students’ completed Term 1 pepeha
• Students’ art books
• Pencils and erasers
• Teacher example artwork or a simple teacher demonstration
• Display space

Assessment

• During planning, check that each student has identified a maunga, moana or awa, and whānau connection from their own pepeha.
• During creation, use observation and brief conferencing to assess whether students intentionally use art elements and can explain their choices.
• Review the reflection and artwork for inclusion of the three required connections, respectful representation, and a clear link to the student’s pepeha.

Differentiation

• Provide students who need support with a visual checklist, partially completed planning boxes, word cards for maunga, moana, awa and whānau, and the option to dictate their explanation to an adult or peer.
• Allow students to work from their original pepeha, use labels, or represent whānau through objects, places and patterns rather than drawing realistic people.
• For students with fine-motor, sensory or visual needs, offer larger paper, thicker tools, collage materials, a quiet workspace, or digital drawing where available.
• Extend confident students by creating a layered composition, incorporating repeated patterns or foreground and background, and explaining how two art elements work together to communicate belonging.
• Honour differences in pepeha and iwi connections. Students choose what they are comfortable sharing; no student is required to disclose private whānau information.