Presenting Whakairo Work

Overview

This is lesson 25 of 30 in Exploring Whakairo Traditions. Students prepare and deliver short presentations of their developing or resolved whakairo-inspired artworks, then participate in a respectful group critique. The lesson focuses on communicating artistic intention, explaining cultural and material decisions, and using specific feedback to refine work before final presentation.

Learning intentions

• WALT present our artwork clearly and confidently to an audience.
• WALT explain how whakairo traditions, visual conventions, and personal intentions inform our work.
• WALT use appropriate art vocabulary to discuss processes, materials, symbolism, and composition.
• WALT give and respond to constructive feedback in a respectful critique.

Success criteria

• I can introduce my artwork, intention, influences, materials, and processes in a structured presentation.
• I can explain specific connections between my work and relevant whakairo traditions without claiming cultural knowledge I do not hold.
• I can describe what is successful using evidence from the artwork and suggest a useful next step.
• I can listen respectfully, ask an informed question, and record feedback I will act on.

Curriculum links

• Demonstrate an understanding of methods and ideas from established practice appropriate to painting, through identifying and discussing how established artists and cultural practices inform artwork.
• Use drawing methods to apply knowledge of conventions appropriate to painting, including purposeful use of line, shape, pattern, space, contrast, and composition.
• Produce a resolved work that demonstrates control of skills appropriate to cultural conventions, including managing materials and techniques according to artistic intention.
• Produce a systematic body of work that shows understanding of art-making conventions and ideas within design, through selecting, ordering, and explaining related development work.

Lesson structure (120 minutes)

1. 0–10 min · Welcome and cultural framing. Teacher opens the hook and learning intention slides with a striking image comparison of a traditional whakairo detail and a contemporary student artwork, then establishes that students will discuss influence respectfully, name sources where known, and avoid presenting Māori knowledge as their own. Students silently note one visual feature they observe and share one respectful question about how context affects the way an artwork is viewed.

2. 10–25 min · What makes an effective presentation? Teacher uses the presentation skills slides to model a two-minute artwork talk, first with unclear structure and then with a purposeful version. Students identify differences in clarity, voice, visual focus, cultural care, and use of evidence, then help create a class checklist. Emphasise: introduce the work; state intention; explain influences and decisions; discuss process and materials; evaluate progress; identify a next step.

3. 25–40 min · Plan the artist talk. Teacher distributes the artwork presentation and critique worksheet and clarifies that notes, not a fully scripted speech, should support natural delivery. Students complete prompts about title, intention, relevant whakairo or established-practice references, elements and principles, materials, techniques, development, current strengths, unresolved areas, and one question for the audience. Teacher conferences briefly with students who need help making cultural connections specific and accurate.

4. 40–55 min · Rehearse in pairs. Teacher demonstrates constructive rehearsal feedback: “I notice…”, “This suggests…”, “I wonder…”, and “A possible next step is…”. Students present for two minutes each while partners use the worksheet to record one strength, one question, and one actionable suggestion. Partners then repeat the presentation, improving one feature such as pace, projection, sequencing, or explanation of process.

5. 55–95 min · Gallery presentations and critique. Teacher arranges five groups of five and uses the critique protocol and discussion prompts to display timings and expectations. Each student presents for up to three minutes, followed by two minutes for questions and feedback. Audience members refer to specific visual evidence, distinguish observation from interpretation, and avoid judging cultural authenticity. Presenters listen without interrupting, ask for clarification where needed, and record the most useful feedback on the worksheet. Teacher circulates, photographs or notes evidence of communication, cultural awareness, and technical understanding.

6. 95–110 min · Feedback-to-action workshop. Teacher asks students to review their notes and model how to turn general comments such as “make it better” into an achievable action, such as refining repeated pattern, strengthening contrast, clarifying symbolism, or improving the finish. Students select two feedback points, explain why they are relevant to their intention, and write a specific change for the next studio session. Students who have a resolved work may identify presentation, mounting, documentation, or contextual statement improvements.

7. 110–120 min · Plenary and exit reflection. Teacher returns to the plenary and reflection slides and asks students to revisit the opening question: how does context affect the way whakairo-inspired work is made, viewed, and valued? Students complete the final section of the worksheet: one presentation strength, one new understanding of critique, one culturally respectful practice they will maintain, and one next action. Invite two or three students to share, then collect worksheets for formative review.

Resources

• the presentation, critique, and reflection slide deck
• the artwork presentation and critique worksheet
• Students’ developing or resolved artworks and supporting folios
• Examples of traditional and contemporary whakairo, with artist and source information where available
• Display screen or projector
• Timer
• Tables or plinths for gallery presentation
• Pencils, pens, and sticky notes
• Teacher observation notes or class assessment checklist

Assessment

• During planning and rehearsal, check that students can explain intention, established practice, processes, and visual decisions using specific evidence.
• During group presentations, record evidence of clarity, sustained control of relevant processes, understanding of conventions, respectful cultural positioning, listening, and response to critique.
• Review the worksheet exit reflection to identify whether each student has selected a realistic next step and can explain how feedback will strengthen the artwork.

Differentiation

• Provide the worksheet as a speaking scaffold with sentence starters: “My intention is…”, “This connects to… because…”, “I chose this process to…”, and “The feedback I will act on is…”.
• Allow students to present seated, use cue cards, pre-record an audio component, or present to a smaller group where anxiety, hearing, speech, or processing needs affect participation.
• Pair students strategically for rehearsal and provide additional teacher conferencing for EAL learners; accept labelled visual annotations alongside spoken explanation where appropriate.
• Extend confident students by asking them to compare two established-practice influences, explain a deliberate departure from convention, or justify how their intended audience affects presentation and display decisions.