Reflecting Through Weaving

Overview

This is lesson 7 of 8 in the unit Weaving Art: Hei Tiki Inspiration. Students use respectful, structured peer critique to evaluate their weaving projects, then reflect on their creative process, cultural learning, technical development and next steps before the final completion lesson.

Learning intentions

• WALT give and receive specific, respectful feedback about visual art.
• WALT use agreed criteria to discuss artistic and technical success.
• WALT explain how our ideas and skills have developed during the weaving process.
• WALT reflect respectfully on learning connected with hei tiki-inspired forms and Māori visual culture.

Success criteria

• I can describe a strength in another artist’s work using evidence.
• I can give one useful suggestion that is kind, specific and practical.
• I can explain one artistic or technical decision I made in my weaving.
• I can identify a clear improvement to make before the final lesson.

Curriculum links

• Developing practical knowledge in visual arts through materials, processes, techniques and technologies.
• Developing ideas in response to research, observation, imagination and cultural contexts.
• Communicating and interpreting ideas through the presentation and discussion of artwork.
• Understanding the relationships between Māori visual culture, identity, place, values and artistic practice.

Lesson structure (60 minutes)

1. 0–7 minutes – Welcome, hook and learning focus Display the learning intentions and success criteria using the opening and learning-focus slides. Ask: “How can feedback help an artist strengthen an artwork without taking away the artist’s own voice?” Briefly revisit the unit’s approach: students have drawn inspiration from hei tiki forms, but their work is contemporary student art, not a traditional hei tiki or a replacement for mātauranga Māori. Remind students to speak respectfully and avoid judging cultural forms as “right” or “wrong”.

2. 7–15 minutes – Model effective critique Use the critique model slides to introduce the three-part feedback structure: “I notice…”, “I think this is effective because…”, and “You could consider…”. Model feedback on a sample weaving or teacher demonstration. Contrast vague comments such as “It’s good” with specific comments about shape, pattern, colour, texture, construction or meaning. Explain that suggestions belong to the artist, who decides what to use.

3. 15–20 minutes – Prepare artworks and groups Students collect their weaving projects and place them with their reflection sheet. Distribute the peer critique and artistic reflection worksheet. Organise students into groups of three, aiming for supportive combinations. Each student briefly states the intended idea or inspiration behind their work, including any design decisions they are comfortable sharing.

4. 20–38 minutes – Structured peer critique In each group, Student A presents for one minute while Students B and C look closely and complete the strengths and evidence section of the peer critique and artistic reflection worksheet. Reviewers give feedback using the sentence stems; the artist listens, asks one clarifying question and records one possible next step. Rotate roles every six minutes. Circulate, prompting students to refer to observable evidence: “Where can you see that pattern?” or “How has the weaving technique affected the texture?”

5. 38–50 minutes – Individual artistic reflection Students work independently on the reflection section of the peer critique and artistic reflection worksheet. They respond to prompts such as: What was my original intention? Which weaving technique or design choice worked best? What challenge did I solve? What have I learned about the significance of Māori visual forms and the importance of respectful inspiration? What will I change or strengthen in lesson 8? Encourage specific examples rather than general statements.

6. 50–57 minutes – Pair-share and next-step planning Students share one strength and one next step with a partner. Revisit the success criteria on the reflection and next-steps slides. Ask students to circle or highlight the feedback they will act on in the final lesson. Invite a few volunteers to share how feedback changed, confirmed or extended their thinking.

7. 57–60 minutes – Plenary and collection Students complete a brief oral exit response: “One thing I now understand about my artwork is…” and “My next action is…”. Collect the completed worksheets with artworks, or have students store them safely for lesson 8. Preview the final lesson: students will apply selected feedback, complete their weaving and present their artistic decisions.

Resources

• the complete critique and reflection slide deck
• the peer critique and artistic reflection worksheet
• Students’ unfinished weaving projects
• Examples or photographs of student-safe teacher modelling work
• Pencils, coloured pencils and erasers
• Display screen or interactive whiteboard
• Timer
• Tables arranged in groups of three
• Labels or folders for storing artwork and reflections

Assessment

• Observe group discussions for respectful listening, use of art vocabulary and feedback supported by visual evidence.
• Check worksheets for specific observations, constructive suggestions and thoughtful reflection on process, culture and growth.
• Use each student’s identified next step to inform conferencing and support in lesson 8.

Differentiation

• Provide sentence stems, a visual word bank and a completed example for students who need language or confidence support: “I notice…”, “This works because…”, “You could try…”.
• Allow students to give feedback orally, by drawing an annotated detail, or by dictating ideas to a peer or teacher. Pair EAL learners with patient, supportive partners and pre-teach terms such as pattern, texture, structure, contrast, inspiration and intention.
• For students with sensory, motor or attention needs, offer a quieter critique space, extra processing time, a reduced number of feedback criteria, and permission to handle or view artwork in a way that is comfortable and safe.
• Extend advanced learners by asking them to compare how two design choices communicate different meanings, explain how material choices affect the viewer’s experience, and justify which feedback they will accept or respectfully set aside.