Respectful Symbolic Portraits

Overview

Lesson 5 of 9 in Crafting Connections: Art and Friendship. Students explore mana, consent, tikanga and responsibility when representing people, whānau and tipuna through art. They will design a respectful symbolic portrait without using personal photographs or stories unless permission has been given.

Learning intentions

• WALT explain why consent and tikanga matter when representing people through art.
• WALT identify ways an artwork can show mana and respect.
• WALT develop a symbolic portrait using visual elements such as colour, shape, pattern and taonga-inspired symbols.
• WALT discuss artistic choices respectfully with others.

Success criteria

• I can explain why I must ask permission before using someone’s image, name or story.
• I can identify choices that show mana and avoid stereotyping or disrespect.
• I can create a symbolic portrait that communicates positive qualities without copying a real person’s face.
• I can explain the meaning of at least two symbols, colours, shapes or patterns in my artwork.

Curriculum links

• Developing practical knowledge in visual arts through exploration of elements, techniques, processes and conventions.
• Developing ideas in visual arts by generating, refining and communicating personal responses.
• Understanding the relationship between art, people, place, identity and culture.
• Responding to and reflecting on artworks using appropriate visual arts language, with respect for different perspectives.

Lesson structure (60 minutes)

1. 0–7 min – Welcome, karakia or settling routine, and hook Open with the opening question and image prompt: “Who has the right to tell someone else’s story?” Show an abstract or symbolic portrait rather than a photograph. Invite quiet thinking, then pair discussion. Establish that today’s work is about care, permission and representation, not copying a person.

2. 7–17 min – Build shared understanding Use the mana, consent and tikanga teaching slides to introduce:

• Mana: a person’s dignity, identity, strength and standing.
• Consent: permission that is freely given and can be withdrawn.
• Tikanga: practices and values that guide respectful behaviour.
• Representation: the way an artist shows or communicates a person, group or idea. Explain that photographs, names, personal stories and information about whānau or tipuna should not be used without permission. Clarify that tikanga may differ between iwi, hapū, whānau and communities; when unsure, students should ask a trusted adult or cultural knowledge holder.

3. 17–27 min – Discuss respectful and unsafe choices Display the scenario discussion slides. In groups of four, students decide whether each example is respectful, needs permission, or should not be done. Scenarios may include using a friend’s photograph, turning a private story into an artwork, inventing symbols about another culture, or creating a symbolic portrait of an admired person using qualities rather than facial features. Invite groups to justify one decision using the sentence frame: “This is respectful because…” or “Permission is needed because…” Reinforce that students may choose themselves, an imagined person, or a fictional character for their artwork.

4. 27–35 min – Demonstrate symbolic portraiture Model a symbolic portrait on the visual-elements demonstration slides. Demonstrate how a colour, shape, line, pattern or object can communicate qualities such as kindness, courage, humour, connection or guardianship. Avoid presenting culturally significant patterns or taonga as decorative clip art. Explain that students can create their own symbols and should describe their meaning clearly. Distribute the respectful symbolic portrait planning sheet. Students select a subject that does not require private information and plan three qualities, two or more visual symbols, a colour palette and a respectful title.

5. 35–52 min – Create and confer Students make a symbolic portrait using drawing materials. They should not include a recognisable face, photograph, real name or private story unless explicit permission has been obtained and the teacher has approved its use. Circulate and ask: “What does this symbol communicate?” “How does this choice show mana?” and “Could anyone misunderstand or feel harmed by this representation?” Students may revise symbols, colours or titles as they work. Encourage quiet concentration and respectful sharing of ideas.

6. 52–60 min – Gallery reflection and exit response Arrange a desk-top gallery. Students view several artworks silently, then offer one specific, respectful comment using: “I notice…”, “I think this communicates…”, or “I wonder…” Students complete the reflection section of the respectful symbolic portrait planning sheet, including one way they protected another person’s mana and one question they still have about tikanga or consent. Close by acknowledging that responsible artists listen, ask and learn.

Resources

• the complete Respectful Symbolic Portraiture slide deck
• the respectful symbolic portrait planning sheet
• A4 or A3 cartridge paper
• Pencils, erasers and rulers
• Coloured pencils, felt-tip pens, crayons or pastels
• Black fine-line pens for outlining
• Display space or tables for the gallery walk
• Optional examples of abstract or symbolic portraits chosen for cultural safety
• Teacher notes about local tikanga and appropriate consultation

Assessment

• Listen to group explanations during the scenario discussion: can students distinguish between public inspiration, permission-required material and inappropriate use?
• Confer during making: check that each student has selected meaningful symbols and can explain how their choices communicate mana.
• Review the artwork and reflection for evidence of respectful representation, purposeful visual decisions and use of appropriate art vocabulary.

Differentiation

• Provide a symbol bank of general qualities, shapes, colours and objects, plus sentence frames such as “My symbol represents…” and “I chose this because…”.
• Allow students to work from an imagined person or personal qualities rather than a real individual, photograph or story.
• Offer pre-drawn shapes, larger paper, pencil grips, reduced colour choices or teacher/peer scribing for students with fine-motor, literacy or processing needs.
• For EAL learners, pre-teach mana, consent, tikanga and representation with simple definitions, visual examples and opportunities to rehearse ideas orally.
• Extend confident students by developing a layered composition with foreground, background and repeated motifs, then explaining how visual hierarchy guides the viewer.