Shared Ngatu Pattern

Overview

Students explore the repeated lines, shapes, textures and symbols found in ngatu (Tongan barkcloth), then work cooperatively to design one connected class pattern. The lesson supports Tongan Language Week by valuing Tongan visual culture and encouraging respectful learning rather than copying sacred or culturally restricted designs.

Learning intentions

Students will:

• Explore how line, shape, colour, texture and repetition communicate ideas in visual art.
• Observe and discuss features of ngatu patterns respectfully.
• Develop a simple repeating pattern that contributes to a collaborative class artwork.
• Share and explain an artistic choice using appropriate classroom language.

Success criteria

• I can identify repeated lines, shapes or textures in ngatu-inspired examples.
• I can create a clear pattern using repetition and careful spacing.
• I can connect my design to another student’s design.
• I can explain one choice I made and show respect for Tongan culture.

Curriculum links

• Visual Arts — exploring and responding to artworks, artists and cultural contexts.
• Visual Arts — developing ideas through art-making using elements such as line, shape, colour, texture and pattern.
• Visual Arts — sharing, describing and responding to their own and others’ artworks.
• Te Mātaiaho — learning through relationships, collaboration, respect and participation in culturally sustaining contexts.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and cultural context. Teacher introduces Tongan Language Week and explains that ngatu is a valued Tongan barkcloth made through skilled, collective work; show selected, age-appropriate examples in the opening ngatu image slides and remind students that today they are making a classroom-inspired pattern, not reproducing a sacred design. Students look closely, share what they notice and listen respectfully to others’ observations.

2. 5–12 min · Notice the elements. Teacher revisits the pattern observation slides and models noticing rather than guessing meaning: “I can see repeated lines, shapes and spaces.” Display the Texture and Pattern Reference Poster and briefly demonstrate a border, a repeated shape and a balanced space. Students identify one line, shape, texture or repetition feature they can see, using the sentence frame: “I notice ___ repeating because ___.”

3. 12–17 min · Demonstrate the task. Teacher shows the design demonstration slide and models dividing a square into four connected sections, drawing a bold repeated motif, adding smaller marks, and using two or three colours. Emphasise that designs should be original, classroom-appropriate and not copied directly from an image. Students practise one possible motif with their finger in the air, then sketch a quick idea on scrap paper.

4. 17–32 min · Individual design, shared artwork. Teacher distributes the ngatu pattern planning sheet and supports students to plan one square tile: a repeated shape, a border or line pattern, and chosen colours. Students draw their final design on the sheet, then transfer it to a pre-cut paper square using black marker or crayon and coloured materials. Circulate and ask: “What is repeating?” “How will your edge connect with another tile?” “What could you simplify so it is easy to see?”

5. 32–40 min · Assemble and connect. Teacher invites students to place their tiles together on a large backing sheet, rotating and rearranging them to create a balanced class pattern. Students work in groups of four to compare designs, identify connecting edges and suggest respectful changes without covering another person’s work. Teacher attaches the tiles once the class agrees on the arrangement.

6. 40–45 min · Gallery response and exit reflection. Teacher uses the sharing and reflection slide to prompt a quiet gallery walk. Students complete the final reflection on the ngatu pattern planning sheet: “My pattern uses ___,” “It connects with ___ because ___,” and “I showed respect by ___.” Invite two or three students to share; acknowledge the collective nature of the finished artwork.

Resources

• the ngatu pattern lesson deck
• the ngatu pattern planning sheet
• the Texture and Pattern Reference Poster
• Teacher-selected, age-appropriate images of ngatu
• Large backing paper or display board
• Pre-cut square paper tiles, one per student
• Black markers or crayons
• Coloured pencils, crayons or oil pastels
• Pencils, erasers and scrap paper
• Blu Tack or glue

Assessment

• During observation, check whether students can name a visual element and describe repetition using the sentence frame.
• Confer during design-making: look for original motifs, deliberate spacing, clear repetition and thoughtful colour choices.
• Collect the planning sheet as an exit reflection. Note students who can explain how their tile contributes to the collective artwork and how they showed cultural respect.

Differentiation

• Provide a tile template with a faint border, visual examples of simple line and shape patterns, and pre-drawn starting points for students who need fine-motor or planning support.
• Offer sentence frames, partner talk and illustrated instructions for English-language learners; accept oral explanations, labelled drawings or dictated responses.
• Allow students with sensory or motor needs to use thicker tools, collage paper shapes or a smaller design area, and provide a quiet working space if required.
• Extend confident students by asking them to create a motif that connects on all four edges or to explain how balance, contrast and negative space improve the class composition.