Sharing Voice Through Art

Overview

This is lesson 3 of 3 in Voices in Abstract Colour. Students complete and refine their pastel artworks, prepare a short artist statement or recording, and share their ideas respectfully with the supported teina class, Te Toro.

Learning intentions

• WALT refine, present and explain how our artwork uses creative expression to communicate with others.
• WALT explain how colour, line, shape, texture and composition communicate a message.
• WALT listen and respond respectfully to another artist.
• WALT reflect on how art can share identity, values, Matariki, positive change or a personal voice.

Success criteria

• I can complete and refine my artwork with care.
• I can clearly explain my visual message and techniques.
• I can listen and respond respectfully to another artist.
• I can reflect on how creative expression can share a voice or inspire action.

Curriculum links

• Developing practical knowledge: use pastel techniques, colour relationships, mark-making and composition intentionally.
• Developing ideas: refine an abstract artwork by making purposeful decisions and responding to feedback.
• Communicating and interpreting: present, describe and interpret visual ideas, meanings and connections.
• Key Competencies: managing self, relating to others, participating and contributing, and thinking.

Lesson structure (45 minutes)

1. 0–5 minutes – Reconnect and set the purpose Welcome students and explain that today they are artists, presenters and respectful audience members. Open with the hook and lesson purpose slides and ask: “How can an artwork communicate something without using words?” Briefly revisit the inquiry: How can abstract colour share a voice or inspire positive change?

2. 5–17 minutes – Complete and refine artwork Students collect their pastel artworks and spend focused time finishing, strengthening or editing their visual message. Encourage them to check colour contrast, balance, line, texture, focal point and presentation edges. Display the refinement checklist and pastel technique reminders while circulating for individual feedback. Students may use a quiet partner check: “What do you notice first?” and “What could be made clearer?”

3. 17–24 minutes – Prepare an artist statement Distribute the artist statement and reflection sheet. Students complete a short written statement or plan an audio explanation using the prompts:

• My artwork is called…
• My message or feeling is…
• I used colour, line, shape or texture to…
• My artwork connects to identity, values, Matariki or positive change because…
• I hope viewers will think or feel… Students may write keywords rather than full paragraphs. Provide the artist statement sentence starters and model a concise example.

4. 24–29 minutes – Rehearse sharing Students rehearse in pairs or supportive groups. They practise naming their message, explaining one or two techniques, and making a connection to the unit inquiry. Offer a choice of reading the statement, speaking from keywords, recording an audio explanation, or presenting with a partner. Use the visual arts critique cards to support respectful questions and responses.

5. 29–39 minutes – Gallery share with Te Toro Arrange artworks around the room or on tables. Welcome the Te Toro teina class and explain the gallery expectations: look carefully, listen without interrupting, ask kind questions, and respond to the artist’s ideas rather than judging the person. Students share in small mixed groups, taking turns as artist, audience member and supportive guide. Use the gallery-share instructions and respectful response prompts. Audience prompts include: “I notice…”, “This makes me think about…”, and “Can you tell me more about…?”

6. 39–45 minutes – Reflect and close Students complete the reflection section of the artist statement and reflection sheet: “Art can share a voice or inspire action when…” and “One idea I understood from another artist was…” Invite two or three volunteers to share. Close with the reflection and exit prompt slide and acknowledge the care, courage and respect shown during the exhibition.

Resources

• Pastel artworks from lessons 1–2
• Oil or soft pastels, paper, scrap paper and fixative if normally used safely
• Display tables, wall space, clips or masking tape
• Devices and headphones for optional audio recording
• the Voices in Abstract Colour lesson deck
• the artist statement and reflection sheet
• the visual arts critique cards
• Pencils, erasers and keyword cards
• Clear spaces for mixed-group gallery sharing

Assessment

• Observe whether students refine their artwork using purposeful decisions about colour, mark-making, composition and presentation.
• Listen for clear explanations of visual message, techniques and connections to identity, values, Matariki or positive change.
• Use the written, audio or partnered reflection to assess students’ ability to interpret art, respond respectfully and explain how creative expression can influence perspectives.

Differentiation

• Provide sentence starters, visual presentation prompts, a model statement and rehearsal time. Allow written, audio, keyword-based or partnered presentations.
• For dyslexic learners, use an uncluttered worksheet, large readable text, speech-to-text, read-aloud support, audio recording and keyword rather than paragraph responses.
• Use flexible grouping and assign supportive peer or tuakana roles. Offer a quiet presentation space or the option to share with a smaller group.
• Extend confident learners by curating a mini-exhibition, writing a longer curator’s statement linking several artworks to the inquiry question, or proposing a positive community action inspired by the artworks.