Sharing Whakapapa Through Art

Overview

Lesson 9 of 9 in Crafting Connections: Art and Friendship. Students respectfully share completed portraits or symbolic portrait compositions through a choice of exhibition, presentation, or gallery walk, then reflect on how art can honour tipuna, whakapapa, place, manaakitanga, and personal or collective connections.

Learning intentions

• WALT share our artwork in a way that is safe, respectful and appropriate.
• WALT explain how visual choices communicate connections to people, place or whakapapa.
• WALT respond thoughtfully to classmates’ artwork using manaakitanga.
• WALT reflect on how art can honour identity, relationships and tikanga.

Success criteria

• I can choose what I am comfortable making public and explain my choice.
• I can describe at least one artistic decision and its meaning.
• I can give specific, respectful feedback about another artwork.
• I can reflect on how my artwork connects with people, place or whakapapa.

Curriculum links

• Developing practical knowledge: using visual-art elements, processes, materials and techniques purposefully.
• Developing ideas: refining and presenting ideas connected to personal and cultural experiences.
• Communicating and interpreting: presenting artwork and responding to the ideas and meanings of others.
• Understanding the arts in context: recognising how art expresses identity, relationships, whakapapa, place and values.

Lesson structure (60 minutes)

1. 0–7 minutes – Welcome, purpose and tikanga

Arrange completed artworks on tables or display them digitally. Open with the opening question and tikanga slides and ask: “What makes sharing someone’s story feel safe and respectful?” Establish agreements: ask before photographing, do not touch another person’s work, use names or labels as requested, and respect a decision not to present publicly. Remind students that whakapapa and whānau knowledge can be private.

2. 7–15 minutes – Prepare the sharing choice

Explain three options using the sharing options slides: a brief presentation, a gallery display with an artist statement, or a private teacher conference. Students decide what they will share, whether their name will appear, and whether particular symbols, people or information should remain unexplained. Distribute the artist statement and reflection sheet and support students to draft two or three sentences.

3. 15–25 minutes – Finish and curate

Students complete labels or artist statements, checking that words and images communicate respectfully. Each statement may include: title; materials or process; one visual choice and its meaning; and a connection to person, place, whakapapa or friendship. Students who prefer privacy may create a “details I can share” statement or prepare only for a teacher conference. Play the presentation preparation slides while circulating and conferencing.

4. 25–43 minutes – Exhibition and gallery walk

Set up a quiet gallery with approximately five viewing groups of four students. Students display work only with permission and move around the room, leaving respectful space. Use the Visual Arts Critique Cards to prompt responses such as Look, Describe, Connect and Feedback; students choose a suitable prompt rather than commenting on private content. They record one warm, specific response on the worksheet or share it quietly with the artist.

5. 43–53 minutes – Presentations or conferences

Invite volunteers to give a one-minute presentation using the presentation prompt slide: “My work is called…”, “I chose… because…”, and “A connection I wanted to honour was…”. Students who do not wish to speak publicly may present to a partner, small group or the teacher. Listeners practise active attention and respond with “I noticed…” or “I wondered…”, avoiding assumptions about culture, whānau or identity.

6. 53–60 minutes – Collective reflection and close

Gather students in a circle or seated group. Ask: “How did our class show manaakitanga?” and “How can art honour connections without sharing everything?” Students complete the reflection section of the artist statement and reflection sheet, including one artistic strength, one respectful response they received or gave, and one idea about art and whakapapa. Close with a brief acknowledgement of the care shown during the unit.

Resources

• Completed portraits or symbolic portrait compositions
• Tables, display boards or digital display space
• Pencils, coloured pens, Blu Tack or clips
• Name labels or anonymous title cards
• the Sharing Whakapapa Through Art lesson deck
• the artist statement and reflection sheet
• the Visual Arts Critique Cards
• Optional quiet space for private presentations or teacher conferences
• Device or camera only where every student has given permission

Assessment

• Observe whether students make an informed choice about public sharing and follow agreed tikanga, privacy and exhibition expectations.
• Listen for explanations that connect visual choices with identity, place, whakapapa, friendship or values.
• Review artist statements and reflections for purposeful use of art language, thoughtful interpretation and evidence of manaakitanga.

Differentiation

• Provide sentence starters, word banks and an example artist statement; allow drawing, oral recording, typing or dictation instead of extended writing.
• Offer presentation choices: whole class, small group, partner, teacher conference, anonymous display or no public display.
• For EAL learners, pair visual prompts with plain-language explanations and allow first-language planning or a bilingual statement.
• Support students with sensory, communication or anxiety needs through a predictable gallery route, reduced audience, extra preparation time and a quiet alternative space. Extend confident students by inviting them to discuss how composition, colour, symbolism or materials shape meaning.