Swirling Skies

Overview

In this second lesson of the unit “Matariki: Stars and Stories”, students explore how artists use colour, line, and composition to represent the night sky. They begin with Van Gogh’s The Starry Night, then connect its swirling sky to personal interpretations of Matariki.

Learning intentions

• WALT analyse how Van Gogh’s choices (colour, line, texture, and composition) create mood and meaning in The Starry Night.
• WALT use art vocabulary to describe and compare visual features in artworks.
• WALT develop a short personal visual concept inspired by Matariki (e.g., feelings, stories, or seasonal connections).
• WALT practise respectful viewing and discussion to share observations and ideas.

Success criteria

• I can describe at least three visual features of The Starry Night and explain how they affect the viewer.
• I can identify one technique used by Van Gogh (colour choices, bold lines, movement/texture) and link it to the mood.
• I can write a clear concept statement for my own Matariki-inspired interpretation.
• I can give and receive feedback using specific “I notice / I wonder” comments.

Curriculum links

• Visual Arts (NZ Curriculum Refresh): students analyse artworks and explain how artists use visual language to communicate ideas; students develop and share ideas through making and responding.
• Learning through the arts: students explore personal connections to themes and communicate meaning using visual elements.
• Key competencies: Thinking (analysing and forming ideas), Relating to others (discussion and feedback), and Communicating (using art vocabulary).

Lesson structure (30 minutes)

1. 0–3 min · Warm-up viewing Teacher displays a high-quality image of Van Gogh’s The Starry Night and asks students to silently observe for 60 seconds, noting one striking feature. Students write one short “I notice…” sentence in their books.

2. 3–10 min · Guided analysis Teacher leads a brief whole-class discussion using prompts:

• “What colours stand out first, and what feeling might they create?”
• “Where do you see movement, and how is it shown?”
• “What is the composition like (foreground/middle/background, focus points)?” Students contribute using art vocabulary and complete a simple analysis scaffold: Feature → Technique → Effect on viewer.

3. 10–16 min · Compare and connect to Matariki Teacher explains that Matariki is known as a star cluster that becomes visible in the eastern morning sky during mid-winter in New Zealand, and that many cultures recognise and name it. Teacher invites students to connect the “swirling sky” feeling to personal interpretations:

• “If your Matariki could feel like anything, what would it be?”
• “What story or message could your sky suggest?” Students turn to a partner and share one idea, then record a single key sentence.

4. 16–24 min · Create: concept sketch + colour plan Teacher demonstrates a quick thumbnail approach: choose one focus (e.g., “the swirl”, “the cluster”, “the horizon”), then add 3–5 colour choices and at least two lines/marks that show movement. Students create one small concept sketch for their own Matariki-inspired artwork and add a mini “colour plan” (name the colours and what mood they aim for).

5. 24–28 min · Peer feedback (gallery talk) Teacher sets norms: feedback must be specific, kind, and connected to visual features. Students do a “2 stars and a wish” or “I notice / I wonder” exchange with a partner, then revise one detail on their sketch.

6. 28–30 min · Exit ticket Teacher collects evidence quickly: students submit their concept statement and one sentence linking their technique to mood. Students complete the exit ticket: “My artwork will show Matariki by… because…”

Resources

• Printed copies or secure display of The Starry Night (one per pair or teacher display)
• Student art books or A4 sketchbooks
• Colour pencils/markers (or a limited palette if available)
• Simple analysis scaffold sheet (Feature → Technique → Effect)
• Sentence starters for discussion and writing (“I notice…”, “I wonder…”, “I think the mood is… because…”)
• Timer for partner sharing and feedback rounds
• Teacher-made exemplar thumbnail (optional)

Assessment

• Formative checks during discussion: teacher listens for use of visual language and whether students explain effects, not just describe features.
• Formative checks during making: teacher reviews sketches for a clear focus, evidence of intended mood, and at least two movement/sky techniques.
• Exit ticket: students’ concept statements and technique-to-mood links show whether analysis supports personal interpretation.

Differentiation

• Support: provide sentence starters and a word bank (colour, line, texture, composition, movement, mood, focus) and model how to write “effect on viewer” sentences.
• Support: offer a choice of concept prompts (e.g., “hope”, “remembrance”, “new beginnings”) so students can enter the task even if they struggle with storytelling.
• Extension: challenge students to add a second compositional option (e.g., two thumbnail versions) and justify which one better communicates their Matariki idea.
• EAL/SEN considerations: allow responses using annotated sketches; provide an extra scaffold line for “because…” reasoning and confirm understanding through quick teacher conferencing.