Technology and Whakairo

Overview

This is lesson 5 of 12 in Changing Whakairo Practices. Students examine how technologies, materials, tools, documentation and presentation methods influence whakairo production and interpretation. They build on prior learning about change in whakairo practices and use evidence to draft an explanation showing a clear cause-and-effect relationship.

Learning intentions

Students will:

• investigate how technological changes affect whakairo processes, materials and outcomes
• use appropriate terms, including tikanga, materials, tools, documentation, digital media and presentation
• collaborate to analyse a technology change using evidence from reliable sources
• draft an evidence-based paragraph explaining cause and effect
• acknowledge sources appropriately in visual arts research

Success criteria

• I can identify a specific technology change affecting whakairo production.
• I can explain what changed and why that change matters.
• I can use relevant evidence and accurate visual arts terminology.
• I can acknowledge where my information came from.

Curriculum links

• Produce a resolved work that demonstrates purposeful control of skills appropriate to a visual arts cultural context.
• Produce a systematic body of work that integrates conventions and regenerates ideas within design practice.
• Produce a systematic body of work that integrates conventions and regenerates ideas within painting practice, where students compare technological change across visual arts practices.
• Analyse methods and ideas from established painting practice, including how methods and ideas are shaped by context, materials and technology.
• New Zealand Curriculum Level 8 Visual Arts: Understanding the Arts in Context, Developing Practical Knowledge, Developing Ideas, and Communicating and Interpreting.

Lesson structure (120 minutes)

1. 0–10 min · Hook and retrieval. Teacher opens the hook and retrieval slides with a before-and-after comparison of hand tools and digitally documented whakairo, then asks: “When technology changes, what must remain, and what can change?” Students individually list one technological influence from previous lessons, then share with a partner. Teacher gathers responses, distinguishing tools, materials, processes, documentation and presentation.

2. 10–30 min · Direct teaching and modelling. Teacher uses the technology overview and modelling slides to define technology broadly: chisels and other tools, timber and other materials, photography and video documentation, digital design or editing, and methods of presenting work. Emphasise that technologies do not automatically represent progress; their significance depends on purpose, cultural context, access, tikanga and the intentions of the carver or community. Model a cause-and-effect explanation using a non-sensitive, well-sourced example: “The use of improved steel chisels enabled more controlled cutting; therefore, the maker could refine particular details while still working within established conventions.” Model the difference between evidence and opinion, and demonstrate a simple source acknowledgement.

3. 30–40 min · Close analysis preparation. Teacher distributes the technology change analysis worksheet and explains the task. Students select one teacher-provided case study, such as a change in chisels, timber preparation, photographic documentation, digital image sharing or exhibition presentation. Students read the supplied information and highlight the technology, the affected practice, evidence, and possible cultural implications. Teacher checks that students are analysing a change rather than merely describing a tool.

4. 40–70 min · Collaborative case-study analysis. Teacher places students in mixed groups of three or four and displays the group analysis instructions and prompts. Each group completes the analysis section of the worksheet: What was used before? What changed? How did the change affect process, materials, visual outcome, access, preservation, audience or meaning? What evidence supports the claim? Students assign roles—reader, evidence finder, discussion leader and recorder—and prepare a two-minute verbal summary. Groups must use cautious, respectful language and avoid generalising about Māori practice; they identify the particular artist, iwi, collection or source where relevant.

5. 70–85 min · Share and formative feedback. Teacher facilitates brief group reports and records cause-and-effect chains on the board. Students listen for one strong use of terminology and one claim requiring stronger evidence, then provide specific peer feedback. Teacher pauses to correct misconceptions, especially confusion between documentation and production, or assumptions that digital tools replace tikanga or embodied knowledge. Students revise one statement on their worksheet in response to feedback.

6. 85–110 min · Independent paragraph draft. Teacher uses the paragraph structure and self-check slides to model a four-part paragraph: identify the technology change; explain its effect on production or presentation; support the explanation with specific evidence; acknowledge the source and connect the change to cultural context or intended outcome. Students independently draft one paragraph of approximately 150–200 words using their group research but writing in their own words. Teacher conferences with students, checking terminology, a clear causal link, specificity of evidence and source acknowledgement.

7. 110–120 min · Plenary and exit reflection. Teacher displays the plenary prompts and asks students to complete the sentence: “Technology changes whakairo practice when…” Students read their paragraph silently and underline the technology, circle the evidence and box the cause-and-effect language. They submit the worksheet and paragraph, noting one question or area for further research in the next lesson.

Resources

• the complete technology and whakairo slide deck
• the technology change analysis worksheet
• Teacher-prepared, culturally appropriate case-study extracts and images
• Projector or interactive display
• Board and markers
• Highlighters and pens
• Source list for each case study
• Timer

Assessment

• During modelling and group work, question students about the difference between a technology, a process, an effect and an interpretation.
• Use the worksheet and group explanations to check accurate terminology, respectful contextual language, specific evidence and acknowledgement of sources.
• Collect the independent paragraph as formative evidence. Check that it explains a cause-and-effect relationship rather than listing facts, and provide one next-step comment for lesson 6.

Differentiation

• Provide a vocabulary bank, paragraph frame and colour-coded evidence example for students needing support. Allow students to plan orally before writing.
• Supply case studies at varied reading levels, with key information highlighted for students requiring literacy or processing support.
• For EAL learners, pre-teach terms with images and sentence starters such as “This change affected…” and “The source shows…”.
• Extend confident students by asking them to compare two technologies or explain a tension between innovation, preservation, cultural authority and audience expectations.
• Ensure examples and discussion respect mātauranga Māori and tikanga; use approved sources and avoid asking students to disclose culturally restricted knowledge.