Values Into Design

Overview

In lesson 3 of 10 in Crafting Cultural Connections: Lasercut Jewellery, students explore selected Te Ao Māori values and consider how values can be communicated through form, pattern, material choice, and intended use. This builds on earlier learning about jewellery purposes, users, and design ideas, preparing students to develop culturally respectful concepts for laser cutting.

Learning intentions

• WALT identify and explain at least two Te Ao Māori values.
• WALT connect values with visual and functional design decisions.
• WALT collaborate respectfully when developing jewellery concepts.
• WALT use feedback to improve an initial design idea.

Success criteria

• I can articulate at least two Te Ao Māori values in my own words.
• I can propose specific ways to integrate these values into a jewellery design.
• I can explain how my design choices communicate meaning.
• I can listen to others and contribute constructively to a shared idea.

Curriculum links

• Technology — students identify and understand how technological outcomes are developed for particular users and contexts.
• Technology — students use design thinking to generate, communicate, and evaluate ideas for a jewellery outcome.
• Technology — students consider ethical, cultural, and environmental impacts when making design decisions.
• Key Competencies — thinking; relating to others; participating and contributing; managing self.

Lesson structure (60 minutes)

1. 0–5 min · Connect and revisit. Teacher displays the lesson question, “How can jewellery communicate respect, connection, or responsibility?” using the opening question slide, then briefly revisits the previous lesson’s user and purpose considerations. Students share one design feature they remember from their existing concept.

2. 5–15 min · Introduce values respectfully. Teacher explains that Te Ao Māori is a Māori worldview and that values are understood within relationships, whakapapa, place, and context; use local iwi or mana whenua guidance where available. Introduce four accessible examples: manaakitanga (showing care and respect), whanaungatanga (relationships and belonging), kaitiakitanga (guardianship and care for the environment), and ako (reciprocal learning). Show culturally appropriate examples using the values teaching slides. Emphasise that students should not copy sacred, iwi-specific, or culturally significant designs without permission. Students record two values, a possible meaning, and one question they still have on the values and jewellery design worksheet.

3. 15–25 min · Notice values in design. Teacher presents three or four teacher-selected jewellery examples, including Māori-designed work where permission, attribution, and context are appropriate, and models thinking aloud: “If the value is kaitiakitanga, what material, shape, or production choice could communicate care for the environment?” Students use think-pair-share to identify visible or functional choices that might communicate a value, distinguishing evidence from assumptions.

4. 25–40 min · Collaborative design brainstorm. Teacher places students in groups of three or four and gives each group a design brief: choose one value, identify a user and purpose, and develop at least three possible jewellery features. Students complete the brainstorming section of the values and jewellery design worksheet. Encourage ideas about shape, symbolism, negative space, texture, fastening, material efficiency, packaging, and how the item will be worn. Students must explain the intended meaning rather than simply selecting a pattern.

5. 40–50 min · Share and critique. Teacher invites each group to give a one-minute “value pitch” using the group-share prompt slide: “Our value is… Our design communicates it by… We need to check…” Classmates offer one warm comment and one “I wonder…” question. Teacher listens for accurate value explanations and redirects generalisations or claims that need local cultural advice. Groups record one improvement to their concept.

6. 50–57 min · Individual concept transfer. Teacher asks students to select or adapt one group idea for their own developing jewellery concept and complete the design explanation on the individual concept section. Students state the value, describe at least two design decisions, and explain how the choices suit the intended user and purpose.

7. 57–60 min · Exit reflection. Teacher uses the closing reflection slide to prompt a quick response. Students hand in or photograph their worksheet and answer: “Which value will influence my design, and what is one decision I will make because of it?”

Resources

• the Te Ao Māori values and design discussion deck
• the values and jewellery design worksheet
• Teacher-selected, appropriately sourced jewellery images or physical examples
• Whiteboard and markers
• Pencils, coloured pencils, and erasers
• Existing student jewellery concept sketches
• Projector or interactive display
• Local iwi or mana whenua guidance, where available

Assessment

• During discussion, check whether students can explain values accurately and avoid treating Māori design as a collection of decorative motifs.
• Review group brainstorming for a clear connection between a value and specific design or material decisions.
• Use the individual concept explanation and exit response as evidence that each student can articulate two values and propose ways to integrate at least one into a design.

Differentiation

• Provide the four value explanations, visual examples, and sentence starters such as “This value could be shown through…” and “The user would understand this because…”.
• Offer a choice of values and guiding questions: “Who is connected to this item?”, “What are we caring for?”, “How could the material show responsibility?” and “What relationship does the design represent?”
• Pair students strategically, allow oral recording or speech-to-text, and provide a partially completed worksheet for learners who need writing support or are developing English.
• Challenge advanced learners to justify how their design avoids appropriation, consider material waste and end-of-life disposal, and identify what cultural advice or permission would be needed before production.

Extension

• Research a Māori artist or craftsman using reliable school-approved sources. Students prepare a short presentation identifying the person’s materials, design influences, values, and how their work connects with people or place. Students must distinguish verified information from their own interpretation and acknowledge sources.