Introduction to Art

Curriculum Information

• Curriculum Area: Visual Arts (The Arts Learning Area)
• Curriculum Level: Level 4
• Focus Area: Developing ideas, communicating and interpreting through art, and exploring cultural significance in New Zealand contexts.
• Key Competencies: Thinking, Using language, symbols, and texts, and Relating to others.

Lesson Overview

This first lesson in the "Exploring NZ Artists" unit introduces students to the role of art in New Zealand’s culture, as well as key artists who have contributed to Aotearoa’s artistic narrative. Students will actively reflect on the connection between art and identity, and engage in creative responses as a starting point for the unit.

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Learning Objectives

By the end of this lesson, students will:

1. Understand the cultural significance of art in New Zealand, including Māori concepts of te ao Māori in art.
2. Identify at least two prominent New Zealand artists and describe their contribution to NZ art.
3. Create a basic visual representation using inspiration from their initial learning in this lesson.

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Materials and Resources

• A3 paper and drawing materials (coloured pencils, crayons, markers)
• Printed images of artworks by significant New Zealand artists (e.g., Colin McCahon, Gottfried Lindauer, Ralph Hotere, Robin White)
• A large classroom map of NZ for a collaborative activity
• Pre-written whakataukī to introduce art concepts: “Ko te toi tuatahi ko te whakaaro” ("Art begins first with thought").
• A whiteboard or digital display for teacher explanations

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Lesson Timeline (60 minutes)

1. Welcome and Context Setting (10 minutes)

• Teacher Greeting & Whakawhanaungatanga: Begin by welcoming students to the art unit and briefly introducing the theme, "Exploring NZ Artists."
• Class Discussion: Ask an activating question to gather prior knowledge: "What do you know about famous artists or art in New Zealand?" Jot down their responses on the whiteboard to acknowledge prior experiences.
• Introduction of Whakataukī: Share, "Ko te toi tuatahi ko te whakaaro," and explain its meaning in te ao Māori as it relates to art. Briefly mention the cultural and historical importance of art to Māori and Pākehā in Aotearoa New Zealand.

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2. Activity 1: Art in New Zealand Culture (15 minutes)

• Showcase Artworks: Display printed images of various NZ artists’ works (include at least one focusing on Māori art and one by Colin McCahon). Use the digital display or a physical gallery walk.
• Guided Discussion:
  • Questions to guide thinking:
    1. "What stands out to you in each of these artworks?"
    2. "How do you think these pieces tell a story about New Zealand?"
    3. "What colours, shapes, or symbols remind you of New Zealand or its history?"
  • Highlight significant elements such as Colin McCahon’s use of landscapes or Ralph Hotere’s connection to Māori and political activism.

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3. Activity 2: Placing Artists on the NZ Map (10 minutes)

• Interactive Map Exercise:
  • Hand out sticky notes with artist names (e.g., Ngatai Taepa, Robin White, Bill Hammond).
  • Students work in pairs to stick the notes onto a large map of New Zealand, placing the artists in their region of origin or where their work was most prominent.
  • Discuss briefly: What regional influences might affect their art?

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4. Activity 3: Creative Response (20 minutes)

• Task: Students create a visual response to their learning using A3 paper. Introduce the idea of “visual reflection.” They will create an abstract or symbolic piece inspired by something they’ve seen or learned in today’s lesson (e.g., the rugged landscapes found in McCahon’s work, or a symbol important to their identity).
• Scaffolded Instructions:
  • “Think about one thing that stood out to you today. Was it a particular style, colour, or idea?”
  • “Combine that idea with something personal to you—this could involve your whānau, where you live, or what you enjoy doing in nature.”
• Teacher Support: Walk around and offer guidance, asking reflective questions to deepen their thinking:
  • “What shapes or patterns are you using, and why?”
  • “Does any part of your work connect to identity?”

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5. Closing and Reflection (5 minutes)

• Share and Reflect:
  • Ask students to pair up, show their artwork to a classmate, and explain what inspired them. Encourage kind, constructive feedback.
• Recap Key Ideas: Highlight that NZ artists often draw on their surroundings, history, and identity in their work.
• Sneak Peek: Tease the next lesson by saying they will dive deeper into specific artists like Colin McCahon.

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Extension Opportunity

For students who finish early or show advanced interest, offer them the chance to:

1. Write a haiku about their finished artwork.
2. Research another NZ artist at home and bring one fact to the next lesson.

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Assessment

• Formative assessment through teacher observations during discussions and creative activity.
• Informal peer feedback on their initial art response.

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Teaching Notes

• Ensure inclusivity by encouraging all voices during discussions.
• Actively incorporate te ao Māori by including Māori artists and references.
• Keep language age-appropriate, and adjust pacing depending on engagement levels.

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By using a mix of interaction, visual stimulus, and creativity, this lesson allows for meaningful engagement with the theme of art in a New Zealand context while meeting curriculum expectations for Level 4 Art. Teachers can add their unique flair while grounding the session in foundational concepts.