Arts unit plan: Exploring tukutuku panel art

Curriculum areas: Arts

Year: 7 - 10

Achievement objectives:
Level 3:
Arts - visual arts
Investigate the purpose of objects and images from past and present cultures and identify the contexts in which they were made or are made,
viewed and valued.
Explore some art-making conventions, applying knowledge of elements and selected principles through the use of materials and processes
Describe the ideas their own and others objects and images communicate.
Level 4:
Arts - visual arts
Investigate the purpose of objects and images from past and present cultures and identify the contexts in which they were made or are made,
viewed and valued.
Explore and use art-making conventions, applying knowledge of elements and selected principals through the use of materials and
processes.
Explore and describe ways in which meanings can be communicated and interpreted in their own and others work.
Level 5:
Arts - visual arts
Investigate and consider the relationship between the production of art works and their contexts and influences
Apply knowledge of selected conventions from established practice, using appropriate processes and procedures.

Key competencies:

Values:

Using language, symbols and text - Communicate with symbols that are
new to you. Identify and discuss the relationship between the symbols you
are using and your own story. Write your own story to go with the artwork.

Excellence - Have high standards of presentation. Do it well the first time.

Complete your work. Persevere even when you may not enjoy this style of
art or even if you dont like art.
Diversity - Learn about important ways of sharing within the Maori culture.
Appreciate and use traditional methods of communication and storytelling
from another culture. Be proud of your story.

Managing self - Managing your independent work time wisely. Make

decisions for yourself. Be responsible with your art supplies. Keep your work
station tidy.

Monday- Week seven

Resources:

Whole Class/
Teaching Strategies/ DATs

A4 paper
x30
- Students
own pencils &
rubber
- pastels
D.A.T
(direct acts of teaching)

Explicit teaching of tukutuku

- Where they are found;
- What it is used for;
- Its significance.
*see teaching notes for breakdown of these
Show an example of each symbol and a description of what they represent on a google slide to project on the board. Info is
retrieved from: http://christchurchcitylibraries.com/Maori/Puawaitanga/Stories/ and http://www.naumaiplace.com/site/taumata-o-tera/home/page/1006/ng-tukutuku/

Share my example of artwork and the story that goes with it to model one way to do it.
Independent work
sequence

Students are to select the symbols they identify their story with, then write a short description of how each symbol fits into their
story.
Students will design their tukutuku design on a piece of A4 paper in pencil. When they have decided on how this will look,
students are to have it cleared by the teacher before moving on to the next step.
Pencil their design onto A3 cartridge paper. (Most will probably only get this far, however if they finish this stage, then refer to
lesson plan for Monday week eight for the details).

Level 3

WALT how to tell our story through traditional maori tukutuku art.
SC- I can use the tukutuku symbols that I identify with to tell my story

Level 4

WALT how to tell our story through traditional maori tukutuku art.
SC- I can use the tukutuku symbols that I identify with to tell my story and discuss how the symbols relate.

Level 5

WALT how to tell our story through traditional maori tukutuku art.
SC - I can discuss the relationship between tukutuku symbols and my story.

SC - I can skillfully use tukutuku symbols to tell my story

Plenary
Reflection/notes

Have a couple of students share their design so far and verbally share the story that goes with it with the class.
Things I am happy with:
-

The giving of clear instructions

I kept a consistent expectation of keeping with the traditional maori symbols when numerous students asked if they could

include other images or symbols in their design

- This method of art really promoted thinking and reflection of the students own story, which most students really genuinely
engaged with
- I was very encouraged by the honesty & vulnerability of the students as they shared their stories
- I was also encouraged to see so many weave God into their designs; some of whom I was not expecting to see. Pray
further into this to see how God would use this opportunity
- Good closure of the lesson with feedback sought from students that showed they had learned that the symbols tell a story
Things to note for improvement next time:
-

I found it hard on my voice, may have been straining it a bit. I need to find what comes comfortably to me
Need to work on explicitly introducing the KC, values, and the WALT for the lesson. I talked about what we were doing but it

wasnt as explicit as today we are learning to make tukutuku patterns in a piece of art...rather, it had to be inferred by the students
- Need to continue to develop my awareness of the class when I am busy with students, step back and take in what the
environment is like and make adjustments if needed
- Be more aware of the time and allowing plenty of time for pack up and plenary (especially when the pastels are out for next
time)

Monday - Week eight

Introduce WALT - WALT tell our story through traditional maori tukutuku art.

Student teacher focus:

- Noise
control
- Concise
and to the point
teacher talk

Identify the students that were away last Monday to get them up to speed.
Re-cap the purpose of tukutuku panels in maori culture, re-cap the meaning behind each of the symbols discussed last
Monday. Use powerpoint to revise this.
Discuss the value of excellence, using a ruler to rule their lines, measuring their line spaces etc.
Get a gauge on where each student is up to in their work.

Explain that they will be using pencil for colour. Prompt them to consider their colour choices carefully in order to represent
each symbol accurately. They will need to use their thinking skills for this as they justify their reasoning for this.
Hand out their art work from last week for them to continue.
Plenary
Reflections/notes

Have a couple of students share their design so far and verbally share the story that goes with it with the class.

The WALT was explicit from the beginning which set the learners up for success
Talked explicitly about excellence and precision in their work
Monitored the volume of the classroom well and was intentionally aware of the learning environment to

promote learning
- I had left my sample of the art in my bag which was a lost opportunity to reinforce the learning activity
- Left the close of the lesson quite wide open...I would have liked to have done a summary of the lesson,
or asked for feedback to close it well.

Discuss with Lisa & Whaea Robyn to see how these pieces of art could be presented or displayed in a

significant way
- Be more intentional with involving children into discussion who do not always put their hand up
- Explore more time efficient ways of handing out and packing up students work

Monday - Week ten

Student teacher focus:

Introduce WALT - WALT tell our story through traditional maori tukutuku art.
Students are finishing off their artwork in preparation for the official unveiling next Tuesday (as recommended by Meryl).
All students need to be well underway the pastel stage of their art by the end of todays session.

Reflections/notes

This session was totally self directed as all of the students had drafted their art work, written their story and had begun pencil drafting their
art onto the good paper. I guided them in regards to using the vivid before pastel.
One thing that worked really well in this session was that about 30 minutes onto it I put on some worship music on quietly and requested the
students to work silently so they could focus on getting their art work done. Most participated in the silence well and actually got a lot more
done in this time. About 5 students have finished their work, next session I will have them type up their story to be displayed with their

artwork on the wall.

Monday - Week eleven

Student teacher focus:

Introduce WALT - WALT tell our story through traditional maori tukutuku art.
Students are finishing off their artwork in preparation for the official unveiling tomorrow (as recommended by Meryl).
All students need to have completed their Tukutuku panels by the end of todays session. Once students have finished their
panels, they need to move into the computer room (where Mrs Alofi or Miss Wynne will supervise) so they can type up their
story and have it printed out. Type into the google document set up in the Chapman Seniors account.
Once this has been done, students can write feedback for this art project, then move on to finishing their Collage art piece (see
feedback form).

Reflections/notes