Art Around the World

Unit Overview:
Students will "travel" around the world to develop an understanding and appreciation for the different artists and forms of art. Students will learn techniques and
skills as they explore the different elements of art. Students will develop an understanding of different artists and how culture and personal experience is
important when creating artworks. Students will also view, appreciate, respond to artworks of well-known artists and the art work of their peers.
W
k
Lesson ICT Integration Notes
1 Introduction:
Art in Australia
Aboriginal
artwork
K-2: As a class students will work with the teacher to create a class travel blog.
3-6: Introduce students to Weebly. Walk them through setting up a blog of their
own. Students to publish their first travel report (text only).

All steps will be explicitly
taught and modelled for
students. Extra assistance
and instruction will be
given to students who
require it.
2 Africa K-2: Students work with the teacher to update their travel blog and create an
online slideshow of their postcards.
3-6: Students will be taught how to upload photos to their travel blogs. Write
their travel report.

3 China K-2: Students are taught to how to use an iPad app to create a poster for their
artworks. This will then be uploaded to their travel blog.
3-6: Students will be taught how to upload videos to their travel blogs. Write
their travel report.

4 Greece K-2: Students will be taught how to take videos using iPads, the teacher will
then work with students to upload to their class travel blog.
3-6: Students will be taught how to create multiple pages to their blogs linking
to the different countries. Write their travel report.

5 Russia K-2: Students will type a short sentence about their artwork with the assistance
of the teacher, on their travel blogs.
3-6: Students will be taught how to insert hyperlinks, so they can link to further
information about the country they are visiting etc. Students are to write their

travel report.
6 North America
Native
American
K-2: Students will type a short sentence about their artwork with the assistance
of the teacher, on their travel blogs.
3-6: Students will upload pictures of their artworks to their travel blogs and the
story of their Native American cave drawings.

7 Mexico K-2: Students will type a short sentence about their artwork with the assistance
of the teacher, on their travel blogs.
3-6: Upload their videos to their travel blogs. Write their travel report.

8 New Zealand
Maori artwork
K-2: Students will type a short sentence about their artwork with the assistance
of the teacher, on their travel blogs.
3-6: Students upload their pictures to their travel blogs and write their travel
report.

9 Review: Arrive
back in
Australia
create a
holiday art
portfolio
K-2: Students will be taught how to create a poster on the computer. How to
insert clip art, insert text, resize, wrap text. Posters will be used to advertise art
show and/or with a QR code to the class travel blog and online art gallery.
3-6: Students will choose a country they have studied to research in greater
depth and create a PowerPoint presentation (students will be taught the how
to use this prior to beginning) or a brochure (including QR code to their travel
blogs) about the countries culture and art. To be uploaded to their travel
blogs. Final travel report giving a review of where they have been, what they
have learnt and what country they liked best.







Outcomes:
ES1 Stage 1 Stage 2 Stage 3
Creative
Arts
VAES1.1: Makes simple pictures
and other kinds of artworks about
things and experiences.

VAES1.2: Experiments with a range
of media in selected forms.

VAES1.3: Recognises some of the
qualities of different artworks and
begins to realise that artists make
artworks

VAES1.4 : Communicates their
ideas about pictures and other
kinds of artworks.
VAS1.1: Makes artworks in a
particular way about experiences
of real and imaginary things.
VAS1.2: Uses the forms to make
artworks according to varying
requirements.

VAS1.3: Realises what artists do,
who they are and what they
make.

VAS1.4: Begins to interpret the
meaning of artworks,
acknowledging the roles of artist
and audience.
VAS2.1: Represents the qualities of
experiences and things that are
interesting or beautiful* by
choosing among aspects of
subject matter.
VAS2.2: Uses the forms to suggest
the qualities of subject matter.
VAS2.3 Acknowledges that artists
make artworks for different
reasons and that various
interpretations are possible.
VAS2.4 Identifies connections
between subject matter in
artworks and what they refer to,
and appreciates the use of
particular techniques.
VAS3.1 Investigates subject matter
in an attempt to represent
likenesses of things in the world.
VAS3.2 Makes artworks for
different audiences assembling
materials in a variety of ways.
VAS3.3 Acknowledges that
audiences respond in different
ways to artworks and that there
are different opinions about the
value of artworks.
VAS3.4 Communicates about the
ways in which subject matter is
represented in artworks.
ICT
IC ES1.2: Recognises and uses
various means of communication

UT ES1.9: Identifies and uses a
limited range of equipment,
computer-based technology,
materials and other resources
when undertaking exploration
and production.

IC S1.2: Creates a range of
Information products and
Communicates using a variety of
media.

UT S1.9: Selects and uses a range
of equipment, computer-based
technology, materials and other
resources to undertake an
investigation or design task.
IC S2.2: Creates and evaluates
information
Products demonstrating an
understanding of the needs of
particular audiences.

UT S2.9: Selects and uses a range
of equipment,
computer-based technology,
materials and other resources with
developing skill to enhance
investigation and design tasks.
IC S3.2: Creates and
Evaluates information
products and processes,
demonstrating consideration of
the type of media, form,
audience and ethical issues
UT S3.9: Evaluates, selects
and uses a range of equipment,
computer-based technology,
materials and other resources to
meet
the requirements
and constraints of
Investigation and design tasks.
HSIE
CUES1: Communicates some
Common characteristics that all
people share, as well as some of
the differences.
CUS1.4: Describes the cultural,
linguistic and religious practices of
their family, their community and
other communities.
CUS2.4: Describes different
viewpoints, ways of living,
languages and belief systems in a
variety of communities.
CUS3.4: Examines how cultures
change through interactions with
other cultures and the
environment.

K-2: Lesson One Aboriginal Dot Paintings
Lesson Assessment

Introduce students to art around the world topic hand out passport and world map, explain that we will be
tracking where we go and what we have learnt about art around the world.
Start in Australia students colour in Australia on the map and in their passports write Australia Aboriginal art.
Discussion questions:
Who were the Aboriginal people - look at examples of their art works.
What does their artwork represent?
How did they create their artworks?
Discuss the elements of art: Colour, line, and texture displayed in their artworks.
Draw an example in their passports.
Students will then create their own Aboriginal Dot Paintings.
Paint piece of art paper brown leave to dry. (Alternatively, use a piece of brown paper or a paper bag.)
Students trace around their hands (may need assistance) onto the black/brown paper.
Using all or a variety of red, brown/black, red, yellow, white and orange paint students will then dip cotton
buds into the paint and create dot patterns around their hands.
Review what students have learnt and share pictures once dry.
Work samples
Formative
assessment
through
discussion and
review.
Resources:
Cotton buds two per colour in each group
Black paper/white paper medium paint brushes
Egg carton filled with red, brown, black, red, yellow, white, and orange paint one per group
Example PPT to adapt - http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6100405
Information on Aboriginal art - http://australia.gov.au/about-australia/australian-story/austn-indigenous-art
Dot painting video: https://www.youtube.com/watch?v=Mj-1tpSvYE4&feature=share



3-6 Lesson One Aboriginal X-ray Art
Lesson Assessment

Introduce students to art around the world topic hand out passport and world map, explain that we will be
tracking where we go and what we have learnt about art around the world.
Start in Australia students colour in Australia on the map and in their passports write Australia Aboriginal art in
a stamp design (show an example of a passport stamp). Students will write four facts about Aboriginal Art in
their passports.
View PPT on Aboriginal Art
Discussion questions:
Who were the Aboriginal people - look at examples of their art works.
What does their artwork represent?
How did they create their artworks?
Discuss the elements of art: Colour, line, and texture displayed in their artworks.
Students pick an animal and research its skeleton. Draw on black paper and paint with white paint.
Another piece of black paper create background using dot style painting and incorporating aboriginal
symbols.
Cut out skeleton and glue to background.
Review what students have learnt and share artworks.
Work
samples
Formative
assessment
review
and
discussion

Resources:
Cotton buds two per colour in each group
Small paint brushes
Black paper
Egg carton filled with red, brown, black, red, yellow, white, and orange paint one per group
Example PPT to adapt - http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6100405
http://www.tes.co.uk/teaching-resource/Aboriginal-Art-6069549/addtofavourite/addtofavourite/
Information on Aboriginal art - http://australia.gov.au/about-australia/australian-story/austn-indigenous-art




K-2 Lesson Two Africa
Lesson Assessment

Students travel to Africa for their next art lesson. Find Africa on the world map, drawing a line from Australia to Africa to
indicate travel path. Write in their Passport Africa
Show and discuss African art works and African culture. See resources.
Discussion questions:
What does their artwork represent?
How did they create their artworks?
Discuss the elements of art: Colour, line, shape, value, and texture displayed in their artworks.
African dancers: Paint sunsets for the background discuss the colours and how to blend them. Set aside to dry.
Give students strips of paper for a border. Discuss the patterns that students can create. Using oil pastels students
create their borders using geometric shapes.
Students then create designs on pre-cut pieces of paper for the clothing of their people x 3
Students glue their clothing onto the background.
Students will then be given black markers to draw in the head, arms, legs, accessories and hair, to make them look like
they are dancing. Students should make each of their dancers unique.
Students glue on their border to complete.
Students present their artworks to the class and create a postcard demonstrating their learning while in Africa.
Work samples
Discussion and
review
Postcards
Formative
assessment


Resources:
National Museum of African Art:
http://africa.si.edu/collections/objects/viewcollections/Objects;jsessionid=CF27B5BA657EAE0F0D2321101C8
C9A38?t:state:flow=c1447d7a-5a61-4899-b1e7-7b93d182e628
African sunset images and silhouettes PPT http://www.tes.co.uk/teaching-resource/African-art-6026315/
So you think you can dance: African dance group Circle of Life
https://www.youtube.com/watch?v=eXusn6Ec1sA
African art info from British Museum: https://www.britishmuseum.org/PDF/british_museum_african_art.pdf




3-6 Lesson Two Africa
Lesson Assessment

Students travel to Africa for their next art lesson. Find Africa on the world map, drawing a line from Australia to Africa to
indicate travel path. Write in their Passport Africa and draw an example of an African mask.
Show and discuss African art works and African culture.
Discussion questions:
What does their artwork represent?
How did they create their artworks?
What were the masks used for?
Discuss the elements of art: Colour, line, shape, and texture displayed in their artworks.
Using cardboard students draw a shape for their mask. Students then carefully cut this out some students may need
assistance.
Using other pieces of cardboard go step by step as students make different shapes for the eyes, nose, and mouth.
Some students may also wish to make horns. Discuss the different shapes that the students could make.
Glue these pieces onto the face.
Students then draw in patterns. Go step by step on different areas of the face i.e. forehead then cheeks model. Large
patterns should be utilised for easier painting.
Students will then paint their masks using different colours.
Students will now have the opportunity to add feathers, wool, twine etc, to the top of their masks.
Students to create posters of their artwork to be uploaded to their travel blogs using the following app
https://itunes.apple.com/au/app/bubble-speech-bubbles-photo/id630851451?mt=8.
Work samples
Discussion and
review
Posters
Formative
assessment
Resources:
Cardboard, paint, paintbrushes (varying sizes), wool, twine, PVA glue, feathers, beads.
National Museum of African Art:
http://africa.si.edu/collections/objects/viewcollections/Objects;jsessionid=CF27B5BA657EAE0F0D2321101C8C9A38?t:sta
te:flow=c1447d7a-5a61-4899-b1e7-7b93d182e628
African mask video: https://www.youtube.com/watch?v=haTxx14R44o
African mask information and examples http://www.artyfactory.com/africanmasks
African Art PPT to adapt: http://www.tes.co.uk/teaching-resource/World-Art-The-Art-of-Africa-6100854/



K-2 Lesson Three China
Lesson Assessment

Students travel to China for their next art lesson. Find China on the world map, drawing a line from Africa to China to
indicate travel path. Write in their Passport China
Show and discuss Chinese art works and Chinese culture. See resources.
Discussion questions:
What does their artwork represent?
How did they create their artworks?
Discuss the elements of art: Colour, line, shape, value, and texture displayed in their artworks.
Students will be creating their own Chinese scrolls. Students will first use water colour paints to create their backgrounds.
While drying students will carefully copy Chinese symbols using small paint brushes and black paint onto white paper to
spell their names. Some students will need assistance with this.
Students will then cut out some black paper to attach to the top and bottom of their artworks.
Using watered down black paint students will use eye droppers to create their tree. If eye droppers are unavailable
students can use a paint brush to start off their tree and add extra paint half way up the trunk and blow the paint
across their background using straws to create the branches.
Using pink and white tissue paper, students will scrunch the paper into balls and then glue them onto their branches.
To complete students will glue their name in Chinese calligraphy onto the black parts of their scrolls.
Students to create a poster using https://itunes.apple.com/au/app/bubble-speech-bubbles-photo/id630851451?mt=8
about their Chinese artwork.
Work samples
Discussion and
review
Poster
Formative
assessment

Resources:
Long pieces of paper (paper rolls?), water colour paint, eye droppers, small paint brushes, straws, pink and white
tissue/crepe paper.
Website full of Chinese cultural information art, music, history etc. to explore http://www.chinapage.com/china.html
Chinese hand scroll information and examples: http://www.metmuseum.org/toah/hd/chhs/hd_chhs.htm
Chinese alphabet symbols: http://goodcharacters.com/newsletters/chinese-alphabet-meanings.html


3-6 Lesson Three China
Lesson Assessment

Students travel to China for their next art lesson. Find China on the world map, drawing a line from Africa to China to
indicate travel path. Write in their Passport China
Show and discuss Chinese art works and Chinese culture. See resources.
Discussion questions:
What does their artwork represent?
How did they create their artworks?
Discuss the elements of art: Colour, line, shape, value, and texture displayed in their artworks.
After reading about the story of the willow plate, students will use a lead pencil to design their own plates
based on the legend.
Students will mix different shades of blue to paint over their drawing and create their design on the plate.
Students will share their plate designs and their understanding of the willow plate story to make a video
using the iPads and these will be uploaded to their blogs.
Work samples
Discussion and
review
Poster
Formative
assessment

Resources:
Blue and white paint, paint brushes, large paper plates OR porcelain plates if possible.
Willow Plate Activities and Story: http://www.tes.co.uk/teaching-resource/The-Willow-Pattern-Story-
Reading-6012122/addtofavourite/addtofavourite/
The story of the Willow Plate https://www.youtube.com/watch?v=ot1PcsP9DjI
Website full of Chinese cultural information art, music, history etc. to explore
http://www.chinapage.com/china.html





K-2 Lesson Four Greece
Lesson Assessment

Students travel to Greece for their next art lesson. Find Greece on the world map, drawing a line from China to Greece
to indicate travel path. Write in their Passport China
Show and discuss Greek art works and Greek culture. See resources.
Discussion questions:
What does their artwork represent?
How did they create their artworks?
Discuss the elements of art: Colour, line, shape, value, and texture displayed in their artworks.
Students use the Birmingham Museum and art gallery to design a Greek pot as a class.
Students are then given an option for a pot template and are asked to colour the whole thing in with oil
pastels, leaving no white spaces.
Students then paint over their colouring with black paint.
While it is drying research some Greek Pottery designs, getting the students to practice drawing the designs.
Using sheets, students (in groups of two) will take turns to dress up as Ancient Greek gods and goddesses to
teach others about what they have learnt about Ancient Greek art work. Video the responses.
Once the paint is dry students scratch in some designs to show the colouring underneath. *Option two
Papier Mache Greek pots*
Work samples
Discussion and
review
Videos
Formative
assessment

Resources:
A3 white art paper, oil pastels, paintbrushes, black paint, containers for paint.
Ancient Greek pottery video: https://www.youtube.com/watch/?v=QGR767DojYc
Ancient Greece Information: http://www.ancientgreece.co.uk/
Birmingham Museum and Art gallery: http://www.schoolsliaison.org.uk/kids/preload.htm
Greek art online tour: http://www.britishmuseum.org/explore/online_tours/greece.aspx



3-6 Lesson Four Greece
Lesson Assessment

Students travel to Greece for their next art lesson. Find Greece on the world map, drawing a line from China to Greece
to indicate travel path. Write in their Passport Greece
Show and discuss Greek art works and Greek culture. See resources.
Discussion questions:
What does their artwork represent?
How did they create their artworks?
Discuss the elements of art: Colour, line, shape, value, and texture displayed in their artworks.
Students are to create their own Ancient Greek columns. Provide the students with cardboard, both flat a corrugated
to make their columns. Also provide students with paddle pop sticks to create detail.
Students will also create a number art works using a marbling technique.
Once the marbling pictures have dried students will glue these onto their columns to create a marbled effect.
Also provide students with black paint for adding extra detail.
Using sheets, students (in groups of two) will take turns to dress up as Ancient Greek gods and goddesses to teach
others about what they have learnt about Ancient Greek art work. Video the responses and upload to their blogs.
Work samples
Discussion and
review
Videos
Formative
assessment

Resources:
Cardboard, flat and corrugated, marbling inks, white paper, paddle pop sticks, black paint (gold and silver if
available).
Ancient Greece Information: http://www.ancientgreece.co.uk/
Birmingham Museum and Art gallery: http://www.schoolsliaison.org.uk/kids/preload.htm
Greek art online tour: http://www.britishmuseum.org/explore/online_tours/greece.aspx
Greek column information: http://greece.mrdonn.org/columns.html




K-2 Lesson Five Russia
Lesson Assessment

Students travel to Russia for their next art lesson. Find Greece on the world map, drawing a line from Greece to Russia to
indicate travel path. Write in their Passport Russia
Show and discuss Russian art works and Russian culture. See resources.
Discussion questions:
What does their artwork represent?
How did they create their artworks?
Discuss the elements of art: Colour, line, shape, value, and texture displayed in their artworks.
Students will be given a piece of paper and will be asked to use water colours to create a background for their dolls.
Setting their backgrounds aside to dry, students will then choose babushka doll templates of various sizes and will
decorate their dolls, first drawing in pencil using simple patterns.
Students will then colour in their dolls with pencils.
Once they have finished decorating their dolls, students will then choose a way to place their dolls onto the paper.
Students to go around their artworks with a black texta (will need assistance).
Students then present their artworks to the class, stating who they have chosen to depict on their dolls.
Work samples
Discussion and
review
Formative
assessment


Resources:
Art paper, water colour paints, doll templates of different sizes, coloured pencils, black texta/fine liner.
Babushka doll lesson: http://www.deepspacesparkle.com/2011/12/12/patterned-matryoshka-dolls/
Russia art information: http://www.tes.co.uk/teaching-resource/Russia-Powerpoint-Matryoshka-Dolls-and-amp-
Facts-6302908/addtofavourite/addtofavourite/

3-6 Lesson Five Russia
Lesson Assessment

Students travel to Russia for their next art lesson. Find Greece on the world map, drawing a line from Greece to Russia to
indicate travel path. Write in their Passport Russia
Show and discuss Russian art works and Russian culture. See resources.
Discussion questions:
What does their artwork represent?
How did they create their artworks?
Discuss the elements of art: Colour, line, shape, value, and texture displayed in their artworks.
Students will be given a piece of paper and taught how to draw columns and towers in the style of Russian
architecture. First using pencil and then going over this with black textas/fine liner.
Students will then cut this out and glue to a jar. In the jar will be a battery operated candle to give the effect of night
lights
Students present their finished artworks to the class.
Work samples
Discussion and
review
Formative
assessment

Resources:
White A3 paper, lead pencils, black textas/fine liner, jars, battery operated
candles.
Virtual tour of St. Petersburg: http://www.saint-petersburg.com/virtual-tour/
Russian art and architecture information to adapt: http://www.geographia.com/russia/rusart01.htm
Examples of Russian architecture: http://architecture.about.com/od/countriescultures/ig/Russia-Architecture/












K-2 Lesson Six North America: Native American
Lesson Assessment

Students travel to North America for their next art lesson. Find North America on the world map, drawing a line from
Russia to North America to indicate travel path. Write in their Passport North America.
Show and discuss Native American art works and Native American culture. See resources.
Discussion questions:
What does their artwork represent?
How did they create their artworks?
Discuss the elements of art: Colour, line, shape, value, and texture displayed in their artworks.
Students will be given a variety of coloured paper and asked to create a Native American totem pole.
Students will be creating bird collages for the top of their totem pole. The teacher will walk them through step by step
to create their birds with pre-cut shapes that students have to glue onto their coloured background.
Students will then choose 3 different coloured pieces of paper and glue them vertically to the bird they just created.
On the pieces of paper, students will cut out different shapes, to create patterns & animals, to glue onto their totem
poles.
Work samples
Discussion and
review
Formative
assessment


Resources:
Scissors, glue, coloured paper.
Video: Art and Story of Totem Poles https://www.youtube.com/watch/?v=6Lht4XGkk0k
Information: http://artsmarts4kids.blogspot.com.au/2008/10/totem-poles.html
Totem Pole Creator Online: http://mrnussbaum.com/totem/
360 degree tour of Stanley Park: Totem Poles http://www.360cities.net/image/vancouver-stanley-park-totem-
poles#454.31,72.61,70.0






3-6 Lesson Six North America: Native American
Lesson Assessment

Students travel to North America for their next art lesson. Find North America on the world map, drawing a line from
Russia to North America to indicate travel path. Write in their Passport North America.
Show and discuss Native American art works and Native American culture. See resources.
Discussion questions:
What does their artwork represent?
How did they create their artworks?
Discuss the elements of art: Colour, line, shape, value, and texture displayed in their artworks.
Students will be asked to design a Native American Pictograph story, on a plain piece of paper.
Students will then cut their paper into their desired shape and begin to transfer their design onto the brown paper,
using collage, recycled materials, textas, crayons etc.
Students will also write a short description of their story and present it to the class.
Students will include this on their travel blogs.
Work samples
Discussion and
review
Formative
assessment


Resources:
Scissors, glue, brown butchers paper, textas, crayons, dry pasta, seeds, material, recycled materials, paper.
Native American Art History: http://www.nativeamericanarthistory.com/
Native American Stories and Myths: http://americanfolklore.net/folklore/native-american-myths/
Pictograph story resource:
http://www.lakeshorelearning.com/media/images/free_resources/teachers_corner/printables/nativeAmerican
Pictograph.pdf





K-2 Lesson Seven Mexico
Lesson Assessment

Students travel to Mexico for their next art lesson. Find Mexico on the world map, drawing a line from North America to
Mexico to indicate travel path. Write in their Passport Mexico.
Show and discuss Mexican art works and Mexican culture. See resources.
Discussion questions:
What does their artwork represent?
How did they create their artworks?
Discuss the elements of art: Colour, line, shape, value, and texture displayed in their artworks.
Students first draw a circle.
Draw a line down the circle.
Draw a nose, eyes, and mouth.
On one side of the circle students will draw triangles for sun rays around the circumference of the circle.
On the other side of the circle students will draw squiggly lines for their sun rays.
Students will be taught about warm and cool colours.
On the left side students will colour in the sun using warm colours and the background using cool colours. Vice versa for
the right hand side.
Students will use oil pastels to colour in.
Students to go around the lines in black oil pastel (some students may need help).
Work samples
Discussion and
review
Formative
assessment


Resources:
Art paper, oil pastels.
Aztec sun stone information to adapt: http://elementaryartroom.blogspot.com.au/2009/11/aztec-sun-
stones-fifth-graders-recently.html
Interactive Sun Stone Experience: http://www.mexicolore.co.uk/aztecs/calendar/interactive-sunstone-
experience
Mexico Museum of Anthropology: http://www.mna.inah.gob.mx/index.html







3-6 Lesson Seven Mexico
Lesson Assessment

Students travel to Mexico for their next art lesson. Find Mexico on the world map, drawing a line from North America to
Mexico to indicate travel path. Write in their Passport Mexico.
Show and discuss Mexican art works and Mexican culture. See resources.
Discussion questions:
What does their artwork represent?
How did they create their artworks?
Discuss the elements of art: Colour, line, shape, value, and texture displayed in their artworks.
Students are to design their own Day of the Dead Mexican art works.
Students will be taught step by step how to draw their skulls and then how to create their designs.
Students will then paint their design and use glitter glue to design their background.
Students will create a video explaining Mexicos Day of the Dead and their artworks. To be uploaded to their travel
blogs.
Work samples
Discussion and
review
Formative
assessment


Resources:
Day of the Dead information: http://www.mexicansugarskull.com/support/dodhistory.html
Mexico 360 degree tour: http://www.worldtour360.com/gallery.php?country=Mexico&lang=en
The National Museum of Mexican Art: http://www.nationalmuseumofmexicanart.org/
Day of the Dead PPT to adapt: http://www.tes.co.uk/teaching-resource/Mexico-Day-of-The-Dead-6325256/




K-2 Lesson Eight New Zealand: Maori
Lesson Assessment

Students travel to New Zealand for their next art lesson. Find New Zealand on the world map, drawing a line from
Mexico to New Zealand to indicate travel path. Write in their Passport New Zealand.
Show and discuss Maori art works and Maori culture. See resources.
Discussion questions:
What does their artwork represent?
How did they create their artworks?
Discuss the elements of art: Colour, line, shape, value, and texture displayed in their artworks.
Introduce the children to Maori Koru designs through Maori Legends.
Look at ferns (or pictures of ferns) and discuss their shape as they unfold.
Get students to draw one large koru then little korus attached to the large one. Let them experiment and do as many
as they wish. Every time they draw a line, they should draw a double line instead of a single one (see examples above).
Students to choose two oil pastel colours. These will be used to fill in the designs.
The first colour is for inside the korus. The second colour is for all the gaps. The areas within the double lines should
remain clear of pastels. These areas will be filled in with black dye later on.
Once all the oil pastels areas are coloured in, wash the black dye over the entire piece. The double lines will appear
black.
Students share their artworks and make a statement about their artworks to go on to the class travel blog.
Work samples
Discussion and
review
Formative
assessment


Resources:
Art paper, oil pastels, black wash.
Maori designs and meanings: http://www.shopenzed.com/maori-designs-their-spiritual-meaning-
xidc13209.html
New Zealand information and resources: http://www.tes.co.uk/teaching-resource/New-Zealand-
Resources-6108697/
Info to adapt: http://korutantra.com/koru/
360 degree virtual tour of New Zealand: http://www.360newzealand.co.nz/






3-6 Lesson Eight New Zealand: Maori

Lesson Assessment

Students travel to New Zealand for their next art lesson. Find New Zealand on the world map, drawing a line from
Mexico to New Zealand to indicate travel path. Write in their Passport New Zealand.
Show and discuss Maori art works and Maori culture. See resources.
Discussion questions:
What does their artwork represent?
How did they create their artworks?
Discuss the elements of art: Colour, line, shape, value, and texture displayed in their artworks.
Using the Mori traditional symbols students are to design a
traditional Maori tattoo that tells a story.
Students will draw their designs onto a cut out of their arm and hand.
Their artworks will be painted.
Students present their stories and artworks, and upload to their travel
blogs.
Work samples
Discussion and
review
Formative
assessment


Resources:
A3 art paper, different coloured paint, scissors, Maori symbol sheet.
New Zealand information and resources: http://www.tes.co.uk/teaching-resource/New-Zealand-
Resources-6108697/
360 degree virtual tour of New Zealand: http://www.360newzealand.co.nz/
Maori tattoo information: http://www.newzealand.com/travel/en/media/features/maori-culture/maori_ta-
moko-significance_feature.cfm