Students learn about the Aboriginal art of Australia. Then they explore the Maori art of New Zealand, writing a description of raranga (weaving) and whakairo (carving). Finally, they choose another aspect of Maori culture, research it, and write a report, which they present to their classmates.
Students read an introduction explaining that they will explore Aboriginal art in Australia and Maori art in New Zealand. They examine an image in the style of Aboriginal art and respond on a discussion wall by describing the image and identifying at least two stylistic details.
Teacher MovesReview the lesson objectives and frame the experience as an exploration of how art connects to culture and history. Lead a brief discussion of student descriptions, introduce the term “Aboriginal art” as the art of the first inhabitants of Australia, and explain that students will continue investigating Pacific art and culture in later scenes.
Students view an image of an ancient Aboriginal rock painting and read Aboriginal Rock Art of the Kimberley: An Overview and 10 Things You Should Know About Aboriginal Art to learn about the history, meaning, and significance of Aboriginal rock art. They then post a response on a discussion wall explaining why it is important to preserve Aboriginal rock art and other cultural practices, using examples from the readings as evidence.
Teacher MovesFacilitate pair or whole-class discussion of student responses, highlighting how the rock art records stories about the origins of the Earth, plants, animals, and people and serves as a historical record stretching back tens of thousands of years. Emphasize that preserving the art and related cultural practices protects the history and homeland of the Aboriginal people.
Students view an image of a Maori meeting house and read Maori Arts, then watch a video about a school for Maori carving to understand key Maori art forms and their cultural roots. They respond on a discussion wall by describing in their own words the two important Maori art forms introduced in the scene: weaving (raranga) and carving (whakairo).
Teacher MovesOptionally, have students read an additional article about the threat of losing traditional carving and reflect on the role of traditional arts in society, connecting back to Aboriginal art. Review student descriptions of raranga and whakairo, share strong examples with the class, and guide a brief discussion that clarifies these art forms and their cultural importance.
Students are introduced to the Maori as the indigenous people of New Zealand with both ancient traditions and a living culture. Using resources such as Maori Culture, #1, Story: Maori, and Maori Culture, #2, along with other online sources, they choose one aspect of Maori culture (for example, religion, food, language, meetings, tattoos, haka, or other traditions) to research in depth. They create a report that includes a description, key facts, and may also include images and maps. Students post their report to a discussion wall or share it via a digital tool (such as Prezi, a timeline creator, an online presentation, or a digital poster) and then present what they learned to the class.
Teacher MovesSupport students in selecting focused research topics and in locating reliable sources, including sub-links from the provided sites. Clarify expectations for the report format and presentation. During sharing, manage time by either having all students present or, if time is limited, having students review and comment on several peer reports. Encourage questions and feedback that deepen understanding of the diversity and continuity of Maori culture.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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