Unit Title: Me in the Pacific Pacific

Level: 4 Year/Class: 7 Duration: 7-8 Lessons

Curriculum Achievement Objectives & Levels (AOs) Level 4UC- Investigate the purpose of objects and images from past and present cultures and identify the contexts in which they were or are made, viewed and valued.CI - Students will explore and describe how different media influence the communication and interpretation of ideas in their own and others' workDI - Develop and revisit visual ideas, in response to a variety of motivations, observation, and imagination, supported by the study of artists works.PK - Explore and use art-making conventions, applying knowledge of elements and selected principles through the use of materials and processes

Curriculum Linkages

Vision (how will this unit contribute to students becoming confident, connected, actively involved, lifelong learners?)It will help them to be connected with their wider community, in their identity as a New Zealander and a human. Giving them a cultural perspective, and appreciation for arts from all over the Pacific. This unit will help to show my children that the arts are valued in society, that if they are arts focused they can have confidence in that, (this school I working in highly values sport, and arts can be pushed aside sometimes). Values (how will this unit contribute to students developing selected curriculum values?)Innovation. inquiry, and curiosity. This unit encourages children to look deeper, into the depths of society, and see what makes these cultures different, but also similar.

Principles (how will this unit contribute to students understanding selected curriculum principles?)Cultural Diversity. This unit has a massive appreciation for diversity, looking at a range of cultures and countries customs and ways of living. This is very appropriate because there is already a large spread of ethnicity in my class, so to have diversity appreciated is of the upmost importance. Key Competency Focus (highlight at least one)

Managing Self Relating to Others Participating and Contributing Thinking Using Language,

Symbols and Text

Curriculum Integration (links with other learning areas if appropriate)Maths - Geometry & Measurement, as we engage in the art these concepts will naturally be included.Health - Hauora, links to the lifestyle, the society that you experience in the pacific.Dance - Understanding Pasifika cultural Dance in context.Social Sciences - Culture and Heritage, Place and Environment.Music - Understanding Pasifika cultural music in context.

Big question/ Scope for the unit What does art means to my country? Who am I?The focus towards the end of this unit moves from learning about cultures, to finding out who we are. It quickly moves to identity, where the children are no

longer looking at other countries stories, but their own. By looking at the other countries first, it informs their thinking for what makes them who they are.

Key Vocabulary and Literacy StrategiesTivaevae, Tapa cloth, John Pule, Polynesia, Melanesia, Micronesia, Niue, Samoa, Cook Islands, Tonga, siapo, masi, ngatu. I will sound these words out with the children. Questioning: ask have you heard this word before? What do you think it means? Go through some definitions of these words, Explain to the children what they mean. Incorporation of Te Ao Māori-Looking at the Maori art history. What art is important to them? What does it mean? What similarities and differences do they have with countries from the Pacific.-Maori history on how they got materials for their artworks. -Marae, the art they have around the walls.-Carvings-Koru - Cultural and Symbolic meaning of Koru in art form.Numeracy strategies (if applicable)Geometry and Measurement-Throughout the whole unit, I will continually be referring to shapes, looking at drawing with shape, what shapes different cultures use, symmetry, reflection. Especially in my Tivaevae unit, the children will gain an understanding of reflection as they draw with scissors.-While making Tapa cloth the children will have to be measuring to make sure all of their pictures will fit, making sure they have the right paper size. Resources (including web-based material, resource books) Organisation? Management? Equipment, space, time, resources?Pacific relaxing music to get the children to visualize https://www.youtube.com/watch?v=9QQnp--u6r4 Resourceshttp://www.wicked.org.nz/Themes/Themes-gallery/Pasifika-The-ArtsTivaevaehttp://www.ck/culture.htm#tivaevaeSamoan Music https://www.youtube.com/watch?v=BewGqEQtUGATongan Musichttps://www.youtube.com/watch?v=GLtiLbi8J_8&feature=relatedLots of different tapahttp://www.tapapacifica.com/John Pule's work, any images of tapa from supplied from Google imagesPaint, pencils, crayons, tape, paper. card, brushes, tapa cloth (sheets), vivid, rulers.Link to ICT- AriusmaThis is a new app, where you can pull up an Ipad and put it on a child's picture, as you do this a video pops up and there (pre-recorded) is the child talking about

their picture. You embed the picture with the video and the child talking, so to anyone else watching it is very confusing, although a very helpful piece of technology that I will be using for the displays around the class or even for an exhibition. This gives me an array of opportunities for children to talk about their art, which is massive for the CI strand.Assessment-Providing a tapa cloth for each table/country which will then contribute to the United Nations meeting I will be holding at the end of my placement. Each country will present to the rest of the world the significance of their art and what it means to your country. Therefore each child must complete work to contribute to every countries tapa.-Working from a case study artist John Pule, create your own personal tapa cloth design on paper, with symbols that represent you.

Unit Evaluation

Lesson SummaryLesson

#Specific Learning

Outcomes/IntentionsLesson Focus/Content/Activities Assessment/Success criteria

1 Analyze and discuss the cultural context around the pacific and elements of the tapa

Bring in the unit focus for the next two weeks. Bringing in the vision of the collective Tapa cloth. First giving a global perspective on the Pacific, discussing how tapa cloth came to be, its history with the Europeans. Show the children maps of the Pacific, and pictures of the Tapa. Draw the information out the children through discussion. Activity:Start with drawing - get the children looking at pictures of tapa cloths, using information from each image the children will draw what they see, and create their own tapa cloth.

I will be mainly engaging in UC, and CI

Diagnostic Assessment: Through discussion with the children I will be able to assess how much the children do and do not know

Drawing: Children will gain a massive understanding of what tapa looks like through drawing what they see.Resources: paper, pencil1 of 2 detailed lessons

2 Successfully create a Samoan tapa pattern using scissors and crayons.

Revisit the learning in previous learning. Moving from a global perspective, to a more specific context. Start going through the five countries.Samoa -Discuss a the history behind Tapa in Samoa and also discuss what makes it unique from the rest of the Pacific. Here I will get the children to make stencils by cutting out the patterns with scissors and sticking it on to another piece of paper. I will get the children using crayon to shade on their stencil leaving a pattern on an A4 piece of paper and each child will stick their paper onto the tapa cloth. I will be engaging in UC, PK & CI

Informal Assessment: Each child will make a cut out picture, with a crayon pattern on it, and stick it on to the class tapa cloth.

Resources: crayons, scissors, paper, tapa cloth (for this I will get cheap sheets, instead of using expensive material)

3 Successfully create a Tongan tapa pattern using vivid. Successfully working with others to produce a tapa cloth

Look at patterning from Tonga and again on a new tapa cloth get the children to work together, with vivid drawing their own pattern in each square. In this lesson I will outline the history of art in Tonga, what makes them different and similar to the rest of the Polynesia. I will be engaging in UC & PK

Informal Assessment: Drawing your own square with a vivid, using a similar design to a Tongan tapa.

Resources: Vivid

4 Successfully create tivaevae pattern using scissors and crayons.

Cook Island- History and discussion around tivaevae again look at the differences, this time with the beautiful flowers and colours. Make the stencils again and use rollers with paint to bring out the vibrancy. Put it altogether on a tapa cloth.I will be engaging in UC, CI & PK

Informal Assessment: Each child will create a tivaevae pattern to stick on a class tapa.Resources: paint/ink, rollers, card

5 Successfully create a Niue pattern using scissors and crayons.

Niue - Look at the history and discuss images and differences/similarities again. This time I will change it up by using two colours of paint and tape to make the patterns. One colour will be the base colour, while the other will be the pattern on top.I will be engaging in UC, CI & PK

Informal Assessment: Each child will create a patterns from a Niue culture to put on a tapa, using paint and tape. Resources: tape, paper, paint

6 Successfully create Maori patterns, and put them onto a class tapa.

Maori - Bring it back home, look at similarities and differences in patterns. By now the children will have a better understanding of the patterns, so from here I would get the children to design a tapa with a Maori influence, without using a stencil. They will do this, as I put Maori patterns on their table which they can use as guides to help draw their own picture. By now the children have made enough pictures, and I want the give the children free choice.I will be engaging in DI, CI & PK

Informal Assessment: Each child will create free hand Maori patterned picture to go on the tapa.(Now we have a tapa for each country)Resources: Free hand pencil, pen, paint, crayon, pastel, give freedom

7 Analyse and Discuss the concepts used by John Pule, and apply them into your own work.

Case study artist - John Pule, look at his story, at his work, get the children to discuss what they see, what they think the painting is about.Finish the unit by the children making a tapa of images that represents their story, their childhood, their upbringing. Complete it on A4. This will be particularly important due the cultural diversity in my class already. Would look to do this in stencil form using black ink and a roller onto a blank A4 page. This would leave a clean image, showing each child's symbols I will be engaging in UC, CI, PK & DI

Summative Assessment:Children will sum up all they have learnt by creating their own tapa, with a Pacific Island influence, mixed with pieces from their own culture.

2 of 2 detailed lessons

8 Extra lesson if I need it for children to complete their own tapa's.I will be engaging in DI, & PK

9 Bring it altogether in a United nations meeting.

I will be engaging in CI & UC

Exhibit their work and have a discussion around each child's work. Bring all the art together for the United Nations Pacific meeting on

the last day of placement.

Lesson 1 of 2

Year/Class: 7/Room 3 Unit: The Pacific Lesson # or title: Introductory lesson #1Curriculum Achievement Objective(s) and LevelsUC- Investigate the purpose of objects and images from past and present cultures and identify the contexts in which they were or are made, viewed and valued.CI - Students will explore and describe how different media influence the communication and interpretation of ideas in their own and others' work

Specific Learning Outcomes and/or IntentionsWhat should the students learn?Students will: analyze and discuss the cultural context around Pasifika Art (specifically Polynesia) and elements of the tapa cloth

Assessment and/or Success CriteriaHow do we know if the students have achieved the SLOs?Informal assessment: Discussion in group tables and as a class will show me the children's understandings. I will also use a drawing activity, to put that learning into practice, which therefore will show me if the children have achieved the SLO.

Key Competency Focus (highlight)Managing Self Relating to Others Participating and Contributing Thinking Using Language, Symbols and

TextWorking independentlyManaging timeGoal SettingSelf AssessingMaking ChoicesRisk takingPerseveringHaving can do attitudeBeing accountableReflecting on learning

CooperatingSharing equipmentNegotiatingResponding to others workObserving, giving feedbackSharing group responsibilityShowing a willingness to learn from own and others’ mistakesAsking if unsure

ListeningJustifyingConsidering optionsSharing strategies, thinking PersuadingExplainingRestatingReportingOffering ideas and solutions

GeneralisingHypothesisingInferringQuestioningProblem solvingRationalising Thinking about thinkingMaking connectionsApplying conceptsInvestigationIdentifying and using real world contexts

Presenting ideas in a range of waysInterpreting language and dataUsing and responding to a range of written recordingRecognising, using appropriate mathematical languageMaking connections between mathematical language, words, symbols and conventionsDeveloping accuracy in written recording

How are the highlighted key competencies developed in this lesson?In this lesson I am asking the children to think about the context I am presenting to them, to analyse what they are seeing. From here the children use this information to facilitate discussion where I am asking them to participate and contribute DifferentiationIn what ways does this lesson cater for the differing needs of learners?I will be catering to a the diversity of the students through engaging more than one sense, or one style of teaching. Therefore I am not speaking the whole lesson, I am presenting my lesson visually as well as audibly. I use both class discussion, group discussion and allow time for independent thinking also. This benefits both introverted and extraverted learners.

Time Student Learning Activities Teaching SequenceInclude key ideas/focus questions/formative assessment/potential issues

Resources

Intro :15minutes

IntroductionBegin by casting the vision for the whole unit. The Pacific. Diagnostic Assessment.

Show map of the Pacific, detailing different regions of the Pacific. For the next two weeks we are going to be focusing on Nuie, Cook Islands, Samoa, Tonga and New Zealand/Maori.

Diagnostic Assessment: What can you tell me about the Pacific? Name some countries? Where is it? What does it look like? Has anyone been there? What do they do? What is their culture like? If you haven't been there, how do you know this? Has anyone done the Pacific before at school?

Map: Who knows what these three areas represent? Who knew that New Zealand was part of Polynesia? Does anyone know any helpful information about any of these areas?

Show this picture. Detailing the different

areas of the Pacific.

Body: 40minutes

Body: Learning SequenceAfter this move specifically into the topic focus of tapa ClothGo through images of tapa Cloth, and start discussion around what is tapa?On your piece of paper write down first 1.What you think tapa cloth might be, what does it mean?2. What you think it is used for?3. And how you think it is made?

After, discuss in your groups what you came up with. Report back to me, what do you think?

Here I would go through a slideshow of photos, show casing many different tapa cloths, broadening the context for the children, and stimulating discussion.

Activity: Draw their own tapa. Focusing on only drawing what they see, look at pictures of tapa cloth, and replicate that on their own.

Tapa - (Sourced from Te Papa)What is tapa cloth? What do you see? What do you think it means? What is this made out of? How is it made? Where do you think this specific tapa is from? Why do you think they make it?

Where do they make it?Tapa cloth is made in Samoa, Fiji, and Tonga. In Samoa it is called siapo, in Tonga it is known as ngatu, and in Fiji it is called masi.Although each culture has its own distinctive visual style, tapa manufacture is fairly similar throughout Polynesia.How is it made? The inner bark of the paper mulberry tree is stripped, soaked, and beaten with a wooden mallet on a flat-topped wooden anvil (tutua). This produces sheets of unprocessed cloth measuring around 0.3m by 3―4m. These pieces are then joined and decorated in ways specific to each area.How did they get the material? When the missionaries and Europeans came to the Pacific, (just like how they came to NZ) with them they brought on the boats many cloth materials to trade. They traded with the islands of the Pacific and from there the Pacific birthed forth tapa cloth.What is it used for? It has many uses, although as you travel around the Pacific you find many similarities and differences within each country. It was used clothing in many cultures, it was also used as a wall hanging, as art. It is used as a gift at weddings, or 21st's or Funerals, important events.

What can you see on here, are there links to the Pacific? These tapa tell stories, a lot of the patterns we find on here are patterns we find all around us. Can you recognise any patterns?

How big do you think tapa cloth is? How many people would be involved in making a tapa cloth?Tapa is actually massive, it involves a whole community coming together, and each person plays their part in adding to the cloth. So this is what we will be doing as a class, as we go around each culture. We have 5 cultures that we will go around, and make tapa cloth for, and in doing this we will be able to see the changes in each country, because not every country in the pacific is the same, they're actually very different.

Here we have the funeral tapa for the King of Tonga, so you can see it involves the whole community. Could you imagine trying to organise this? However, everyone is on the same page, they can all work together, and so will we.

Now that we know a bit about the tapa cloth, I want you to look closely at it, have a in depth investigation. You all have several images of tapa cloth on your table and there is one on the board. What I would like you to do is become an investigator, create your own tapa, using the information from all the pictures, draw your own tapa, include and exclude whatever you would like

Explain what I would like to see in their drawings

Here I will rove around the classroom, looking for children's work to show to the class.

Draw what you see, I do not want to see a massive tapa covering two pages, make it a reasonable size. Use shading, colour some bits in dark where they are dark. Use a ruler for straight lines, especially around the outside. What I also do not want to see is you spending all your time on one square of your tapa, with rubber marks all around your page, because you spent the whole time trying to draw the perfect tapa. This is a safe environment, you can take risks here, draw what you see. (PK)

Con:5minutes

ConclusionBring children together, and show case show children's work. Ask them why they included that on their tapa. See if you can find any children that added their own patterns.Wrap up and look ahead to the next lesson.

What did we find out about the tapa? What did you learn from drawing? As you took a deeper look at what was actually on the tapa, did you see anything new? Or something that you missed before? What did some people include?Next lesson we will actually start to make our own collective tapa cloth, and we move from Pacific context, to a more specific one, looking at Cook Islands and how they make their tapa.

Lesson EvaluationHave individual students achieved the learning outcomes?What would I change next time?Where to from here?

Lesson 2 of 2

Year/Class: 7/Room 3 Unit: The Pacific Lesson # or title: Concluding lesson #7Curriculum Achievement Objective(s) and LevelsDI - Develop and revisit visual ideas, in response to a variety of motivations, observation, and imagination, supported by the study of artists works.CI - Students will explore and describe how different media influence the communication and interpretation of ideas in their own and others' workUC- Investigate the purpose of objects and images from past and present cultures and identify the contexts in which they were or are made, viewed and valued.

Specific Learning Outcomes and/or IntentionsWhat should the students learn?Students will: Analyse and investigate the artwork of John Pule and use the images and

Assessment and/or Success CriteriaHow do we know if the students have achieved the SLOs?The children will create their own culturally unique tapa cloth, including aspects from

themes he portrays to create their own specific tapa cloth. their own culture and upbringing.

Key Competency Focus (highlight)Managing Self Relating to Others Participating and Contributing Thinking Using Language, Symbols and

TextWorking independentlyManaging timeGoal SettingSelf AssessingMaking ChoicesRisk takingPerseveringHaving can do attitudeBeing accountableReflecting on learning

CooperatingSharing equipmentNegotiatingResponding to others workObserving, giving feedbackSharing group responsibilityShowing a willingness to learn from own and others’ mistakesAsking if unsure

ListeningJustifyingConsidering optionsSharing strategies, thinking PersuadingExplainingRestatingReportingOffering ideas and solutions

GeneralisingHypothesisingInferringQuestioningProblem solvingRationalising Thinking about thinkingMaking connectionsApplying conceptsInvestigationIdentifying and using real world contexts

Presenting ideas in a range of waysInterpreting language and dataUsing and responding to a range of written recordingRecognising, using appropriate mathematical languageMaking connections between mathematical language, words, symbols and conventionsDeveloping accuracy in written recording

How are the highlighted key competencies developed in this lesson?In this last lesson, I am asking the children to use all of their knowledge gained through the previous lessons and to apply that into their own work. Children are making connections, I am asking them to think deeply, and also about they can represent their ideas using many different symbols.DifferentiationIn what ways does this lesson cater for the differing needs of learners?I will be catering to a the diversity of the students through engaging more than one sense, or one style of teaching. Therefore I am not speaking the whole lesson, I am presenting my lesson visually as well as audibly. I use both class discussion, group discussion and allow time for independent thinking also. This benefits both introverted and extraverted learners.

Time Student Learning Activities Teaching SequenceInclude key ideas/focus questions/formative assessment/potential issues

Resources

IntroductionLook at a case study artist - John Pule Show the children the picture

Take These With You When You Leave  - John Pule - 1998

Discuss these questions around the picture.

Get the children to report back.

What do you think of when you see this picture? What do you see? How has he made this painting? What do you think it means? What do you think the painting is called?

Does this change what this picture could mean now? Why do you think there is a plane on here? Or these cars? Does this look like traditional tapa cloth still though? What tells us that? What colours can you see?

Have a close up look at each aspect of the painting, look for clues, look for hints, what is it telling us.

Talk in your groups what you think the meaning of this picture is. Write a title?

Show the children what the artist looks like and tell them that John is from NiueTake in the children's answers consider them, and move into the body of the lesson before telling them the meaning of the picture.

Body: Learning Sequence Close your eyes.

Children close their eyes and try to visualise living in Niue and then moving to New Zealand.

Discuss the meaning behind the picture.

Now we are going to do what John did, using a traditional Pacific tapa cloth format, we are going to use our own culture/upbringing to create our symbols, and we can create our own tapa cloth, unique to us.

How it will work is we will fold our card into 8 to give us our tapa cloth layout, from here we draw our symbols on a separate piece of card, cut them out, stick them onto the original piece of card. From here we get our rollers and spread the ink all over the picture, and then to finish we put our stencil on top of another piece of fresh paper and it will leave us with our own tapa.

When we get everyone's tapa we

Play https://www.youtube.com/watch?v=rwbZ_paaCAo (Ocean Sounds)

I want you to imagine you are in the Pacific Islands. You wake up like normal, right by the beach it is all you have ever known, it is a beautiful sunrise, etc, etcThen all of a sudden your family has to move to New Zealand, before you know it you come off the plane and walk into this https://www.youtube.com/watch?v=LZbEIxhiJRM (City Sounds),

What you see? Everything is so near? It is so busy, noisy. All you can see is pollution, where is the nature? etc, etc

Does anyone think they know what this painting is about now?

The painting is calledTake These With You When You Leave By combining Polynesian motifs with European silhouettes and designs, John Pule creates a highly personal image that works like a painted memory of the experience of emigrating from Niue to New Zealand. Here, identity is a product of exploration both within one’s own memory and through reflecting on familial history.

Was that close to what you thought it meant? This is why we have an industrial look, can you see the mix of both Pacific and European now?

What symbols could we put on our tapa? Rugby ball, drums, computer, plane, etc

Rove around looking at what children are including.

can put them in the middle of the united nations meeting I will be holding.

This will symbolise, all the countries of the Pacific but also all the people of Room 3 and what is important to them

ConclusionPut the children's work in a place where they can all be seen by the children. Do a walking art gallery, all children get to see the works on display. This concludes our Art session on the Pacific.

This could even lead to a exhibition, where children can write about what their tapa means to them

Lesson EvaluationHave individual students achieved the learning outcomes?What would I change next time?Where to from here?

Part C - Rationale The New Zealand Curriculum (2007) states that when engaging in visual art children celebrate their own and others' visual worlds and delight in their own story. As we study the Pasifika culture we add a significant dimension to our own visual culture. This unit embraces these ideas throughout every lesson.

From the diagnostic assessment, I found that there was space to develop knowledge around the idea that art conveys a message, but also I wanted to shake their ideas about where you find art and what it should look like. Pasifika art is the perfect platform to base these ideas of, and specifically in the form of tapa cloth. I believe it is of the upmost importance to show children that art is so much more than a picture that looks nice and goes on a wall. I wanted the children to know it speaks a message, that art is what brings communities together, it is what forms culture. As the children look at art with a Polynesian lens, I believe these concepts will become well known to them, as we seek to understand the context of the different cultures and interpret how they express themselves.

I believe the best learning in this whole unit comes in the last few lessons, where all the learning is summed up and for the first time the children get to express themselves, their culture, instead of other cultures. There is a real forming of identity that happens through this process, as they begin to sum up their lives into

symbols, putting their life onto paper. I believe children will know that art tells us story when they are given the chance to tell their story about their art themselves. This is why I believe it is important to utilise the Ariusma technology and get children telling us their story behind their art. In doing this I am promoting an environment that encourages thinking, children have to think deeply about who they are, what they believe.

The art unit provides opportunities for community development in the fact that the whole tapa cloth process is one based on community. As we look at the making of the tapa, we too as a class replicate the unity in making a tapa. Children will clearly see how the process of making a tapa can support and enrich relationships between families, communities and even the environment. It is an important way of building friendships, and signifying group and culture identity. Even the sharing on news, stories and village histories (Ministry of Education., 2005). As children engage in the collective process of art making, you can see it as a healthy way of nurturing language and culture (Ministry of Education, 2005). As children learn this, they can take this revelation out to the wider community, as they seek to understand their world around them, the children gain a deeper sense of the power of art.

I believe this unit plan will be very successful and one the children will love.

References:

Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2005). Pacifika visual art: a resource for teachers of years 7-10.Wellington, New Zealand: Learning Media.