Welcome to Arts Online

Te Kete Ipurangi Navigation:

Te Kete Ipurangi

Te Kete Ipurangi user options:

Back to the 'Jump link' navigation, at the top of the page

Painting Living Creatures – One Bay of Plenty Teacher Inspires Another

Chapter navigation:

This case study recognises the impact of professional development on a Bay of Plenty leadership programme. It describes how two teachers from two schools worked together to enhance their skills in visual arts education.

Click on each picture to enlarge the image.


Frances Patete attended a leadership workshop run by the University of Waikato team that offered professional development for implementing The Arts in the New Zealand Curriculum.

Frances shared a visual art unit she had created based on animal motifs with Māori influences.

Andy Dunseath, a teaching principal from Te Mahoe School, was also at this workshop. Inspired by what Frances had done and what her students had achieved, Andy adapted the same unit with his own class.

The results were an outstanding example of how one teacher's work can influence another.

School and teachers

Pongakawa School in the Eastern Bay of Plenty is a full primary school with a roll of 450 year 1 to 8 students. Frances Patete is the school's deputy principal and leader of the arts. She teaches year 8 students and bases her planning and teaching on Level 4 achievement objectives.

Te Mahoe School is also in the Eastern Bay of Plenty and has 100 students from year 1 to 8. Andy Dunseath is a teaching principal who also manages arts development in his school. He teaches year 7 to 8 students and bases his visual arts teaching programme on Level 4 achievement objectives.

Purposes and outcomes

Both teachers aimed to teach a painting and multimedia unit that encouraged students to develop visual arts ideas based on the shape, details, and movement of an animal or insect of their choice.

Student learning focused on developing practical knowledge in colour mixing, use of space, overlapping with variation in size, and perspective, and using additional images for depth.

To develop their ideas, students focused on composition, particularly foreground and background, and added detail to create an exciting sense of movement in the painting.

The UC strand was the foundation for looking at Māori design elements, and patterns for border effects and detail, and discussion about them.

In the process, both teachers became more familiar with the new language and intentions of The Arts in the New Zealand Curriculum. They also developed enough confidence to share their innovative work in the workshop environment.

Back to the 'Jump link' navigation, at the top of the page