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Teaching and Learning Sequence - Teacher Copy

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Learning Experience: Plan and make a mixed media artwork that comments on a social or environmental issue.

Investigation (UC, CI) - Approx 1 Period

    1. In small groups students discuss what a social or environmental issue is. List some key social and environmental issues.
    2. As a class combine these small group discussions and develop definitions for 'Social Issue' and 'Environmental Issue'.

Lotus Blossom Diagram

      • What is the social or environmental issue that the artist wants us to think about?
      • How do you know this?
      • How has the artist communicated their ideas about this issue?
      Remind students that the answers to these questions will often come from the main branches of the Lotus Blossom Diagram (see

'Pisupo lua afe' (Corned beef 2000): A comment on imported goods

  1. Each group reports back to the class, outlining the key features of their asset, and explaining what they think the social or environmental issue the artist is commenting on is.

Note: It is important that all students are familiar with Michel Tuffery's work 'Pisupo lua afe' (Corned beef 2000) . This will be a key conceptual reference point in their generation of ideas for their own works. The resource 'Pisupo lua afe' (Corned beef 2000): A comment on imported goods may assist with this. It will also be useful for students to relate the Tuffery work 'Asiasi II' to 'Pisupo lua afe' (Corned beef 2000).

Producing the art works - Approx 8 Periods

  1. In pairs students brainstorm 'What are some environmental or social issues that we could make art works about?' They may want to refer to the list from the start of the previous lesson. Issues could include:
    • Obesity
    • Pollution of a local waterway
    • Tagging in your neighbourhood
    • Foetal Alcohol Syndrome
  2. Each pair joins with two other pairs to make a larger list of issues.
  3. Individually, working from the ideas that their group has listed, students produce an art work that comments on a specific social or environmental issue. The art work should feature found material - in the style of 'Asiasi II' or 'Pisupo lua afe' (Corned beef 2000) .
    • Decide on the issue that will be the focus of the art work
    • Produce drawings of three different ideas for art works that comment on this issue (some ideas could include: A chip packet collage commenting on obesity; a plastic greenhouse commenting on global warming; a foetus surrounded by bottle tops)
    • Select the best of these ideas and refine it (this could include combining the most successful elements of their three ideas)
    • Produce the final art work
      • Students will need to source their own found materials for the making of the art work. Many of these could be collected from around home and school. Teachers may want to provide a range of recycled items - bottles, food wrapping, magazines and newspapers etc.
      • Fabrication skills and materials required to assemble the art work will be dependent upon the nature of the work itself. Teachers should assist students to find assembly methods that are most suitable to the students' ability and available materials.
  4. Students complete the peer assessment sheet and hand in work.

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