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What happened next?

After the visit: Teacher's voice

  • The teacher was pleased by the motivation in her class as a result of the visit.
  • The students were now eager to learn more about Matariki and would be able to work towards the concert at the end of the term by creating waiata and plays.
  • The close communication with the museum had led to a successful learning experience for her class.

Describe the activity that you did with your students that built on the learning after the visit.

  • Revisiting proverbs introduced at the museum.
  • Following up with the worksheet provided.
  • Completing the art activity.

How did this activity develop the learning that had taken place during the visit?

"Reinforced understanding of the proverbs regarding Matariki."

Where do you see your students taking their learning from here?

"Moving from visual art towards plays and waiata to show their understanding of Matariki."

How has your students' motivation changed as a result of the visit?

"It was an inspiration for the beginning of our unit. The students would like to learn more about some of the things they saw."

What role did the partnership between yourself and the LEOTC educators have in the success of your visit?

"We have excellent lines of communication between us. They are able to develop specific activities for us. It benefits our students and the LEOTC educators know the students."

Describe how the visit has improved the learning outcomes in your class.

"It has developed a desire for them to know more. They have produced one of the art pieces as a result – related to the proverbs that they are learning about."

What would you do differently?

Timeframes – perhaps break up the lesson a bit more, include other aspects of the museum in the lesson."

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After the visit: Students' voice

Hauhake tu ka to Matariki Ka kitea a Matariki ka maate te hinu  
Student 3's ideas about his artwork
The picture
  • The bird represents that Matariki was a time to catch and eat birds.
  • The stars are the seven stars of Matariki.
  • The blue is the sky.
  • The orange/red is the land – these are where we get our food from for Matariki.
  • The green/blue is the water.
  • The matapihi/window is looking out to Matariki.
  • I learnt about colour mixing – to make light and different colours.
  • Like green and blue makes yellow.
  • To only use a little bit of paint and spread it around.
Student 2's ideas about her artwork
The picture

Matariki is telling the old people the birds are ready to be eaten. There were no clocks; the stars were telling them it was time. The bird is flying over the horizon, over the hills and sea up to the sky where Matariki is.

The blue bottom is the sea, grass, the hills are behind. This is the sky. It could be a sunset over the sea with the stars coming up.

The stars represent the seven girls of Matariki. You could put the stars where you wanted.


I learned to push up with the blue and push down with the white so it would blend in. It turned into baby blue. The white round the edge is the feathers.

Student 1's ideas about her artwork
The picture*

Birds were important food to Māori people. They made traps to get them. They were food from the sky.

The yellow/orange is the mountains; the blue mixed with white represents the sky. The stars at the top are the Matariki stars: four big ones and three small ones. I put them on my way, not how the stars actually are.

*This painting was mislaid and is unable to be displayed

  • The students enjoyed the visit in different ways. For some students the highlight was the time exploring the gallery and looking at art works, for others it was the opportunity to create their own artwork and learn from the specialist teachers.
  • The Bedazzled exhibition offered an additional experience that raised its own questions.
  • The students continued to have a positive view of Tairawhiti Museum as a place of learning and all were keen to return to find out more.

Student 1

Student 2

Student 3

What was the most important thing you learnt on your visit?

Learning about food and Matariki. How food is important at Matariki.

How to create a Mahi Toi.

What the different symbols mean about Matariki.

Was the visit different from what you thought? If Yes how?

Yes, because we did art this time.

Not as much fun as I expected.

You had to follow all the colours that you were told to.


Was there anything you learned that surprised you?

Yes, I didn't know food related to Matariki. No, I went recently with my family.

The different things in the Bedazzled exhibition.

How Māori used to preserve birds.

Did you answer all the questions you intended to?

Not really, didn't have time. Most of them. Some of them.

Do you have any new questions?

No No No

What have you done on your topic since you came back to class?

Finished our art, talked about the proverbs, wrote about them. Finished our painting, whakatauki sheets.

Finished our art.

Talked about the whakatauki.


Since coming back to class is there anything new you have done that relates to the visit? Or have you put anything new into old work?

No Going to be making up plays and songs. Painting skills, mixing colours.

How much longer would you like to keep learning about this topic?

Till the end of term. Four more weeks. Till Matariki ends.

Would you like to return to the place you visited to find out more?

Yes Yes Yes

How else could you find out more information about your topic?

Internet Books, Internet

Looking at Matariki.


Was there one part of the visit that inspired you more than others? This might be an object that you saw or handled; something somebody said to you or something that you did.

Bedazzled exhibition – like to go back and explore that more. I have more questions about the mirrors. The painting that I saw. Art is my favourite subject. One looked like a photo and someone really painted it.


One of the art pieces – the man with a moko.

Describe how this visit has helped your learning?

Gave us information we didn't know before. It has inspired me to do better art. I know more about Matariki.

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