Matiti banners > Rationale | Getting started | Developing designs | Workshops | Reflection

Developing the designs

As a compositional device, the banners were organised into five zones:

• sky;
• hills or mountains;
• bush;
• community area;
• river or sea.

A sense of unity and identity was achieved by developing kowhaiwhai borders and woven bases.

The art skills and processes taught during the design and construction of the banners were:

• painting and colour theory;
• developing three-dimensional form with card and paper;
• stencilling and sponging;
• cut and torn paper collage;
• polystyrene and card-block printing processes;
• paper weaving;
• crayon/pastel and dye resist;
• sgraffito (scratchback);
• frottage and other texturing effects.

Other visual arts knowledge explored included:

• elements;
• principles;
• processes;
• conventions;
• development of visual symbols.

There was vigorous debate as the groups of students endeavoured to organise the many images they had developed into mutually satisfying compositions.

Learning collaboratively

In working on the banners during 10 two-hour workshops, the students had many discussions about science and art, and the links between them. Relevant experiences, old knowledge and stories were shared, and legends and regional interpretations of the natural world were recalled and placed in contemporary contexts.

As the banners took shape, each group became fiercely protective of their 'story' and determined to create the most impressive artwork in the series.

The final workshop was spent co-operatively critiquing each banner. Some groups then worked on late into the evening to achieve the best possible resolution of their banner.