In Room 12, tamariki explored a special kind of art called dot painting, inspired by the Aboriginal people of Australia. This traditional style uses tiny dots to create beautiful illustrations and patterns that tell stories about the land, animals, and people.
Students began by observing examples of Aboriginal artwork, noticing how artists used dots in rows, circles, and shapes to form animals, landscapes, and symbols.
As a part of Making a Mark, we are learning that a mark can represent something meaningful. During discussions about dot art, students shared that they would like to explore and explain their stories through dot art. First, they practised the dot art on a whiteboard and then on Scratch Jr to build confidence and prepare for their final piece. The inspiration for final designs came from personal experiences and the understanding that every mark, or dot, can tell a part of their story, reflecting thoughts, emotions, and individuality.
When you do dot art, you have to be slow and careful. You can not rush it!
Dot art needs lots of colours! I start with small circles and then make bigger ones. Sometimes you can even tell a story with your dots. My dot art is about two Magpie birds that live at my house. They are my pets!
This learning is connected with maths, where students have been exploring patterns. Tamariki recognised repeating designs and symmetry in dot paintings, helping them understand how patterns appear in both art and maths.
Ākonga then selected their designs. Some chose animals, while others focused on geometric shapes and patterns. Using cotton buds dipped in paint, students carefully pressed dots onto paper, showing great patience and attention to detail.
I learned that when you take your time, your art looks so much better!
When I kept practising, from the whiteboard all the way to my final piece, I got better and better. Practice really helps!
I learned that dot art tells a story and your story can be about anything you want!
My picture is of a cat sitting in the grass with some flowers. I picked this because I love animals, and my cat likes to eat outside in nature.
I drew butterflies in my picture because I see them every day on the trees in my garden. They are so colourful and pretty!
Tamariki noticed that just like each small dot adds to their artwork, each idea and effort helps make their individual creations special. They realised that creating dot art requires rhythm, repetition, and balance; these same qualities are reflected across multiple artistic styles. Every individual’s unique “mark” was important, showing them that unity can create something beautiful and meaningful.
I learned that when we do a big art, we have to stay focused and keep going until it’s done. I made a picture for my dog that died. My dad really loved that dog.
My picture is a submarine because submarines go under the water, and I think they are really cool to see!
The final artworks were colourful, bright, and full of life. Each dot made its mark, and together they told a story, showing that art does not always mean drawing lines, it can also be about creating meaning through simple marks that connect to something bigger.
Every student has a voice, a strength, and a unique path to success. As teachers, our role is to listen, empower, and guide them toward their fullest potential.
Being a teacher is more than just imparting knowledge. It requires passion and dedication. Creating a dynamic and inclusive learning environment where every student feels valued, supported, and empowered to take ownership of their learning journey is crucial.
With a student centered approach, I recognise and celebrate the diverse strengths, backgrounds, and learning styles of each individual in my classroom. Academic content is taught alongside skills of collaboration, problem-solving, empathy, and resilience.
Teaching is not just my profession, it is my passion. By encouraging students' curiosity, critical thinking, questioning and risk taking, students become lifelong learners.
Beyond the classroom, I find inspiration in nature through gardening, where I see parallels between nurturing plants and nurturing young minds. Both require patience, care, and the right environment to flourish. Time spent with my whānau is deeply valued as family is at the heart of my personal and professional values.
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