Arts & Design Thinking
Ko tōu reo, tōu ohooho; ko tōu reo, tōu māpihi mauri.
Your voice is your inspiration; your voice is the precious jewel of your being.
He Aha Tēnei? — What Is This?
This unit merges the design thinking process with creative arts practice. Students learn to empathise with real users, define problems clearly, generate ideas freely, build prototypes, and test them — all while developing visual arts skills and connecting to Māori principles of whakaaro hou (innovation) and manaakitanga (caring for others).
Students Will Learn To
- Apply the five-stage design thinking process to a real-world problem
- Use visual arts elements (line, form, colour, texture) intentionally in design
- Give and receive constructive feedback to improve their work
- Connect design ethics to Māori values: sustainability, community, relationship
- Present and explain design decisions to an audience
The sub-unit Unit 50 Phase 3: Arts & Design provides an extended version of this content for Years 9–10 with NCEA connections.
Raupapa Akoranga — Lesson Sequence
| Stage | Focus | Arts Skill | Key Activity |
|---|---|---|---|
| 1 — Empathise | Understanding users: interviews, observation, shadow | Observational drawing, visual note-taking | Interview 3 people; create empathy map poster |
| 2 — Define | Problem framing: "How might we…?" statements | Typography, layout, visual hierarchy | Craft a problem statement; create an illustrated brief |
| 3 — Ideate | Divergent thinking: quantity over quality first | Sketching, colour theory, brainstorm maps | Creative Problem Solving workshop; 50 ideas in 10 minutes |
| 4 — Prototype | Making a low-fidelity model to test ideas | Form, texture, material exploration | Sustainable Tech Design Challenge |
| 5–6 — Test & Present | User feedback → iteration → final version | Presentation design, artist statement writing | Gallery walk critique; final portfolio presentation |
He Kōrero mā te Kaiako — Teacher Notes
Mātauranga Māori Connections
- Whakaaro hou (innovation) — Māori have always innovated: waka design, weaving patterns, pātaka architecture all embody systematic design thinking.
- Manaakitanga — Design for others, not just self. Who does your design serve? How does it express care for community?
- Tukutuku panels and kōwhaiwhai patterns are excellent examples of iterative design: pattern, test, refine across generations.
Differentiation
- Ākonga who need extension: Add a business model canvas; explore social enterprise design.
- Ākonga who need support: Provide sentence starters for empathy interviews; use structured empathy map templates.
- Allow choice of medium: 2D drawing, 3D model, digital design, or mixed-media.
Common Mistakes to Avoid
- Jumping to solutions before completing the empathise/define stages — hold the space for deeper understanding first.
- Treating prototyping as "the final product" — low-fi is the goal at stage 4.
- Skipping peer feedback — the test stage only works if students give honest responses.
Ngā Rauemi — Resources
Aromatawai — Assessment
Design Portfolio (ongoing)
Students maintain a design journal throughout the unit documenting each stage with sketches, notes, and reflections. Assessed holistically at the end.
Final Prototype + Presentation
Students present their final design to an audience (class or invited community members), explaining: the problem they solved, their process, what they changed after testing, and what they would do differently next time.
Assessment Criteria
| Criterion | Achieved | Merit | Excellence |
|---|---|---|---|
| Empathy & Problem Definition | Identifies a real user need | Articulates a nuanced problem statement | Demonstrates deep user understanding with evidence |
| Creative Process | Documents ideation with multiple ideas | Shows clear selection reasoning | Iterates meaningfully based on testing |
| Arts Skills | Uses visual elements purposefully | Demonstrates skill in chosen medium | Strong aesthetic voice and material control |
| Communication | Explains design decisions | Connects choices to user needs | Reflects critically on learning and next steps |
Curriculum alignment
- Text Studies — Knowledge: In each year, students must engage meaningfully with:at least one novela selection of poetry3a selection of non-fiction texts.4Teachers may also choose from a range of other t…
- Language Studies — Knowledge: In each year, students must engage meaningfully with:at least one novela selection of poetry3a selection of non-fiction texts.4Teachers may also choose from a range of other t…
- Text Studies — Knowledge: Text specifications — Text forms and range: - In each year, students must engage meaningfully with at least one novel, a selection of poetry³, and a selection of non-fiction t…
- Language Studies — Knowledge: Text specifications — Text forms and range: - In each year, students must engage meaningfully with at least one novel, a selection of poetry³, and a selection of non-fiction t…
📋 Teacher Planning Snapshot
Ngā Whāinga Ako — Learning Intentions
Students will engage with design thinking as a creative and cultural practice, drawing on toi Māori — the arts as an expression of whakapapa, identity, and community values — to develop innovative solutions to real-world challenges. Students will explore how Māori artistic traditions embody sophisticated design thinking rooted in tikanga and te ao Māori.
Ngā Paearu Angitū — Success Criteria
- ✅ I can apply the design thinking process (empathise, define, ideate, prototype, test) to a creative challenge.
- ✅ I can identify how Māori visual arts traditions reflect design principles and cultural values.
- ✅ I can evaluate my design process and explain how I incorporated feedback to improve my work.
Differentiation & Inclusion
Scaffold support: Provide step-by-step design thinking templates for entry-level access. Offer extension tasks requiring students to independently identify a community need and develop a prototype solution, integrating cultural design principles.
ELL / ESOL: Pre-teach design vocabulary (prototype, iteration, empathy, ideation). Allow students to sketch ideas before writing. Visual communication is a valid mode of expression in arts and design contexts.
Inclusion: Offer choice in materials and media to ensure access for all learners. Neurodiverse learners benefit from clear task structure, visual exemplars, and the tactile nature of prototyping. Ensure the classroom environment supports creative risk-taking without judgment.
Mātauranga Māori lens: Connect design thinking to toi Māori — the mauri (life force) in creative work, the role of whakapapa in informing aesthetic choices, and the principle that great design serves the wellbeing of the collective (whanaungatanga). Explore how Māori weaving, carving, and tā moko embody iterative design processes refined over generations.
Prior knowledge: No specialist prior knowledge required. Best positioned after foundational arts exploration.