In the Visual Arts, we don’t just teach girls how to draw; we teach them how to see, how to think, and how to “be more than they ever imagined.” In a rapidly changing world, visual literacy is a vital form of communication. For our girls, Art is a launchpad for creative risk-taking. It is here they learn that “making your mark” begins with the courage to put brush to paper. Art matters because it builds the confidence and competence mentioned in our mission statement. It allows girls to find their unique voices, process complex emotions, and understand that their perspective is a valuable contribution to the world. By exploring the arts, they aren’t just creating objects; they are constructing their identities and learning that, through creativity, they can indeed lead from the front.

Our Philosophy and Approach

Our approach is rooted in the IB PYP inquiry model and the refreshed New Zealand Curriculum. We believe that every child is an artist and that the process can be more important than the final product. All our students masterpieces are valued and celebrated. Our philosophy centres on:

• The “Beautiful Oops”: We embrace a growth mindset. In the Art Room, a “mistake” is simply an opportunity for a new direction. This builds the resilience our girls need to navigate challenges.
• Hands-on Agency: Following the PYP framework, we encourage student agency. Girls are invited to inquire into materials and techniques, making choices that reflect their personal “marks.”
• Intercultural Understanding: Reflecting the IB mission, we explore art from Aotearoa and the wider world, teaching our students that different cultural perspectives “can also be right” and are equally beautiful.

How We Teach This at Different Ages

Working on a 7-day cycle allows for a rhythmic immersion in creativity. We scaffold the girls’ artistic journey through the two distinct phases of the Refreshed Art Curriculum:

In these foundational years, the focus is on Whakapapa (Identity) and exploration, as girls learn to use art to make sense of their world.

• Years 0–1: The focus is on discovery. Girls explore the “magic” of colour mixing and become comfortable with tools and a range of drawing, painting and sculptural media.
• Year 2: We introduce double art lessons, allowing for deeper immersion. The girls begin to develop their drawing, painting, and sculpture skills further, while studying specific artists and styles in greater depth.
• Year 3: We move into more focused observation. Students begin to look at the world like artists, noticing intricate details and developing their knowledge of 3D drawing techniques.

Phase 2: Concept and Ownership (Years 4–6)

As the girls move into Phase 2, the curriculum shifts toward Tūrangawaewae (Place) and Communication. They begin to see art as a powerful tool for connection and change.

• Year 4: Inquiry deepens as we introduce more complex media. Students revisit and secure their understanding of the Elements of Art through the lens of a camera. Photography empowers them to find these familiar concepts in their environment, consolidating their skills before moving into complex digital creation.”
• Year 5: Aligning with their maturing inquiry skills, Year 5s use art to address bigger concepts. They might explore environmental themes and social messages, learning that art can be a catalyst for global awareness.
• Year 6: As they prepare for the next stage of their schooling, students take greater ownership and work with increasing independence. A highlight of the year is the PYP Exhibition, where students apply their research on Sustainable Development Goals (SDGs) to create a unique digital art masterpiece. This culmination of their Junior School journey results in works that truly represent who they are and what they have “imagined” for their futures.

In our art room, every student’s work is a masterpiece. I believe that celebrating these achievements is vital, which is why I dedicate extra time to creating thoughtful displays. These exhibitions are more than just décor; they are a celebration of the girls’ courage to ‘be more than they ever imagined.’

Frequently Asked Questions

How is this different from how I learned at school?

Many of us remember Art as a subject where we all tried to copy a single model and were judged on how “neatly” we coloured in. Today, Art at Dio is an inquiry-based discipline. While we still value skill, we focus on the why and the how. We teach girls to think like artists—how to investigate a concept, how to fail safely (the “Beautiful Oops”), and how to express a unique perspective. It’s less about “craft” and more about visual literacy and agency. I frequently have parents and visitors walk through our art room and junior school building and comment, “I wish I’d had specialist art lessons like this in primary school!” They are often amazed that our girls are mastering media, technical skills, and conceptual thinking that many adults didn’t encounter until high school or beyond.

How do we make sure they learn the basics?

The “basics”—which we call the Elements of Art (line, shape-2D, form-3D, colour, value, tone, texture and space)—are the building blocks of everything we do. In Phase 1 (Years 0-3), these are taught explicitly through hands-on exploration with a range of media. As the girls move into Phase 2, we revisit and consolidate these basics through new media, such as photography, digital art, quilling, calligraphy and sculptural media. By the time they reach Year 6, they aren’t just “doing” art; they are fluent in the visual language needed to communicate complex ideas.

Do you use technology or special resources?

Absolutely. We are lucky to have a specialist art room and the 7-day cycle which allows for double art lessons. While we love traditional media like papier mache, Fimo and paint, we also embrace the future. Students from year 4 are issued with an iPad which they use in art lessons for research, creating digital artworks with an Apple pencil, gathering evidence, reflecting and sharing our work with family on DioConnect. This blend of “high-tech” and “high-touch” ensures our girls are prepared for the modern creative world.

How can parents support this at home?

The best way to support a young artist is to value the process. Instead of asking “What is it?”, try asking “Tell me about how you made this” or “Why did you choose these colours?” Encourage them to “make their mark” by providing a space for messy play or visiting NZ and international galleries if the occasion arises. Most importantly, celebrate their work! Just as I take pride in our school displays, having a “gallery space” at home builds immense creative confidence.

How do you assess progress?

Assessment in the Refreshed NZ Curriculum (Te Mātaiaho) isn’t about a single grade on a finished painting; it’s about “Understand, Know, and Do.” I look at how their technical skills are progressing (Do), their knowledge of artists and styles (Know), and most importantly, their ability to use art to express an idea (Understand). We use ongoing reflection, artist statements, and the final “masterpieces” to track how each girl is growing in her ability to “be more than she ever imagined.”

What Success Looks Like

At Diocesan, success in the Art Room is not defined by a “perfect” painting, but by a girl who is brave enough to take a risk. It looks like a Year 2 student turning a “Beautiful Oops” into a new sculptural detail, or a Year 6 student confidently explaining the global impact of her SDG digital masterpiece. Success is the “gallery moment”—the look of sheer pride on a student’s face when she sees her work professionally displayed in our corridors. Ultimately, success is when a girl leaves the Junior School not just with technical skill, but with the confidence and competence to lead from the front and “make her mark” on the world.