WHALE TALES LEARNING PROGRAMME - Phase 1 - Resources Pack - Whale Tales 2022 Art Trail
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WHALE
TALES
LEARNING PROGRAMME
Phase 1 - Resources Pack
Supported by the Department of Conservation and Fisheries New Zealand
Bee in the City © David Oates
CONTENTS
INTRODUCTIONS AND WELCOME 6
Learning Programme sponsors 7
How to use this pack 9
Key dates to include in your calendar! 11
THE WORLD OF WHALES 13
Māori Connection with Whales 15
The Bryde’s whale 16
Fun Bryde’s whale facts 17
YOUR WHALE TAIL 19
Why A Whale? 20
Pick up day 20
Introducing your Whale Tail 20
About your Whale Tail sculpture 21
Who should be in your pod? 22
The design processes 23
Getting started 23
First ideas 23
Research 24
Capture ideas 25
Develop 26
Discuss 26
Looking at the details 26
Define 27
Presentations 27
Discussions and final decision 27
Bringing your design to life 28
Painting 28
Sequence 28
Getting your Whale Tail ready for the spotlight 29
Spread the word 30
School newsletter 30
Digital ideas 30
Local media 30
Explore the trail 31
Evaluate and reflect 32
THE TOOLBOX 33
Creating your artwork 34
Caring for your sculpture 35
The DOs 36
The DON’Ts 36
Sculpture template – front 37
Sculpture template – back 39
Sculpture template – side 41
Resources for inspiration 43
WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack 3
The Big Read © Daniel Graves Photograph
INTRODUCTIONS AND WELCOME
WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack 5
Photo credit: Doug Perrine
INTRODUCTIONS AND WELCOME FOREWORD WWF is a champion for healthy oceans. In order for us to fulfil our mission of people living in harmony with nature, we must protect and restore the mauri (life force) of our oceans. The oceans touch each of our lives – from the food we eat, to the air we breathe and the beaches we visit. We are reliant on the ocean for our very survival. However, we have not been careful custodians of this gift. Pollution, climate change, marine dumping, over-fishing, plastic use and other unsustainable practices have all played a part in damaging our ocean. Our health is closely connected with the health of our oceans, and ultimately, if our oceans are not thriving, neither are we. Whale Tales is the story of a healthy ocean. Whales have been singing their own stories for millions of years and now is our opportunity to amplify their voices. Whales, a taonga species, are an indicator of a healthy ocean. Unfortunately, many of our ocean species, including whales, are facing extinction. So, what better way to tell the ocean’s stories than a tale inspired by the threatened Bryde’s whale? Together, it is possible to protect and restore the mauri of our oceans. It is possible to fish sustainably, restore habitats, rebuild healthy ecosystems, find innovative solutions for our changing environment, combat climate change, and protect our future so Aotearoa is a place where people live in harmony with nature. We are thrilled to bring these gorgeous Tails and sensational stories to life through Whale Tales. We are excited to go on this journey with you and to amplify these messages and work towards a better future for our ocean and ourselves. Livia Esterhazy Chief Executive WWF-New Zealand 6 WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack
INTRODUCTIONS AND WELCOME LEARNING PROGRAMME EVENT PARTNER Wild in Art believes passionately in the power of creativity to engage students in cross- curricular learning, through fun, hands-on arts and environmental science activities. We hope this project will complement your existing activities, inspire creativity in your school, and that all participants immerse themselves in the many ideas contained in our printed and online resources. Our sculptures are designed to be a feast for the imagination, allowing you the opportunity to inspire enthusiasm amongst children and young people about arts and crafts. At the same time, they help open up conversations about important topics, such as the environment, communities, health and wellbeing, and raising money to help others. From creative writing and poetry, to performance, song writing, painting and illustration, we want to inspire you to make this experience fun and meaningful for all. Please encourage all the children and young people you work with to show adventure and imagination in their designs; it’s an opportunity to have their voices heard and to discuss issues on a high-profile platform. With your support we can make this a very memorable public art event, not only for the project’s participants, but for everybody it touches. Once again, a very big thank you for your participation. Now, let your imagination go wild! Charlie Langhorne Co-founder & Managing Director Wild in Art WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack 7
INTRODUCTIONS AND WELCOME
LEARNING PROGRAMME SPONSORS
Kumeu
8 WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack
INTRODUCTIONS AND WELCOME HOW TO USE THIS PACK It is with great pride that we present you with the Whale Tales Learning Programme Phase 1 Resource Pack. I hope it will inspire and encourage you to get started on your creative journey. It has all the information you need to plan the artistic adventure you will have with your Whale Tales mini Tail sculpture. Ron van Dam: Te Koha – The Gift This resource pack is designed for students aged 5-13. It is flexible and easy to use. We strongly recommend that you look through the whole pack to gain an overall picture of its contents and the possibilities for its use. Whichever group of students you are working with, and whatever themes you choose to explore, it is most likely that your starting point will be something that is specifically relevant to your area or a topic that your school may be focusing on right now. The emphasis of this pack is on group participation, which is both an appropriate and fun way for students to gain a better understanding of the project and feel greater ownership of it. If you have any questions about anything in this pack, please contact the Whale Tales Learning Coordinator at education@wwf.org.nz. Before we get into the nitty, gritty of Whale Tales and the fun part of designing your whale tail, we wanted to remind you that your Whale Tales design submission form will need to be completed and submitted to us by Term One 2022. You can find the form online at: https://whaletales2022.org/school-toolkit/ This submission form asks for all the essential details, like contact information, acknowledgement that you are happy for photos of your final whale Tail sculpture to be used by Whale Tales and a bit more information about the inspiration behind your design. We will send a reminder about completing this form at the beginning of Term One next year. WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack 9
INTRODUCTIONS AND WELCOME
2022 KEY DATES TO INCLUDE IN
YOUR CALENDAR!
Term One –
Whale Tail
Term One –
sculptures
Design submission
available for pick
Form completed
up – date to be
– date to be
confirmed*
confirmed*
24 January
Trail opens
18 April
Trail ends
Mini Tails
launched on
trail – date to be
confirmed*
29 April – 1 May
Farewell Weekend
Week of May 2nd
– Tails available 13 May Feedback
to collect and evaluation
forms sent in
*There may be changes due to
Covid but keep an eye out on
the School Toolkit and email
communication to find out when
dates are confirmed.
WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack 11Photo credit: Krista van der Linde
THE WORLD OF WHALES WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack 13 Artist credit: Ron van Dam: Te Koha, The Gift
THE WORLD OF WHALES WHY A WHALE? Whales are an indicator of a healthy ocean. These magnificent creatures form a major link in the marine food chain and, despite being among the largest marine mammals in the ocean, they feed on vast quantities of the smallest marine creatures. Whales are also highly vulnerable to human activities in the ocean. Because our land and marine environments are interconnected, we need to better manage our activities on land and in the water. Threats to whales include collisions with ships, noise pollution, reductions in habitat and prey availability, pollution from land and from marine activities, fishing, and climate change. If our whale populations are healthy and thriving, it is a sign that our oceanic ecosystems are also healthy and thriving. Artist credit: Kate Hursthouse: A Splash of Colour 14 WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack
THE WORLD OF WHALES - MAORI CONNECTION WITH WHALES Through whakapapa connections, according to a Māori world view, all life in the natural environment is intrinsically interlinked. Whales, commonly referred to as tohorā, are considered by iwi Māori as a taonga species and viewed as tuakana or siblings/ancestors of great mana and tapu. Whales also represent abundance and richness, and are regarded as chiefly animals. Māori have many beliefs on how whales came into being. A common narrative is that Tangaroa, ātua of the oceans, created them as one of his children. Marine mammals are collectively known as ‘ngā tamariki o Tinirau’ the children of Tinirau, who was said to be a son of Tangaroa. An Artist credit: Issac Trebilco, Our Hands older term for whales is ‘ika moana’ (fish of the sea), and a group of whales is known as ‘te whānau puha’ – the family of animals that expel air. Tohorā is nowadays often used to name all whales, although it is mainly associated with right whales. The significance of whales to Māori can be observed in the many references expressed within proverbs, songs and traditional stories and mythology. Whales were a symbol of abundance and richness due to the amount of food and material they provided, and were often compared to chiefs. Whales also feature as highly guarded companions or pets, including kaitiaki who provide help in times of need to the Māori people. Whales were considered guardians and guides during ocean voyages. Whales also feature in a number of place names throughout Aotearoa New Zealand, for example, Whangaparāoa means “bay of sperm whales”; Whangarei is an abbreviation of Whangarei-te-rerenga-parāoa, meaning “the gathering place of whales”. Another ancestral Māori place name featuring whales in the Hauraki Gulf significant to local iwi is Motuora Island, also known as Te Mau Tohorā-o-Manaia. Whales remain sacred taonga species to Māori today. This intimate connection to whales through whakapapa, relationship as kaitiaki and the maintenance of this connection and shared history through the names given throughout the land, binds this notion that whales are a taonga to be respected, protected and treasured by ngā iwi Māori and Pakeha New Zealanders alike. WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack 15
THE WORLD OF WHALES
THE BRYDE ' S WHALE
Covering an area of over one million hectares of sparkling blue sea, Auckland’s Hauraki Gulf/
Tīkapa Moana/ Te Moana-nui-ā-Toi is home to a wide variety of precious marine
life, including the magnificent Bryde’s whale – a species listed as ‘threatened
– nationally critical’.
A baleen whale, belonging to the same group as humpback and blue whales, the Bryde’s whale
is found in warm temperate and tropical oceans around the world. While some populations
migrate with the seasons, the Hauraki Gulf is one of the few places in the world where these
whales live year-round.
With a large smoky grey back, three prominent ridges in front of their blow-holes, and a
distinctively hooked dorsal fin, Bryde’s whales are a common sight in the coastal waters
around the Hauraki Gulf/Tīkapa Moana/Te Moana-nui-ā-Toi. They feed close to the surface,
and are often seen amidst shoals of fish or krill. They are threatened by ship strikes, noise
pollution, marine pollution, prey depletion, habitat degradation and climate change. Our
ability to manage these creatures is also affected by a lack of scientific studies on their ecology
and conservation – with no studies currently being conducted on their population size or
movement patterns.
With only an
estimated 135
remaining in the
Hauraki Gulf, these
unique whales are at
risk of disappearing
from our local
waters forever.
Photographer credit: Krista van der Linde
16 WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource PackFUN BRYDE' S WHALE FACTS
on’t be fooled by their name. It may
D hey have baleen plates (comb-like
T
just look like it could be pronounced structures) equipped with coarse
‘bride’, but did you know that Bryde’s bristles in their mouths. These plates,
whale is actually pronounced BROO- made of keratin (the same as human
dus whale! hair and fingernails,) act like a filter
ryde’s whales are found in other
B which collects food from the water as
parts of the world including in the the whale ingests it during feeding
Atlantic and Indian oceans. While hey dine on krill, plankton, and
T
some whales show movement between small fish.
areas, the Hauraki Gulf is one of the he Hauraki Gulf Marine Park is a
T
few regions worldwide where Bryde’s nursery. This is an important area for
whales remain resident year-round. mothers and their calves.
ryde’s whales are named after Johan
B hey like to stay close to the surface
T
Bryde from Norway. He discovered and spend most of their time hanging
the species in South Africa in the out in the top 10 metres of the water
early 20th century. column.
ryde’s whales grow to approximately
B ryde’s whales are over 3 metres long
B
12-15 metres long and can weigh and weigh around 900 kilograms
around 40,000 kilograms (more than when they are born.
2 buses combined).
hey are pretty agile considering
T
their size and are known to move
unpredictably and change direction
quickly.
WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack 17Photographer credit: Teo Lucas, Gigante Azul
YOUR WHALE TAIL WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack 19
YOUR WHALE TAIL
WHY A WHALE?
Your Whale Tales team will be in touch soon to schedule the pick up of your Tail sculpture in
Term One 2022.
PICK UP DAY Could it hang out in the playground? Take
Your Tail will have been on a long journey to photos of its activities and share it in the
get here, so it will be carefully wrapped to school newsletter, via social media, or on
keep it safe and intact. Your whale tail will your website.
be approximately 850 mm high x 900 mm
wide and weigh approximately 10 kg. You might want to keep the delivery secret
and hide the whale tail in the school grounds
and tell students there have been sightings
of a large, mysterious mammal sneaking
REMEMBER to keep your sculpture
packaging, as it will need to go back around the school looking for lunch
into this when it is ready to take its leftovers! Building up to the grand reveal!
place on the Whale Tales public art
Your sculpture can have its very own
trail.
identity and personality. It could have its
own Twitter feed, blog or section of the
school’s newsletter. This would not only help
If you have any questions about this process, you link to Whale Tales, but also to other
please contact the Whale Tales Learning schools taking part. Sculptures on Twitter
Coordinator at education@wwf.org.nz. have been known to start ‘talking to one
another’, sharing ideas about additional
activities, photo opportunities and
INTRODUCING YOUR WHALE TAIL
community engagement activities.
You can have a great deal of fun with your
whale tail’s first appearance. Get the community involved – community
police, neighborhood watch and the local
Here are some ideas to set the scene and to
paper could be invited to come to school to
integrate your whale into school life:
assess and report on the strange going ons!
Make the unveiling the focal point of a
school assembly. Cover the whale tail with
a sheet, asking students to guess who and
Just a note to remember that you
what might be under the cover.
should keep your final design TOP
Once the sculpture is revealed, integrate it SECRET until the launch of the
Whale Tale sculpture trail!
into daily school life. Could it be a helper
in the canteen or the librarian’s assistant?
20 WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource PackYOUR WHALE TAIL
ABOUT YOUR WHALE
TAIL SCULPTURE
Each whale tail sculpture is made of Your Tail will be displayed in a secure,
lightweight, fire-resistant fibreglass. The indoor venue, so don’t worry about it
surface is finished in a very basic white withstanding the elements.
primer. We suggest applying an additional
coat of white primer before creating your Your Tail is stable and free-standing but
artwork. please ensure there is adequate adult
supervision during the design and creative
Designs may range from the use of solid process.
acrylic colours, to more elaborate designs
using glitter, coloured foam sheets, recycled
materials or mosaic. Let your imagination
run wild, but please ensure that all materials
used are non-hazardous and securely
adhered to your sculpture. Why not check out Wild in Art’s
helpful video with artist Jenny
To help you out with supplies, our friends at Leonard, all about decorating
Resene are giving each school a voucher for your sculpture.
up to 10 test paint pots (60ml) and one pack https://www.youtube.com/
of artists’ brushes. These vouchers will be watch?v=B9q9dRMKKio
delivered with your sculpture.
WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack 21YOUR WHALE TAIL
WHO SHOULD BE IN YOUR POD?
Although the emphasis of this resource pack is on group participation, you will know best
what group dynamic will work for your school. You may decide to work with a targeted group,
but for maximum effect and benefit to be achieved, we do encourage an element of whole
school interaction.
Below are a few examples of how this might be achieved:
Reproduce the sculpture templates and invite students to conceive their own designs.
Consider a design that incorporates an idea or interaction from every young person into
the final product. Each child could contribute a fingerprint, handprint, tiny illustration,
mosaic tile, word or message. This way everyone will feel included and invested in the
project.
The Big Read © Daniel Graves Photography
22 WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource PackYOUR WHALE TAIL
THE DESIGN PROCESSES
GETTING STARTED
The Tail sculpture provides a unique canvas
SOME QUESTIONS TO
for paint, mosaic tile, or decoupage. It could CONSIDER BEFORE
be decorated with words, graphs, maps, STARTING YOUR DESIGN:
colours, textures, smells or sounds and could
extend to the area around the whale tail and
QUESTION 1
even include additional 3D objects.
How do we want people to react to
Will it sing a song when people stand close our design? It is going to be viewed by
to it? Could it have miniature solar panels, various audiences – school staff, pupils,
touch screens or motion sensors? Or wear visitors, parents, the community, and
a super-hero utility belt studded with could ‘travel’ further afield. Do we
eco-friendly gadgets? Encourage students simply want people who see our design
to get their creative brains buzzing with to think it’s beautiful and recognise our
possibilities and look forward to a whole school’s talented artists? Do we want
wave of ideas and suggestions that exceed our design to tell them something or
your wildest dreams! encourage them to think about an issue
or react in a certain way?
FIRST IDEAS QUESTION 2
Record your students’ initial thoughts and
Are we going to try to make our
ideas – these first instinctive ideas are
audiences think about issues and reach
important and play a big part in the final
their own conclusions, or are we going
design.
to give them the answers?
QUESTION 3
Artist credit: Marie Holdaway: Will our design help the audiences to
Our Ocean, Our Future
PHOTOGRAPHER: Phillipa Karn learn about new things or should we use
the design process to learn about new
things ourselves?
QUESTION 4
Are we going to paint our whale tail,
or could we design and decorate it
differently?
QUESTION 5
How are we going to decide if our design
has been a success?
WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack 23YOUR WHALE TAIL
RESEARCH
Let your students explore the Tail sculpture biology of the Bryde’s whale – or it could just
and ask them what they know about whales. be a beautiful design!
Explain that it is going to be decorated and Whale Tales is about celebrating Tāmaki
ask them to think about different designs Makaurau, the Hauraki Gulf Marine Park
and methods of decoration (e.g. painting, and our communities, so encourage the
block printing, mosaic and collage). students to take inspiration from where
they live and what they love most about this
The resources section (pages 43-44) is full of region.
links, facts, themes and activities that could
guide their research. Students might want to take a look at some
of the artwork created for sculptures of
Encourage students to jot and sketch their bears, book benches, dogs and rhinos at
ideas on large sheets of paper. similar events around the world.
Hold a session to share and explore ideas for
themes to use in the design. For example,
the design could tell a story, carry a
conservation message or tell us something
Check out more in
about the Hauraki Gulf Marine Park, or the
the Wild in Art image
gallery at
www.wildinart.co.uk/
sculptures/
The Big Hoot, Birmingham, photographer: Daniel Graves
24 WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource PackYOUR WHALE TAIL
CAPTURE IDEAS
After research and discussions, students may have an initial preference for one or several
themes. A good way of helping them to gather their ideas and information together is to
produce large idea pictures and/or mind maps. (There are great examples of both online.)
Set the scene and encourage creativity –
STEP 1 STEP 2 STEP 3
Push three or four Remove the chairs Encourage students
tables together and – people tend to to get their ideas
cover with large feel more creative down without
pieces of paper when standing and feeling they need to
taped on the back. moving around the be too careful. The
table. key is to get lots of
ideas down, even
if some of them
are not feasible.
Remind them
that this is not a
finished piece of
work.
Bee in the City 2018, Manchester @ David Oates
WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack 25YOUR WHALE TAIL
DEVELOP
Display the sculpture and all the other materials that have been used during the first stage of
the design process – notes about first ideas, jottings from research, idea pictures and mind
maps.
DISCUSS
● What ideas do you particularly like? Why?
● How might the idea be transferred onto the
sculpture?
● Would the audience understand your idea?
● A re there ideas that could be linked
together? Bee in the City 2018, Manchester @ David Oates
● Is there a better/different way that a
particular idea could be transferred onto
the sculpture?
LOOKING AT THE DETAILS
Individual sketchbook work: Students
should now focus on their particular Bee in the City 2018, Manchester @ David Oates
favourites from the suggestions that have
been displayed and discussed.
At this stage, students can still be working
● A sk them to concentrate on the details on very different ideas and themes. Before
of specific features of their design rather proceeding to the next stage, teachers
than focusing on the entire sculpture. should think about the role of the students
● A sk them to produce quick thumbnail in the design and decoration of the 3D
sketches. sculpture.
● Explain that their designs should now
become more refined and that their work ● Will elements of each of the designs
should be done with greater care. appear on the sculpture?
● Remind pupils to draw what they see, not ● Will there be one winning design?
what they think it looks like. ● Will they all get a go at decorating the
● Sketches could be done in pen, pencil or sculpture?
watercolour paints. ● You might choose a particular theme and
● Labelling helps students to create a more ask all the students to create ideas within
thoughtful drawing, which can include this theme.
notes on texture, colour and smell as well ● You might allow students to follow their
as words or phrases the student may want own themes and ideas, and then select
to include. one of these designs for the sculpture.
26 WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource PackYOUR WHALE TAIL
DEFINE
Students should now begin to think about how their ideas might fit onto the sculpture. The
whale Tail is quite a simple shape, but students should spend time studying it.
THEY COULD:
● Sit around the sculpture and make drawings from life – these should be done from a
number of different angles.
● Each student can now use a copy of the Tail template to create an outline drawing of
his or her final design. It may take a few tries until they’re happy with the way that
everything fits. These drawings can be coloured in with pencils, felt tips or paints. Notes
can be put around the picture to explain any detail.
PRESENTATIONS:
● Students are given the opportunity to display their work and explain their ideas.
● Students should be reminded to treat other people’s work and ideas with respect.
● Tell them to look for examples of good design and interesting ideas rather than
impressive drawing skills when deciding on their choice for the final design.
DISCUSSIONS AND FINAL DECISION
Students might be given the opportunity
to explain their own preferences before the
final decision is made. The teacher is in the
best position to know how to deal with this
delicate stage of the process (e.g. show of
hands, secret ballot, panel of judges).
● The final design might be based on one
design but could include details from
some of the other designs.
● Several opportunities exist for developing
the designs that are not selected for the
final sculpture – smaller sculptures can
be made from modelling materials (e.g.
in paper mâché or clay) and a wealth of
opportunities exist for 2D work (e.g. batik,
printing or T-shirt design). Artist credit: Issac Trebilco, Our Hands
WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack 27YOUR WHALE TAIL
BRINGING YOUR DESIGN TO LIFE
The final design should be copied onto an
SEQUENCE
A3 copy of the Tail (front, back and side
1. Split students into groups of two or
templates on pages 37-41 of this pack) – this three, making sure each group has
will become the plan to work from when the chance to paint or decorate the
painting. sculpture in some way.
2. Draw out the design on the sculpture
using soft pencils (2B or softer).
PAINTING 3. Split the painting/decorating into
The actual decorating of the whale Tail separate parts: top, middle and
can be quite nerve-wracking! Don’t worry bottom of the right and left sides of
– this can be sequenced too, so mistakes the whale Tail.
can be sorted out easily. Groups of two or 4. Start at the top and work your way
three students at a time working on the down.
painting will be more manageable. 5. A ny extra decoration can be added when
all the painting has been finished.
Note: We ask you to avoid using corporate branding and identities as part of your design, but you
can incorporate your school logo or motto in a discreet way
The Big Read, photographer: Daniel Graves
28 WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource PackYOUR WHALE TAIL GETTING YOUR WHALE TAIL READY FOR THE SPOTLIGHT Once your Tail has been completed (remember to keep the design under wraps until this point), you may want to hold a special “top secret” assembly or event and reveal your final design to the school. Students involved in its creation could talk about the themes in the design and their inspiration. You could take photos at this event, which can then be released once the Whale Tales trail has gone live. The Whale Tail Learning Coordinator will be in touch to arrange a time for you to drop off your mini tail sculpture. Your Tail will be re-introduced to its pod – who have been out at other schools across Auckland. Then it will be carefully unwrapped and have its photo taken (this will be used for the Whale Tales website, and a digital copy will also be sent to your school). Then it will have a plaque created (which includes the information you provided to us about your design) and be transported to its designated spot on the art trail. The Tail will be displayed indoors at prominent locations around Auckland. After being displayed on the trail, it will be ready for you to collect and take back to its permanent home at your school. Here is a example of a bee sculpture decorated by a school that wwas included in the Bee in the City trail in Manchester, United Kingdom. WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack 29
YOUR WHALE TAIL
SPREAD THE WORD
SCHOOL NEWSLETTER Like us on FACEBOOK at
Record your creative progress www.facebook.com/whaletales2022/
for the school newsletter with and encourage your networks to like
photos, video and comments our page.
from the students taking part. Follow us on INSTAGRAM
Along with making the school www.instagram.com/whaletales2022
community feel involved, this
Tag all posts of images
also provides an opportunity
#whaletales2022#wwfnz#TailTales
for more students to be involved at various
stages of the whale tail development. We would also welcome updates for
our social media channels and
Consider including updates in your newsletters - please send them to
newsletter about the following milestones: whaletales@wwf.org.nz
● The arrival of your whale Tail at school.
● The creative process and selection of your LOCAL MEDIA
design. Local newspapers are always keen to report
● A ny Whale Tales fundraising activities you on positive community stories. By covering
have planned. these stories, the newspaper is involving
● The announcement of where your whale itself in its community and encouraging
Tail will be displayed on the Whale Tales readership, because of the number of proud
public art trail. parents, relatives and friends (and the
● The return of your Tail to school after the excitement for students of seeing themselves
trail. in the local paper).
● The Whale Tales farewell event (where all
the whale Tails will be displayed together). Your decorated Tail will make a fun and
exciting sight and be extremely photogenic.
Displaying the sculpture in the school
DIGITAL IDEAS grounds or in a public place, particularly
We would love you to promote your if those people involved in its creation are
involvement in the project through social alongside it, is something the media like to
media and on your school’s website! It’s record.
important to retain an element of surprise
when your Tail is revealed on the trail so We may be in touch to see if you would like
remember to only show a section of your to take part in local media activities i.e. have
design prior to the launch if you are sharing the local paper report ‘sightings’ of whale
photos of your creative process. tails in the area, get them to visit to take
photos of your Tail arriving, or capture some
Link to our WEBSITE
“behind-the-scenes” excitement with teaser
www.whaletales2022.org
photos.
from your website.
30 WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource PackYOUR WHALE TAIL
EXPLORE THE TRAIL
Your final painted Tail will join the Whale Tales trail for approximately 10 weeks.
We will be in touch to confirm where your school’s Tail will be placed on the Whale Tales art
trail. There will be 80 large Tail sculptures and up to 80 mini Tails on display throughout
Auckland and surrounding areas, providing hours of fun and free entertainment.
While parents will likely want to take their kids to visit the Whale Tales trail, you may want to
arrange an excursion for students to see your school’s Tail in location.
Encourage children to take part and explore the Whale Tales trail over weekends. The school
could set challenges or competitions in the form of a photo diary, log book, blog or journal.
Children are encouraged to be active and spend time exploring the city with friends and
family.
The press will be providing printed copies of the Whale Tales trail map, and downloadable
trail maps will be available from the Whale Tales website (www.whaletales2022.org)
closer to the event.
Make suggestions to pupils to send letters home to parents that include information about the
trail and the free opportunities it presents.
THESE COULD INCLUDE
• Take pictures of each whale Tail you find with
your camera and/or draw them and compile a
scrapbook of all the Tails.
• Get active by walking or cycling between the
sculptures and explore new and interesting
parts of the city. Take a light picnic and stop
off at all the equipped play areas along the
way.
• When you find a Tail, identify which one it is
on the map and then discover the story it is
telling from the way it is painted.
• Check out www.whaletales2022.org for a link
to download the Whale Tales app to learn
more about each whale tail and artist while
following the trail. Available January 2022.
WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack 31YOUR WHALE TAIL
EVALUATE AND REFLECT
Give students an opportunity to reflect on Look at your early sketches. Where did you
the project once it has been completed (this get these ideas? Were you trying to express
could either be once your Tail has been sent a message? Did you refine any of these
off to be photographed and prepped for the designs? If so, how?
art trail, or once it has come back to your
school in May following the completion of Look at the sculpture. What was the first
the art trail). thing that needed to be done when it was
being decorated? What were the next steps?
Facilitate a class, group or paired discussion What problems did you face? How did you
to review the different stages of the design overcome these problems? What did you
process: learn?
Think back to the beginning of the project. Your own feedback on how the Whale Tales
What were your first thoughts? How does project went is also incredibly valuable to
the final design differ from these first ideas? us. An email will be sent to the address
provided on your submission form with a
Think about your research. How did you link to an online survey once Whale Tales
research the project? What attracted you to has ended. We would be grateful for your
particular images and information? How did feedback!
your research affect your design ideas?
We will let you know when your whale tail is
Look at your mind maps and idea pictures. ready to collect after the art trail has ended.
Do you think they helped to organise your You will want to take a close look at it as all
thoughts, decide on a theme and/or develop of those hugs may have caused minor bits
the design? Did you experiment with of damage. Touch-ups and another coat of
different techniques (e.g. printing, pen and varnish might be in order.
ink, water colours, mosaic) textures, colours
and materials? If so, how did this help in
developing your design?
Photographer credit: Krista van der Linde
32 WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource PackTHE TOOLBOX WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack 33
THE TOOLBOX
CREATING YOUR ARTWORK
Your sculpture is a three-dimensional canvas on which a range of art and craft materials can
be used. When deciding how to translate your design onto your tail, remember that while
your artwork will be exhibited indoors, and therefore not exposed to the elements, it will be
directly accessible by the public who will want to touch it. All sculptures come finished in a
very basic white primer. We suggest that before creating your painted tail an additional coat
of white primer be applied.
TYPE MATERIAL INFORMATION
Materials for Water and oil based paints Resene is giving each school a voucher for up to ten
painting 60ml test pots of paint plus 1 pack of artist brushes
which can be redeemed at one of your local Resene
owned Colorshops in Auckland. They can literally
make up any colour you like, so feel free to take in
examples of the colours you want.
Sand or sawdust PVA glue Small particles can be added to paints and glue to
create light relief work or textured effects. PVA glue
can be added to paints to create translucency.
CAUTION: any large-scale relief work, and papier
mâché should be avoided, as the results tend not to
be hard wearing enough to survive.
Lazertran A highly effective inkjet transfer paper that separates
in water and can be glued onto the sculpture.
Lazertran requires varnish to hold it secure when
dry.
Safmat A self-adhesive film that can be used in your printer
and stuck to the sculpture.
Permanent marker pens Once the varnish is dry, permanent pens are a great
way to add detail too small to create with a brush.
CAUTION: confidence and a steady hand are a must
as the results are permanent.
String, bamboo wind chimes, Consider using materials that provide texture,
bark, sand, carpet, fabric, movement, sound, energy, aroma…
beads, solar panels, mirrors…
Collage paper/newspaper/ Use PVA glue to create collages with paper.
tissue/ decoupage paper When varnished this will hold fast. You can also buy
blank decoupage paper that can be used in printers.
Plastic objects Buttons, clothes pegs, combs, spoons, toys,
bottle tops
34 WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource PackTHE TOOLBOX
CARING FOR YOUR SCULPTURE
The test pots provided by Resene contain exterior grade Lumbersider paint, so your sculpture
does not need to have a clear finish or varnish over the top. Your whale Tail will be displayed
in a secure, indoor venue, so don’t worry about it withstanding the elements.
If you wanted to apply a clear finish you could use Resene Clearcoat UVS – which will help
the bright colours stay bright longer. However please note this is not included in the voucher.
Should you choose to purchase and apply a varnish, please ensure that the paint and any
other materials are absolutely dry. The varnish MUST BE APPLIED BY AN ADULT in an
adequately ventilated area. Please read the label for instructions and clean up information.
If you want to display your whale Tail outside when it is returned after the event, we would
then recommend you apply this additional coat of the varnish.
TYPE MATERIAL INFORMATION
Tools for Hogs hair brushes, sponges
applying paints
A range of printmaking e.g. Leaves, string, fabric, feathers, masking tape,
materials vinyl tape, stencils
Equipment for Palettes, margarine tubs/
mixing paint yoghurt pots plastic pots and
cling film for storing paints
Jars for water
Card for mixing textured
paints, i.e. using sand
Cleaning Paper towels Good for brush cleaning when painting. Use to dry
Materials brushes after cleaning in water, and in between
changing colours
Rags General spills
Washing up liquid Great for cleaning brushes and hands
Newspapers Essential floor protection
Aprons/large inside-out shirts Keep children’s uniforms clean when painting or
clearing up
Thanks to Resene for supporting the Whale Tales project.
WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack 35THE TOOLBOX
CREATING YOUR ARTWORK
DOS AND DON'TS
•
DO unwrap your sculpture upon delivery, • DO encourage painters to wear aprons or painting
check it over and report any damage shirts – acrylics in particular are very difficult to
immediately. remove from clothing once dry.
• DO make a note of your sculpture reference • DO immediately wash any brushes and painting
number and include this on each design palettes you have used (before paint is dry) if you
submission form you send. The sculpture reference want to be able to use them again.
is unique to each sculpture. • DO make sure any materials are non-hazardous.
• DO go over your sculpture with a fine grade • DO fix any 3D elements securely. Consider
sandpaper, followed by a wipe over with a carefully if they will withstand the demands of
solution of warm water and a small amount of being on public display for 12 weeks.
mild detergent (washing up liquid). The sanding
• DO make sure that 3D elements don’t present a
provides a good surface for your paint to adhere to.
hazard i.e. there are no sharp protruding elements
Note: please wear a dust mask while sanding.
or anything that can be tripped over.
• DO ensure there is adult supervision at all times
• DO apply a coat of varnish to your sculpture if you
when handling the sculpture and art materials.
choose to house your sculpture outside when it’s
• DO use water-based acrylics or emulsion paints. returned to you after the sculpture trail.
• DO use Posca Pens for applying detail. These are
water-based acrylic paint markers.
• DON’T use poster paints on your • DON’T add 3D elements if you choose to house
sculpture. your sculpture outside when it is returned to you
• DON’T apply watercolour or oil paints to your after the public display. They will not withstand
sculpture. the elements.
• DON’T mix layers of paints with different bases as • DON’T let children apply the varnish if you choose
these will react against each other. to use one. An adult in a ventilated space must
apply this. The solution becomes unusable after
• DON’T use felt-tip pens, permanent pens or any
24-48 hours.
other solvent-based markers such as Sharpies.
• DON’T use corporate branding and identifiers as
• DON’T hesitate to either test or ask us before
part of your sculpture design.
using anything other than water-based acrylic or
emulsion paint.
36 WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource PackTHE TOOLBOX
SCULPTURE TEMPLATE - FRONT
1700mm
1800mm Weight: 40kg
WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack 37The Big Read © Daniel Graves Photography
THE TOOLBOX
SCULPTURE TEMPLATE - BACK
1700mm
1800mm Weight: 40kg
WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack 39The Big Read © Daniel Graves Photography
THE TOOLBOX
SCULPTURE TEMPLATE - SIDE
1700mm
Weight: 40kg
WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack 41Photographer credit: © Teo Lucas , Gigante Azul
THE TOOLBOX
RESOURCES FOR INSPIRATION
There are lots of places to find fantastic resources. On the next few pages you will find a few
places to look for further inspiration and information!
LETS READ!
HAURAKI GULF MARINE PARK
● View the Hauraki Gulf Marine Forum’s stunning posters to learn more about different
aspects of the Hauraki Gulf and its marine inhabitants: http://gulfjournal.org.nz/poster/
● Read the Department of Conservation’s fabulous facts about the Hauraki Gulf and
its incredible marine life: https://www.doc.govt.nz/globalassets/documents/getting-
involved/students-and-teachers/posters/fabulous-facts-marine-life.pdf
WHALES
● Check out Project Jonah’s interesting facts about dolphins and whales:
https://www.projectjonah.org.nz/Teacher+Resources/Dolphins++Whales.html
● View The Department of Conservation’s website to learn about whales in New Zealand:
https://www.doc.govt.nz/nature/native-animals/marine-mammals/whales/
● Read the Encyclopedia of New Zealand’s interesting information about whales in Māori
tradition: https://teara.govt.nz/en/te-whanau-puha-whales/page-1
BRYDE ' S WHALES
● View New Zealand Geographic’s information on Bryde’s whales:
https://www.nzgeo.com/stories/brydes-whales/
● Read information from our friends at Auckland Whale and Dolphin Safari about
Bryde’s whales in the Hauraki Gulf:
https://whalewatchingauckland.com/marine-life/whales/brydes-whale
● Read some scientific information about Bryde’s whales on the International Whaling
Commission website: https://wwhandbook.iwc.int/en/species/brydes-whale
WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource Pack 43THE TOOLBOX
LETS WATCH!
HAURAKI GULF MARINE PARK
● Join National Geographic to take a virtual reality trip of the Hauraki Gulf Marine Park:
https://www.nzgeo.com/vr/#
● Follow the Young Ocean Explorers on their discovery of above and below the Hauraki
Gulf Marine Park:
https://www.youngoceanexplorers.com/yoe/video/996166153015#cplayer
WHALES
● Watch a Young Ocean Explorers video on HeiHei - Kauri and Tohora to understand what
Māori do with beached whales:
https://www.youngoceanexplorers.com/yoe/video/975595149783?filter=true#cplayer
● Watch this animation made by the Kiwi Conservation Club based on the Māori
traditional story of the whale rider: https://kcc.org.nz/paikea-the-whale-rider/
● Watch Newport Landing Whale Watching in Newport Beach to learn more about all the
whales of the world: https://www.youtube.com/watch?v=t9AVeq62K0c
BRYDE’S WHALE
● Visit Deep Marine Scenes to learn some quick facts about Bryde’s whales:
https://www.youtube.com/watch?v=b_Fna0iwQJY
● Watch this Young Ocean Explorers video to learn how to draw a Bryde’s whale like a pro:
https://www.youngoceanexplorers.com/yoe/
● View this amazing footage of a Bryde’s whale feeding:
https://www.youtube.com/watch?v=0qtvk9znnnY
44 WHALE TALES LEARNING PROGRAMME • Phase 1 – Resource PackPhotographer credit: Krista van der Linde
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