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Cultural Identity Portrait

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Writer: Sam Cunnane

Media: Drawing and Painting

Curriculum Level: 4 Year Level: 9

Duration: 16 - 18 periods

Assessment: Tchr & Peer Images shown in this unit and supporting information are sourced from the Museum of New Zealand Te Papa Tongarewa

'Darby and Joan' , Ina Te Papatahi, Ngā Puhi

Source Museum of New Zealand Te Papa Tongarewa

'Rutu', 1951
Description

This resource is offered as an example of a unit that engages with the "front end" of The New Zealand Curriculum (2007) - considering Vision, Principles, Values, and Key Competencies, as well as Achievement Objectives.*Teachers are encouraged to use or modify this work in any way they find helpful for their programmes and their students. For example, it may be inappropriate to assess all students at level 4.

Source Museum of New Zealand Te Papa Tongarewa

DESCRIPTION OF UNIT

Students will investigate a selection of art works that comment on social or environmental issues. They will then make their own art works in response to a self-selected social or environmental issue.

CURRICULUM LINKS

VISION

 Connected - working in pairs and small groups enables students to develop their ability to relate well to others. Producing an art work that comments on an environmental issue helps strengthen students' connections to land and environment. Producing an art work that comments on a social issue helps strengthen students' understanding of their position as members of communities.

Actively Involved - producing issue-based art works helps students' to develop an understanding of their position as contributors to the social and environmental well-being of New Zealand. Lifelong learners - investigating art works and producing their own helps students to develop critical and creative thinking skills.

PRINCIPLES

 High Expectations - there are near endless opportunities for students to strive for personal excellence through the production of an art work: students are challenged to make an art work that clearly communicates their ideas, while being technically and pictorially well made.

Learning to learn - students reflect on their own learning and that of others through the process of refining their own art works.

Coherence - students make links to other curriculum areas (particularly Science and Social Sciences) through the study of social and environmental issues.

VALUES

Excellence - students are encouraged to aim high through the use of high quality art works as exemplars of good practice.

Innovation, inquiry and curiosity - students are encouraged to think critically, creatively and reflectively throughout the art-making process.

Ecological sustainability - students are encouraged to reflect on and promote ecologically sustainable practices.

KEY COMPETENCIES

Thinking - students will critically analyse visual and written information about selected art works and their related social and environmental issues.

Using language, symbols and texts - students will make meaning from the symbols and texts they are presented with, and use symbols to produce their own visual texts.

Managing self - students will work to present a completed art work by a set deadline.

Relating to others and Participating and contributing - students will interact with their classmates in small and large groups to investigate information.

ACHIEVEMENT OBJECTIVES SPECIFIC LEARNING INTENTIONS
UC - Understanding the Arts in Context Students will investigate the purpose of objects and images from past and present cultures and identify the contexts in which they were or are made, viewed and valued. Students will investigate the ways in which selected painted portraits reflect the contexts were made.
PK - Developing Practical Knowledge Students will explore and use art-making conventions, applying knowledge of elements and selected principles through the use of materials and processes. Students will explore and use selected conventions, elements, materials and processes to make self-portraits that show an understanding of the Rita Angus self-portrait 'Rutu'.
DI - Developing Ideas Students will develop and revisit visual ideas, in response to a variety of motivations, observation, and imagination, supported by the study of artists' works. Students will develop and revisit visual ideas in response to the study of a selection of artists' works, observation of their peers' art-making processes, and through using their imaginations.
CI - Communicating and Interpreting Students will explore and describe ways in which meanings can be communicated and interpreted in their own work and others' work. Students will explore and describe ways in which elements of personal and cultural identity can be communicated through a self-portrait.

MATERIALS and EQUIPMENT

  • Data projector and screen
  • Printed versions of selected DigiStore assets, or access to DigiStore online for at least 4 groups of students
  • Pencils and paper
  • Mirrors
  • Paints, brushes etc.

Prepared ground (either card or canvas) of approximately A4 size

'Traditional' portraits: Source Museum of New Zealand Te Papa Tongarewa

Captain James Cook, 1776-80  

' Darby and Joan', Ina Te Papatahi, Ngā Puhi

'Elizabeth Solomon', 1862

'Contemporary' portraits: Source Museum of New Zealand Te Papa Tongarewa

Portrait of Katherine Mansfield, 1918

'Rutu', 1951

'Te Puhi o te tai Haruru', 1984-85

Assessment Schedule

Student Peer Assessment

Teaching and Learning Sequence- Teacher Copy

Student Information Sheet

Student Task Sheet

Captain James Cook 1776-80

Darby and Joan', Ina Te Papatahi Ngā Puhi  

Portrait of Katherine Mansfield, 1918

'Rutu', 1951

'Te Puhi o te tai Haruru', 1984-85'

'Elizabeth Solomon', 1862

Printing this unit

To download and print this unit, select from Word or PDF formats:

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