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Strands and achievement objectives
The following strands and achievement objectives from The Arts in the New Zealand Curriculum apply to this unit.
Developing Practical Knowledge in the Visual Arts (strand PK)
Level 1: Students will explore elements and principles of the visual arts, using a variety of techniques, tools, materials, processes, and procedures.
Level 2: Students will identify and explore elements and principles of the visual arts, using a variety of techniques, tools, materials, processes and procedures.
Developing Ideas in the Visual Arts (strand DI)
Level 1: Students will express visual ideas in response to a variety of motivations, using imagination, observation, and invention with materials.
Level 2: Students will develop visual ideas in response to a variety of motivations, using imagination, observation, and invention with materials.
Communicating and Interpreting in the Visual Arts (strand CI)
Level 1: Students will express ideas about their own work and respond to objects and images made by others.
Level 2: Students will describe ways in which objects and images can communicate stories and ideas.
Understanding the Visual Arts in Context (strand UC)
Levels 1 and 2: Students will identify objects and images in everyday life, and recognise that they serve a variety of purposes
Elements and principles
Focus on following elements and principles (both making and talking about):
- shape
- space
- colour
- pattern.
(See Arts in New Zealand Curriculum 'action–reflection cycle' pages 83–84.)
Links to other arts disciplines
Dance strand DI: Using dance elements of space and relationship to explore ideas.
Links to other curriculum areas
Mathematics: Geometry – exploring symmetry and transformations
Social studies: Culture and Heritage strand
Science: Making sense of the physical world – investigating the physical properties of materials related to their use.
Essential skills used
- Numeracy
- Physical
- Problem solving
- Social and cooperative
Specific learning outcomes (SLOs)
Students will be able to:
- respond to images of rangoli, prompted by questions to describe, analyse and interpret (strands CI and UC)
- investigate the cultural values and purposes of rangoli art
- draw from observation to generate and share ideas
- recreate the drawing on an outdoor surface
- comment on and discuss the significance of their own artwork, using language relevant to line, shape, pattern, and repetition.
Implementation considerations
The teacher needs to identify in advance the opportunities for:
- reflection on the work in progress and consideration of the next steps (see Arts in the New Zealand Curriculum 'action-reflection cycle' page 88)
- feedback conversations between teacher and students, and between students
- students talking about own and rangoli artists' work.
Feedback focus
- Select and highlight one SLO as a particular focus for the feedback to, from, and between students during the learning process.
- Decide on the art language/vocabulary that will be modelled and encouraged in the feedback conversations.
