Welcome to Arts Online

Te Kete Ipurangi Navigation:

Te Kete Ipurangi
Communities
Schools

Te Kete Ipurangi user options:


Back to the 'Jump link' navigation, at the top of the page

Student Information Sheet

Chapter navigation:

This assignment requires you to research and paint a self-portrait that demonstrates an understanding of the Rita Angus self-portrait 'Rutu'.You will have approximately 16 periods to complete this assignment.

 

ASSESSMENT SCHEDULE - You will be assessed against the following criteria:

 

 

EVIDENCE

You are required to hand in at least:1 x A3 Presentation (in collaboration with a peer).1 x A3 brainstorm of symbols for the self-portrait (in collaboration with a peer).Preparatory sketch(es) for the self-portrait.1 x painted self-portrait.

Excellence

  • Identifies a range of key elements of the context in which selected portraits were made and valued. (UC)
  • Collaborates with a peer to compare and contrast one of the 'traditional' portraits with a more contemporary example. (UC, CI)
  • Explores a range of art-making conventions and applies knowledge of relevant processes and procedures in the production of a painted self-portrait. (PK)
  • Collaborates with a peer to generate ideas for symbols to develop and incorporate into self-portrait. (DI)
  • Self-portrait shows imagination, observation of themselves and their local environment, and an awareness of artists' works. (DI)
  • In groups and individually explores and describes in detail ways in which ideas and art-making processes are used to communicate meaning in their own and others' art works. (CI)

Merit

  • Identifies key elements of the context in which selected portraits were made and valued. (UC)
  • Collaborates with a peer to compare one of the 'traditional' portraits with a more contemporary example. (UC, CI)
  • Applies knowledge of relevant processes and procedures in the production of a self-portrait. (PK)
  • Collaborates with a peer to generate ideas for symbols to incorporate into self-portrait. (DI)
  • Self-portrait shows imagination and an awareness of artists' works. (DI)
  • In groups and individually explores and describes ways in which ideas and art-making processes are used to communicate meaning in their own and others' art works. (CI)

Achieved

  • Identifies some elements of the context in which selected portraits were made and valued. (UC)
  • Works with a peer to preset information that relates one of the 'traditional' portraits with a more contemporary example. (UC, CI)
  • Applies knowledge of relevant processes and procedures in the production of a self-portrait. (PK)
  • Works with a peer to generate ideas for personal symbols to use in a self-portrait. (DI)
  • Self-portrait shows an awareness of artists' works. (DI)
  • Works with other students to explore and describe ways in which ideas and art-making processes are used to communicate meaning in their own and others' art works. (CI)

 

The pair-work parts of this assignment will be assessed by your peers, and the rest of it will be assessed by your teacher. You will assess each other on the following criteria:

STUDENT PEER ASSESSMENT - Student to complete

 

EVIDENCE

Students are required to actively participate in and contribute to paired activities (A3 Presentation and symbols brainstorm).

When we were working in pairs ________________ (student name)

Excellence

  • Contributed fully to the research assignment. (UC)
  • Suggested a range of useful ideas for the symbols brainstorm. (DI)

 

Tick ONE

Merit

  • Did their fair share of the research assignment. (UC)
  • Suggested a range of ideas for the symbols brainstorm. (DI)

 

 

Achieved

  • Helped with the research assignment. (UC)
  • Suggested some ideas for the symbols brainstorm. (DI)

 

 

 

Download Word file (Word 34 KB)

Back to the 'Jump link' navigation, at the top of the page

Footer: