Duration: 20-30 hours
Curriculum: Level 6
NCEA Level: 1
Writer: Karen Dempsey
Released August 2006
Context
The following unit of work has been designed as a stand alone unit. For use as a 1.4 standard it must be based on an existing body of work. For example this unit may be used as the ‘extension in media and techniques in the production of new work’ component of a Level 1 Visual Art programme based on the figure or portraiture. This unit may however be used in conjunction with further unit or achievement standards within a Visual Art course of study. The teaching and learning sequence includes a series of tasks with additional teaching resources where appropriate. It is anticipated that this unit will be adapted to meet the specific needs and prior knowledge of the student. Additional technical or teaching material and information may be needed.
Outline
Students will be introduced to the work of Maori Artist Shona Rapira Davies through an initial viewing of her work. Subsequent discussion will raise questions about what is contemporary Maori Art; its subject matter, concepts and concerns. Students will answer questions relating to the resource and share responses. Students will then consider how they might collaborate as a class to create a sculptural installation.
Emphasis will be placed on the development of existing ideas into new media, the process of collaboration and the context in which the work is made and viewed. It is anticipated that some practical knowledge and technical understanding has been previously established, however, a suggested technical teaching sequence is included. Students will individually document their response to the resource as well as the development of their ideas, planning and installing their work.
NCEA Links
Achievement Standard 90021 ‘Extend ideas in media and techniques to produce new work’
Credits 4
Assessment: Internal
Curriculum Links
Developing Practical Knowledge in the Visual Arts (PK)
Students will apply knowledge of elements and principles for particular art-making purposes, using a range of established conventions.
Students will extend skills with techniques, tools and materials for particular art-making purposes, using appropriate processes and procedures.
Developing ideas in the Visual Arts (DI)
Students will generate, develop and refine visual ideas in a body of work in response to two-dimensional, three-dimensional and design problems.
Students will sequence and link ideas in a body of work, using imagination, observation and invention with materials.
Communicating and interpreting in the Visual Arts (CI)
Students will identify and analyse the processes, procedures and art-making traditions that influence selected artists’ ways of working.
Students will analyse and describe how art-making processes and procedures clarify meaning and intentions in their own and others’ work.
Understanding the Visual Arts in Context (UC)
Students will investigate the purposes and significance of contemporary art works in a variety of contexts.
Students will investigate ways in which communities value objects and images from their past.
Intended Learning Outcomes
Students will:
Develop and understanding of contemporary Maori Art and its particular concepts, values, methodology and contexts through their responses to questions about Shona Rapria Davies sculptural installation ‘Not Exactly Maori Art’. CI, UC
Generate, develop and refine ideas, including aspects of collaboration, in a series of drawings and Maquette’s that reflect knowledge and understanding of Davies work. DI
Identify, use and explore contemporary art-making materials, media, technologies, processes and techniques similar to those utilised in Davies work in the development, production and installation of a sculpture. PK, DI
Conditions:
- This activity will take place during class time and homework time, over 4-6 weeks. It may be necessary for students to take photographs out side of class time for use in class.
- Pre-teaching. The teacher will cover or have covered aspects of camera use, projection technique, tonal shading, materials safety and manipulation as required.
- All written aspects such as question sheet, brainstorming, developmental sketches, Maquette making, notes, planning etc must be recorded in visual diary
- Documentation of final installation should be documented by the teacher and a copy included in the student visual diary
- Time required indicated in hours after each task includes both class and homework time.
- Tasks a written sequentially and in general should be followed in this particular order but students may need to begin locating model, photographing themselves or further planning concurrently with their class work.
- Evidence for assessment may be gathered from practical demonstration in class and written work included as part of submission.
- Teachers and students should familiarise themselves with the explanatory notes in addition to this activity and assessment schedule, particularly with reference to ‘must be based on an existing body of work’ where students may have completed studies of people as part of their 1.1, 1.2 or 1.3 submission.
Materials and Equipment
The teacher will provide appropriate resources for the teaching and learning of these tasks. Students will need access to:
The NZ Film Archive ON DISK Library DVD: Contemporary Maori Artists
Department facilities
- Appropriate Drawing media
- A visual diary
- Sculpture materials
- Technology for capturing portraits
