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3/6/2023 01:33 AM  |  Visual Arts  |  https://ncea.education.govt.nz/arts/visual-arts

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  • What is Visual Arts about?
  • Big Ideas and Significant Learning
  • Key Competencies in Visual Arts
  • Connections
  • Learning Pathway
[ Previous Learning Matrices ]

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  • Title: Draft for Pilot 2023
  • Description: Visual Arts Learning Matrix
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-04/VA%20Learning%20Matrix.pdf?VersionId=l7uHmXhzwypF9YpDY5KFUsrOqJIDYLGq
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    • Description: Visual Arts Learning Matrix
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Draft for Pilot 2023

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Past Matrices

[ File Resource ]

  • Title: Draft for Pilot 2022
  • Description: Visual Arts Learning Matrix
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-12/VA%20Pilot%202022%20L1%20Learning%20Matrix.pdf?VersionId=k0ENNsTsCjFeLA0QtjZiHjS0DHUWqNnF
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  • Draft for Pilot 2022.pdf
    • Description: Visual Arts Learning Matrix
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Draft for Pilot 2022

Visual Arts Learning Matrix
Visual Arts Learning Matrix
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Current Learning Matrix:

[ File Resource ]

  • Title: Draft for Pilot 2023
  • Description: Visual Arts Learning Matrix
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-04/VA%20Learning%20Matrix.pdf?VersionId=l7uHmXhzwypF9YpDY5KFUsrOqJIDYLGq
  • File Extension: pdf
  • File Size: 227KB
  • Draft for Pilot 2023.pdf
    • Description: Visual Arts Learning Matrix
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Draft for Pilot 2023

Visual Arts Learning Matrix
Visual Arts Learning Matrix
pdf 227KB Download Download Download

Past Matrices:

[ File Resource ]

  • Title: Draft for Pilot 2022
  • Description: Visual Arts Learning Matrix
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-12/VA%20Pilot%202022%20L1%20Learning%20Matrix.pdf?VersionId=k0ENNsTsCjFeLA0QtjZiHjS0DHUWqNnF
  • File Extension: pdf
  • File Size: 219KB
  • Draft for Pilot 2022.pdf
    • Description: Visual Arts Learning Matrix
Download
Download

Draft for Pilot 2022

Visual Arts Learning Matrix
Visual Arts Learning Matrix
pdf 219KB Download Download Download

[ File Resource ]

  • Title: Draft for Pilot 2023
  • Description: Visual Arts Learning Matrix
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-04/VA%20Learning%20Matrix.pdf?VersionId=l7uHmXhzwypF9YpDY5KFUsrOqJIDYLGq
  • File Extension: pdf
  • File Size: 227KB
  • Draft for Pilot 2023.pdf
    • Description: Visual Arts Learning Matrix
Download
Download

Draft for Pilot 2023

Visual Arts Learning Matrix
Visual Arts Learning Matrix
pdf 227KB Download Download Download

[ File Resource ]

  • Title: Draft for Pilot 2022
  • Description: Visual Arts Learning Matrix
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-12/VA%20Pilot%202022%20L1%20Learning%20Matrix.pdf?VersionId=k0ENNsTsCjFeLA0QtjZiHjS0DHUWqNnF
  • File Extension: pdf
  • File Size: 219KB
  • Draft for Pilot 2022.pdf
    • Description: Visual Arts Learning Matrix
Download
Download

Draft for Pilot 2022

Visual Arts Learning Matrix
Visual Arts Learning Matrix
pdf 219KB Download Download Download

What is Visual Arts about?

[ Video Resource ]

  • Title: Visual Arts
  • Description: Visual Arts Subject Expert Group members discuss their experiences in the Review of Achievement Standards
  • Video Duration: 5 minutes
  • Video URL: https://player.vimeo.com/video/571927771
  • Transcript: In conversation with Beau Morgan Jennie Williams  Donna Tupaea-Petero Transcript below: I think the biggest change is going to be

Subject-specific terms can be found in the glossary.

Visual Arts students explore, refine, and communicate their own artistic ideas by responding to how art expresses identity, culture, ethnicity, ideas, feelings, moods, beliefs, political viewpoints, and personal perspectives. Through engaging in the visual arts, students learn how to discern, participate in, and celebrate their own and others' visual worlds.

Visual Arts literacy is developed through creativity and connection, inquiry and production, challenge and invention, and transformation and empowerment. Students create and respond to works using curiosity, collaboration, courage, critical thinking, and creativity. They confidently use iterative and cyclical processes of practising, selecting, reflecting, editing, and refining to create a cohesive and fluent artistic expression or body of work. By learning to identify Visual Arts conventions, students will also understand how these conventions communicate meanings through intention within established practice.

Students at Levels 6-8 of The New Zealand Curriculum engage with contexts that are typically broad, deep, and large in scale, and extend beyond personal experience. The contexts involve multiple interacting elements, contested ideas, provocative or nuanced interpretations, and require sustained engagement to understand. Students need to make sense of theoretical models and frameworks in order to make sense of the context(s) and apply them to their own work.

Subject-specific terms can be found in the glossary.

Visual Arts students explore, refine, and communicate their own artistic ideas by responding to how art expresses identity, culture, ethnicity, ideas, feelings, moods, beliefs, political viewpoints, and personal perspectives. Through engaging in the visual arts, students learn how to discern, participate in, and celebrate their own and others' visual worlds.

Visual Arts literacy is developed through creativity and connection, inquiry and production, challenge and invention, and transformation and empowerment. Students create and respond to works using curiosity, collaboration, courage, critical thinking, and creativity. They confidently use iterative and cyclical processes of practising, selecting, reflecting, editing, and refining to create a cohesive and fluent artistic expression or body of work. By learning to identify Visual Arts conventions, students will also understand how these conventions communicate meanings through intention within established practice.

Students at Levels 6-8 of The New Zealand Curriculum engage with contexts that are typically broad, deep, and large in scale, and extend beyond personal experience. The contexts involve multiple interacting elements, contested ideas, provocative or nuanced interpretations, and require sustained engagement to understand. Students need to make sense of theoretical models and frameworks in order to make sense of the context(s) and apply them to their own work.

Big Ideas and Significant Learning

This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Visual Arts Big Idea. 

The Arts Learning Area, including its whakataukī, informs this subject's Significant Learning — learning that is critical for students to know, understand, and do in relation to a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their education. The Learning Area's whakataukī is:

Te toi whakairo, ka ihiihi, ka wehiwehi, ka aweawe te ao katoa.

Artistic excellence makes the world sit up in wonder.

The Arts whakataukī acknowledges ihi, the energy within that allows an artist to inspire, and wehi, the emotional reaction that ihi inspires. It also calls for artists to aspire to aweawe, where their skills and performance are at their peak.

Just like the iro carves its way through the trunk of the tree, ākonga as makers and creators carve out spaces for themselves. Visual Arts provides the environment and opportunity for them to experiment, develop and express their own artistic identity.

The whakataukī speaks of how a creative outcome can evoke a powerful response. When experiencing artworks, the pinnacle of excellence is achieved through inspiring, challenging, and enriching the self and others.

In his work, Dr Robert Jahnke has identified three main branches of art within Te Ao Māori: Toi Tūturu (customary art), Toi Rerekē (non-customary art), and Toi Whakawhiti (trans-customary art). The whakataukī relates to all three branches, as it describes the power of art to move and inspire people.

Visual Arts also embraces the whakataukī, "Ka mua, ma muri" — "Walking backwards into the future" — by nurturing cultural knowledges and practices from the past, making them accessible, and carrying them into the future.

The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject. There is no prescribed order to the Learning Matrix within each level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context or topic must relate to at least one Big Idea and may also link to other Big Ideas. Due to the nature of Visual Arts as a discipline, aspects of Significant Learning often cross over multiple Big Ideas and the structure of the Visual Arts Learning Matrix reflects this.

While it is important for students to have the opportunity to engage with all the Significant Learning, not all of it will be directly assessed. The Learning Matrix should not be thought of as a checklist of individual items to teach. Rather, these are aspects of learning that can be woven together to give students a foundational understanding in the visual arts that will enable them to demonstrate the skills and knowledge necessary for assessment.

There are six Big Ideas in Visual Arts. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa. 

This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Visual Arts Big Idea. 

The Arts Learning Area, including its whakataukī, informs this subject's Significant Learning — learning that is critical for students to know, understand, and do in relation to a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their education. The Learning Area's whakataukī is:

Te toi whakairo, ka ihiihi, ka wehiwehi, ka aweawe te ao katoa.

Artistic excellence makes the world sit up in wonder.

The Arts whakataukī acknowledges ihi, the energy within that allows an artist to inspire, and wehi, the emotional reaction that ihi inspires. It also calls for artists to aspire to aweawe, where their skills and performance are at their peak.

Just like the iro carves its way through the trunk of the tree, ākonga as makers and creators carve out spaces for themselves. Visual Arts provides the environment and opportunity for them to experiment, develop and express their own artistic identity.

The whakataukī speaks of how a creative outcome can evoke a powerful response. When experiencing artworks, the pinnacle of excellence is achieved through inspiring, challenging, and enriching the self and others.

In his work, Dr Robert Jahnke has identified three main branches of art within Te Ao Māori: Toi Tūturu (customary art), Toi Rerekē (non-customary art), and Toi Whakawhiti (trans-customary art). The whakataukī relates to all three branches, as it describes the power of art to move and inspire people.

Visual Arts also embraces the whakataukī, "Ka mua, ma muri" — "Walking backwards into the future" — by nurturing cultural knowledges and practices from the past, making them accessible, and carrying them into the future.

The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject. There is no prescribed order to the Learning Matrix within each level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context or topic must relate to at least one Big Idea and may also link to other Big Ideas. Due to the nature of Visual Arts as a discipline, aspects of Significant Learning often cross over multiple Big Ideas and the structure of the Visual Arts Learning Matrix reflects this.

While it is important for students to have the opportunity to engage with all the Significant Learning, not all of it will be directly assessed. The Learning Matrix should not be thought of as a checklist of individual items to teach. Rather, these are aspects of learning that can be woven together to give students a foundational understanding in the visual arts that will enable them to demonstrate the skills and knowledge necessary for assessment.

There are six Big Ideas in Visual Arts. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa. 

Title: Whakapapa - Visual Arts descends from, embodies, and creates forms of cultural expression

Big Idea Body:

In Aotearoa New Zealand, we respond to, and reflect on our unique bicultural foundations, and the ethnically and culturally diverse society we share this land with, in current and historical contexts.

Art creates, embodies, cultivates, and shapes cultural forms. Making art requires access to authentic learning and representation through active participation. It is important to foster respect and understanding of toi Māori and art from diverse cultures. Place-based learning demonstrates first hand that the practice of art is always in a context, and established practices, tikanga, forms, and styles are related but not limited to time, place, space, people, ethnicity, culture, technology etc.

These established practices, tikanga, forms, styles, etc, can be learned from, selected, and used with intention. Art crosses subject boundaries so that students have a stronger understanding of the world and their place in it. As such, it is important that learners in the Arts in Aotearoa New Zealand value and respect te ao Māori, Pacific knowledges, and art from diverse cultures.

Big
Idea

Whakapapa - Visual Arts descends from, embodies, and creates forms of cultural expression

In Aotearoa New Zealand, we respond to, and reflect on our unique bicultural foundations, and the ethnically and culturally diverse society we share this land with, in current and historical contexts.

Art creates, embodies, cultivates, and shapes cultural forms. Making art requires access to authentic learning and representation through active participation. It is important to foster respect and understanding of toi Māori and art from diverse cultures. Place-based learning demonstrates first hand that the practice of art is always in a context, and established practices, tikanga, forms, and styles are related but not limited to time, place, space, people, ethnicity, culture, technology etc.

These established practices, tikanga, forms, styles, etc, can be learned from, selected, and used with intention. Art crosses subject boundaries so that students have a stronger understanding of the world and their place in it. As such, it is important that learners in the Arts in Aotearoa New Zealand value and respect te ao Māori, Pacific knowledges, and art from diverse cultures.

Title: Curiosity, risk taking, and critical thinking are integral to creativity in Visual Arts

Big Idea Body:

In order to develop their art practice and skills, learners should explore different starting points and processes for making work. This may include taking a collaborative approach in order to draw from the unique experiences and perceptions of their peers, as well as creating work in response to a proposition or as a means of self-expression - generating, analysing, and clarifying ideas systematically and in response to multiple sources of feedback. Fostering courage as artists, and developing the confidence to take risks, allows for new ideas and approaches to arise that greatly aid a student's progress and growth within their Visual Arts practice.

Critical reflection can be used to evaluate new outcomes (both expected and unexpected) and to provide divergent paths to explore further. This is reflected within the processes of making work, as 'making' in Visual Arts involves trying new things, taking risks, and making mistakes, which can be reframed as valuable learning opportunities that help to refine skills and uncover new approaches to the overall artmaking process. It is also important to use and refine artistic vision and reflect on the impetus for making art.

Big
Idea

Curiosity, risk taking, and critical thinking are integral to creativity in Visual Arts

In order to develop their art practice and skills, learners should explore different starting points and processes for making work. This may include taking a collaborative approach in order to draw from the unique experiences and perceptions of their peers, as well as creating work in response to a proposition or as a means of self-expression - generating, analysing, and clarifying ideas systematically and in response to multiple sources of feedback. Fostering courage as artists, and developing the confidence to take risks, allows for new ideas and approaches to arise that greatly aid a student's progress and growth within their Visual Arts practice.

Critical reflection can be used to evaluate new outcomes (both expected and unexpected) and to provide divergent paths to explore further. This is reflected within the processes of making work, as 'making' in Visual Arts involves trying new things, taking risks, and making mistakes, which can be reframed as valuable learning opportunities that help to refine skills and uncover new approaches to the overall artmaking process. It is also important to use and refine artistic vision and reflect on the impetus for making art.

Title: Visual artmaking conventions enable artists to create cohesive and fluent artistic forms

Big Idea Body:

Artists can use specific practices, processes, materials, techniques, technologies, and conventions to create work as intended. They generate, analyse, and clarify work in order to further refine an intended outcome. Learners should be able to demonstrate an iterative or cyclic process (or a combination of both) in the creation of artwork. They should value different processes and ways of making, and demonstrate an ability to create sustained, coherent works through these processes. These works can be presented in a variety of ways including, but not limited to, space, environment, lighting, time, movement, sound, and supporting materials, as well as in venues such as galleries, public areas, stages, and theatres.

Big
Idea

Visual artmaking conventions enable artists to create cohesive and fluent artistic forms

Artists can use specific practices, processes, materials, techniques, technologies, and conventions to create work as intended. They generate, analyse, and clarify work in order to further refine an intended outcome. Learners should be able to demonstrate an iterative or cyclic process (or a combination of both) in the creation of artwork. They should value different processes and ways of making, and demonstrate an ability to create sustained, coherent works through these processes. These works can be presented in a variety of ways including, but not limited to, space, environment, lighting, time, movement, sound, and supporting materials, as well as in venues such as galleries, public areas, stages, and theatres.

Title: Visual Arts communicates ahurea tuakiri and evokes responses

Big Idea Body:

It is important to learn to identify conventions from established practices, tikanga, forms, or styles (both in others’ work and one’s own), as well as understand how these conventions communicate meaning. Learners will gain understanding that these conventions are intrinsically linked to Aotearoa New Zealand's unique position within the Pacific, and will discover how the various nations and cultures that make up the Pacific use them to nurture and communicate ahurea tuakiri.

They can then use this concept to interpret, analyse, and value the intended meanings of artworks and develop an ability to deliver meaning in their own work with intention. Art can record, as well as challenge, social and cultural discourse. In exploring this, learners see how an artist can have agency when creating work, which can be a tool for powerful self-expression and evoke strong responses.

Big
Idea

Visual Arts communicates ahurea tuakiri and evokes responses

It is important to learn to identify conventions from established practices, tikanga, forms, or styles (both in others’ work and one’s own), as well as understand how these conventions communicate meaning. Learners will gain understanding that these conventions are intrinsically linked to Aotearoa New Zealand's unique position within the Pacific, and will discover how the various nations and cultures that make up the Pacific use them to nurture and communicate ahurea tuakiri.

They can then use this concept to interpret, analyse, and value the intended meanings of artworks and develop an ability to deliver meaning in their own work with intention. Art can record, as well as challenge, social and cultural discourse. In exploring this, learners see how an artist can have agency when creating work, which can be a tool for powerful self-expression and evoke strong responses.

Title: Whanaungatanga in Visual Arts builds sustainable communities

Big Idea Body:

Many creative endeavours seek to create social change. Art and performance experiences and outcomes can provoke thinking and discussion around topics such as health and wellbeing or propaganda, and address many political, societal, historical, local, and global issues. Learning about art should therefore foster an understanding of creative action, as well as the ability to respond as a mode of creative action. Furthermore, active participation in the Arts can be an opportunity to celebrate diversity, create understanding, and explore self as a way of connecting with others. Visual Arts supports social sustainability by building and nurturing communities and relationships through the creation and exploration of art.

Within Māori and Pacific contexts, for example, art can be viewed as a powerful tool to preserve and communicate cultural knowledge. This includes knowledge of spiritual, religious, or ceremonial practices, as well as knowledge of one's whānau or aiga. Collaboration and a focus on whanaungatanga when producing art allows for the knowledges and narratives of our communities to be protected and conveyed for others to learn from and be inspired by.

To understand the social impact of art in context, it is important to acknowledge and reflect on art, performance, experiences, and outcomes that are made in hapū, whānau, group, community, or global settings with a shared vision.

Big
Idea

Whanaungatanga in Visual Arts builds sustainable communities

Many creative endeavours seek to create social change. Art and performance experiences and outcomes can provoke thinking and discussion around topics such as health and wellbeing or propaganda, and address many political, societal, historical, local, and global issues. Learning about art should therefore foster an understanding of creative action, as well as the ability to respond as a mode of creative action. Furthermore, active participation in the Arts can be an opportunity to celebrate diversity, create understanding, and explore self as a way of connecting with others. Visual Arts supports social sustainability by building and nurturing communities and relationships through the creation and exploration of art.

Within Māori and Pacific contexts, for example, art can be viewed as a powerful tool to preserve and communicate cultural knowledge. This includes knowledge of spiritual, religious, or ceremonial practices, as well as knowledge of one's whānau or aiga. Collaboration and a focus on whanaungatanga when producing art allows for the knowledges and narratives of our communities to be protected and conveyed for others to learn from and be inspired by.

To understand the social impact of art in context, it is important to acknowledge and reflect on art, performance, experiences, and outcomes that are made in hapū, whānau, group, community, or global settings with a shared vision.

Title: Taonga Tuku Iho - Visual Arts is a medium to explore, discover, express and value te ao Māori

Big Idea Body:

This idea connects to whakapapa and the bicultural imperative in Aotearoa New Zealand to value mātauranga Māori, toi Māori, te reo Māori, and tikanga of tangata whenua and to understand the significant role of taonga tuku iho. Active participants in the Arts should have opportunities to observe, participate, and reflect on processes used in te ao Māori traditions, and other cultures’ practices, to understand how hauora is promoted and whakapapa is valued.

Within the bicultural context of Aotearoa New Zealand, learners in Visual Arts should also demonstrate an understanding of the role of taonga within te ao Māori and mātauranga Māori. Learners should have the opportunity to explore and understand how taonga can be both tangible and intangible, and how this concept might link to their creative outcomes. Through research, experience, and the creation of art, ākonga will learn how connections exist between people, places, objects, and narratives of learning over generations that are linked together by both taonga and taonga tuku iho.

Big
Idea

Taonga Tuku Iho - Visual Arts is a medium to explore, discover, express and value te ao Māori

This idea connects to whakapapa and the bicultural imperative in Aotearoa New Zealand to value mātauranga Māori, toi Māori, te reo Māori, and tikanga of tangata whenua and to understand the significant role of taonga tuku iho. Active participants in the Arts should have opportunities to observe, participate, and reflect on processes used in te ao Māori traditions, and other cultures’ practices, to understand how hauora is promoted and whakapapa is valued.

Within the bicultural context of Aotearoa New Zealand, learners in Visual Arts should also demonstrate an understanding of the role of taonga within te ao Māori and mātauranga Māori. Learners should have the opportunity to explore and understand how taonga can be both tangible and intangible, and how this concept might link to their creative outcomes. Through research, experience, and the creation of art, ākonga will learn how connections exist between people, places, objects, and narratives of learning over generations that are linked together by both taonga and taonga tuku iho.

Key Competencies in Visual Arts

Developing Key Competencies through Visual Arts

Learning in Visual Arts provides meaningful contexts for developing Key Competencies from The New Zealand Curriculum. These Key Competencies are woven through and embedded in the Big Ideas and Significant Learning. Whether it's forming connections and relationships with clients and collaborators, communicating and interpreting meaning from an artwork, or recognising and exploring the personal, social, and cultural contexts from which artworks emerge, learners will gain skills and knowledge that will be carried with them throughout their artistic practice and beyond the learning environment.

Thinking

Students of Visual Arts will:

  • think about why conventions are used and which conventions can be used for a particular outcome
  • develop thinking and literacy during the artmaking process as students communicate and interpret meaning
  • inquire, self-reflect, analyse, and make decisions through the creation of art as a process that generates thinking.

Using Language, Symbols, and Text

Students of Visual Arts will:

  • use language, symbols, and text in the production of their own art
  • understand and use the discipline-specific language of art as they engage with the concepts and epistemic knowledge involved in the art making process.

Relating to Others

Students of Visual Arts will:

  • engage in collaborative art making
  • communicate with an audience
  • have an understanding of the social context art makers draw from when making work.

Managing Self

Students of Visual Arts will:

  • be aware of the context they come from and the context they are working in, whether they are making art as a means of self-expression or as a response to a proposal or social issue
  • value their own tacit knowledge
  • understand that their viewpoint is shaped by their own context and experience and is not universal.

Participating and Contributing

Students of Visual Arts will:

  • recognise that all art making happens in context in order to understand established practice
  • participate in, and contribute to, wider artistic discourse.

Key Competencies

This section of New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.

Developing Key Competencies through Visual Arts

Learning in Visual Arts provides meaningful contexts for developing Key Competencies from The New Zealand Curriculum. These Key Competencies are woven through and embedded in the Big Ideas and Significant Learning. Whether it's forming connections and relationships with clients and collaborators, communicating and interpreting meaning from an artwork, or recognising and exploring the personal, social, and cultural contexts from which artworks emerge, learners will gain skills and knowledge that will be carried with them throughout their artistic practice and beyond the learning environment.

Thinking

Students of Visual Arts will:

  • think about why conventions are used and which conventions can be used for a particular outcome
  • develop thinking and literacy during the artmaking process as students communicate and interpret meaning
  • inquire, self-reflect, analyse, and make decisions through the creation of art as a process that generates thinking.

Using Language, Symbols, and Text

Students of Visual Arts will:

  • use language, symbols, and text in the production of their own art
  • understand and use the discipline-specific language of art as they engage with the concepts and epistemic knowledge involved in the art making process.

Relating to Others

Students of Visual Arts will:

  • engage in collaborative art making
  • communicate with an audience
  • have an understanding of the social context art makers draw from when making work.

Managing Self

Students of Visual Arts will:

  • be aware of the context they come from and the context they are working in, whether they are making art as a means of self-expression or as a response to a proposal or social issue
  • value their own tacit knowledge
  • understand that their viewpoint is shaped by their own context and experience and is not universal.

Participating and Contributing

Students of Visual Arts will:

  • recognise that all art making happens in context in order to understand established practice
  • participate in, and contribute to, wider artistic discourse.

Key Competencies

This section of New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.

Connections

The four Visual Arts strands underpin the approach of generating and refining artistic ideas through cycles of action and reflection:

  • Understanding the Arts in Context
  • Developing Practical Knowledge in the Arts
  • Developing Ideas in the Arts
  • Communicating and Interpreting in the Arts.

These strands are not separate areas of learning, but four key skill areas that are intrinsically connected. For instance, in order to communicate and interpret effectively in Visual Arts, it is necessary to understand the visual arts in context.

The four Visual Arts strands underpin the approach of generating and refining artistic ideas through cycles of action and reflection:

  • Understanding the Arts in Context
  • Developing Practical Knowledge in the Arts
  • Developing Ideas in the Arts
  • Communicating and Interpreting in the Arts.

These strands are not separate areas of learning, but four key skill areas that are intrinsically connected. For instance, in order to communicate and interpret effectively in Visual Arts, it is necessary to understand the visual arts in context.

Learning Pathway

At School

In the arts, students learn to work both independently and collaboratively to construct meanings, produce works, and respond to and value others’ contributions. They learn to use imagination to engage with unexpected outcomes and to explore multiple solutions. Studying arts subjects therefore helps to develop critical thinking and the ability to interpret the world around us. As students express and interpret ideas within creative, aesthetic, and technological frameworks, their confidence to take risks can increase. Visual Arts celebrates, fosters, and protects knowledge from the multitude of diverse cultures within Aotearoa New Zealand, including Māori and Pacific identities.

Working on long term art projects is an opportunity for students to hone their self-management skills, which prepares them for more independent work at Levels 2 and 3, as well as life beyond school. Visual Arts learning is relevant for students who are studying a wide range of other subjects where attention to detail, creating and interpreting images, and critical thinking are all important skills.

At Tertiary Level

Study in Visual Arts encourages students to pursue interests in art such as in painting, printmaking, design, drawing, photography, sculpture, installation, moving image, sound, performance, social practice, multimedia approaches, and new and emerging technologies. It also offers a stepping stone into arts education, and provides a pathway to teaching art within secondary and tertiary learning environments as a career opportunity.

Many tertiary courses require students to present their work collaboratively, creatively, and clearly, while communicating key messages and content effectively. Visual Arts skills are foundational to communicating ideas and information through a range of media such as infographics, visual presentations, or assignments.

Learning for Life

How do these skills transfer to the world of work? What kinds of occupations and jobs exist for those who study creative subjects at secondary school? Visual Arts learning is relevant to a wide range of occupations and there are exciting new art-related occupations being created all the time. The internet, offering new and diverse ways of communicating visually, has created increased demand for people with design and other visual art skills. People who can create interest and reach a wide audience via visual imagery are sought after in a range of work contexts. Visual Arts provides a lifelong skillset and is an exciting area of learning that is continually evolving.

Toi Māori

In studying Visual Arts, akōnga can draw from and develop their own culture, personal experiences, and skills. These may include traditional artmaking practice such as rāranga and whakairo, and may transfer into contemporary practice such as digital rendering or creating a zine. These skills can lead to exciting careers in:

  • raranga weaving design
  • art studio or exhibition space operator
  • whakairo carving design
  • tā moko
  • kōwhaiwhai
  • typographer
  • secondary school teacher
  • kura kaupapa Māori kaiako
  • tertiary art and Māori art education
  • Māori curator of public museums
  • exhibitions and galleries
  • Māori historian
  • Māori graphic design
  • corporate of government commissioned marae wānanga workshops
  • tourism
  • production manager of artistic work for Māori stage, theatre, performance, television, and advertising
  • site-specific installation specialists
  • large scale paint or print works
  • digital content designer or marketer
  • 2, 3, or 4 dimensional artist
  • audio and visual recording technician.

Further possible jobs and occupations in the Arts industry include:

Digital and Multi-media

2D or 3D modeller or artist, game artist, animator, digital designer, marketing and social media designer, product designer, CAM designer, shader artist (game development), TV and film producer, special effects artist.

Education

Secondary art teacher, tertiary lecturer, tertiary tutor.

Fashion and Textiles

CAD or CAM operator, dressmaker, fashion designer, pattern maker and grader, production manager, studio assistant, stylist, marketing and social media, textile designer.

Fine Art

Graphic illustrator, commercial artist, draftsperson, special effects, painter.

Graphic Design

Advertising, branding and marketing advisor, digital conversion designer, graphic designer, packaging designer, signwriter, magazine layout, typographer.

Photography

Advertising, events, fashion, landscape, portraits, sports videographer and content creator.

Product Design

Ceramics, pottery, industrial designer or model designer, jeweller, toy designer, weaver.

Spatial Design

Architect, interior designer, landscape architect and design, traffic management planner, urban planner.

Writing and Analytical

Art historian, art critic, curriculum designer, graphic novelist, arts administrator.

Other

Art conservationist, art dealer, art therapist, artist agent, tattoo artist, UX (user experience) designer, marketing and brand specialist, social media adviser, broadcast editor.

At School

In the arts, students learn to work both independently and collaboratively to construct meanings, produce works, and respond to and value others’ contributions. They learn to use imagination to engage with unexpected outcomes and to explore multiple solutions. Studying arts subjects therefore helps to develop critical thinking and the ability to interpret the world around us. As students express and interpret ideas within creative, aesthetic, and technological frameworks, their confidence to take risks can increase. Visual Arts celebrates, fosters, and protects knowledge from the multitude of diverse cultures within Aotearoa New Zealand, including Māori and Pacific identities.

Working on long term art projects is an opportunity for students to hone their self-management skills, which prepares them for more independent work at Levels 2 and 3, as well as life beyond school. Visual Arts learning is relevant for students who are studying a wide range of other subjects where attention to detail, creating and interpreting images, and critical thinking are all important skills.

At Tertiary Level

Study in Visual Arts encourages students to pursue interests in art such as in painting, printmaking, design, drawing, photography, sculpture, installation, moving image, sound, performance, social practice, multimedia approaches, and new and emerging technologies. It also offers a stepping stone into arts education, and provides a pathway to teaching art within secondary and tertiary learning environments as a career opportunity.

Many tertiary courses require students to present their work collaboratively, creatively, and clearly, while communicating key messages and content effectively. Visual Arts skills are foundational to communicating ideas and information through a range of media such as infographics, visual presentations, or assignments.

Learning for Life

How do these skills transfer to the world of work? What kinds of occupations and jobs exist for those who study creative subjects at secondary school? Visual Arts learning is relevant to a wide range of occupations and there are exciting new art-related occupations being created all the time. The internet, offering new and diverse ways of communicating visually, has created increased demand for people with design and other visual art skills. People who can create interest and reach a wide audience via visual imagery are sought after in a range of work contexts. Visual Arts provides a lifelong skillset and is an exciting area of learning that is continually evolving.

Toi Māori

In studying Visual Arts, akōnga can draw from and develop their own culture, personal experiences, and skills. These may include traditional artmaking practice such as rāranga and whakairo, and may transfer into contemporary practice such as digital rendering or creating a zine. These skills can lead to exciting careers in:

  • raranga weaving design
  • art studio or exhibition space operator
  • whakairo carving design
  • tā moko
  • kōwhaiwhai
  • typographer
  • secondary school teacher
  • kura kaupapa Māori kaiako
  • tertiary art and Māori art education
  • Māori curator of public museums
  • exhibitions and galleries
  • Māori historian
  • Māori graphic design
  • corporate of government commissioned marae wānanga workshops
  • tourism
  • production manager of artistic work for Māori stage, theatre, performance, television, and advertising
  • site-specific installation specialists
  • large scale paint or print works
  • digital content designer or marketer
  • 2, 3, or 4 dimensional artist
  • audio and visual recording technician.

Further possible jobs and occupations in the Arts industry include:

Digital and Multi-media

2D or 3D modeller or artist, game artist, animator, digital designer, marketing and social media designer, product designer, CAM designer, shader artist (game development), TV and film producer, special effects artist.

Education

Secondary art teacher, tertiary lecturer, tertiary tutor.

Fashion and Textiles

CAD or CAM operator, dressmaker, fashion designer, pattern maker and grader, production manager, studio assistant, stylist, marketing and social media, textile designer.

Fine Art

Graphic illustrator, commercial artist, draftsperson, special effects, painter.

Graphic Design

Advertising, branding and marketing advisor, digital conversion designer, graphic designer, packaging designer, signwriter, magazine layout, typographer.

Photography

Advertising, events, fashion, landscape, portraits, sports videographer and content creator.

Product Design

Ceramics, pottery, industrial designer or model designer, jeweller, toy designer, weaver.

Spatial Design

Architect, interior designer, landscape architect and design, traffic management planner, urban planner.

Writing and Analytical

Art historian, art critic, curriculum designer, graphic novelist, arts administrator.

Other

Art conservationist, art dealer, art therapist, artist agent, tattoo artist, UX (user experience) designer, marketing and brand specialist, social media adviser, broadcast editor.

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Introduction to Sample Course Outlines

A Sample Course Outline has been produced to help teachers and schools understand the new NCEA Learning and Assessment Matrices. An example of how a year-long Visual Arts course could be constructed using the new Learning and Assessment Matrices is provided. It is indicative only and does not mandate any particular choice of text or approach.

A Sample Course Outline has been produced to help teachers and schools understand the new NCEA Learning and Assessment Matrices. An example of how a year-long Visual Arts course could be constructed using the new Learning and Assessment Matrices is provided. It is indicative only and does not mandate any particular choice of text or approach.

Assessment Matrix

Conditions of Assessment for internally assessed standards

These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:

  • specific requirements for all assessments against this Standard
  • appropriate ways of, and conditions for, gathering evidence
  • ensuring that evidence is authentic.

Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.

The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.

Gathering Evidence

Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.

It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.

A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio).

Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.

Ensuring Authenticity of Evidence

Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.

Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student’s use of a journal or photographic entries to record progress.

These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:

  • specific requirements for all assessments against this Standard
  • appropriate ways of, and conditions for, gathering evidence
  • ensuring that evidence is authentic.

Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.

The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.

Gathering Evidence

Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.

It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.

A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio).

Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.

Ensuring Authenticity of Evidence

Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.

Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student’s use of a journal or photographic entries to record progress.

1.1
Use practice-based visual inquiry to explore Aotearoa New Zealand's Māori context and another cultural context

Submissions should consist of student-generated visual information.

Students will produce eight (minimum) to ten (maximum) A3 pages, or digital equivalent, of visual and written research related to Aotearoa New Zealand's Māori foundations, another cultural context, and their different visual aspects.

Submissions may be presented by the student in a range of forms, including:

  • annotated visual information
  • oral presentations
  • written information
  • digital formats including audio and visual recordings.

The digital presentation assessment format allows the use of an accumulated total of no more than 120 seconds of digital video and/or audio files, embedded within the slides, in addition to static images, representing the requirements of the Standard.

Assessors should ensure student evidence at any achievement level includes understanding concepts, kupu, narratives, tikanga, symbols, and patterns inextricably linked to mana whenua and the rich legacy of Māori visual culture.

Assessor involvement during the assessment is limited to:

  • determining the timeframe and deadline for the assessment in line with school or learning centre policy when enforcing timeframes and deadlines
  • determining when students work on their assessment in and out of class
  • monitoring students’ progress closely and familiarising themselves with students’ evolving work
  • ensuring that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or teacher supervision.
1.2
Produce resolved artwork appropriate to established art making conventions

Assessor involvement during the assessment event is limited to:

  • determining when ākonga can work on their assessment in and out of class
  • monitoring ākonga progress closely and familiarising themselves with the evolving work of ākonga
  • ensuring that ākonga evidence is individually identifiable and represents their own work
    • This includes evidence submitted as part of a group assessment and evidence produced outside of class time or teacher supervision.
  • ensuring that ākonga have full understanding as to the tikanga and cultural milieu associated with Assessment Activities by accessing appropriate expertise, such as local iwi and kaumatua
  • helping ākonga develop good practice around referencing and attribution of third-party content images included in their work.

Submissions must include evidence to show the research and development (decision making) and inform assessment of the final outcome. Selection of evidence for submission is to be carried out by the student.

At the start of the assessment event, assessors need to provide students with the timeframe and deadline for the assessment. Follow school or learning centre policy when enforcing timeframes and deadlines.

Ākonga may not use the resolved artwork for this Standard as evidence for Achievement Standard 1.4 (Create a sustained body of related artworks in response to an art making proposition).

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