Purpose
Achievement Criteria
Explanatory Note 1
Use practice-based visual inquiry to explore an Aotearoa New Zealand Māori context and another cultural context involves:
- identifying visual and cultural elements of the contexts
- recording visual and cultural information about the contexts using visual arts processes, materials, and techniques.
Use practice-based visual inquiry to examine an Aotearoa New Zealand Māori context and another cultural context involves:
- investigating specific visual and cultural elements of the contexts
- responding to visual and cultural information and making links between the contexts.
Use practice-based visual inquiry to reflect upon an Aotearoa New Zealand Māori context and another cultural context involves:
- reviewing visual and cultural information and considering the relationships between the contexts.
Explanatory Note 2
An Aotearoa New Zealand Māori context acknowledges Māori culture as foundational, a living treasure, indigenous, and unique to Aotearoa New Zealand.
In a Visual Arts context, our unique Māori foundations can be drawn upon through understanding concepts, kupu, narratives, tikanga, symbols, and patterns inextricably linked to mana whenua and the rich legacy of Māori visual culture.
Explanatory Note 3
Another cultural context could include a student's own ahurea tuakiri, national, racial, or ethnic identity, and can include the diverse cultural practices therein. For example, in an ao Māori context, Toi Rerekē could be investigated in relation to Toi Tūturu.
Explanatory Note 4
A practice-based visual inquiry is practical and for the purpose of identifying and recording visual material and contextual information, not 'art making'. A practice-based visual inquiry uses visual arts processes, materials, and techniques such as drawing strategies to explore properties such as shape, texture, mass, and colour, and to record details, alternative views, diagrams, annotations, and selected media.
Shared Explanatory Note
Refer to the NCEA glossary for Māori, Pacific, and further subject-specific terms and concepts.
This achievement standard is derived from the Arts Learning Area at Level 6 of The New Zealand Curriculum: Learning Media, Ministry of Education, 2007.
Conditions of Assessment
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 context, another cultural context, and their different visual aspects.
Submissions may be presented by the student in a range of forms. Examples include:
- 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 2 minutes 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 respects the 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's or learning centre's 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.
Unpacking the Standard
Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.
We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.
Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.
We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.
The intent of the Standard
The purpose of this Standard is for ākonga to participate actively and authentically in a visual inquiry. In this Achievement Standard, ākonga will use visual arts processes, materials, and techniques to record visual and cultural elements from a Māori context, and another cultural context.
Ākonga will explore the value of taonga within a mātauranga Māori context expressed in Toi Tūturu, and/or Toi Whakawhiti, and/or Toi Rerekē. Ākonga can also show their understanding of aesthetics in te ao Māori, Pacific cultures, other cultures, and local, historical, contemporary, and authentic contexts. Through the visual inquiry process, ākonga can explore the intergenerational connections between people, places, and objects.
Ākonga should approach this practice-based visual inquiry using visual arts knowledge and methods to generate understanding of an Aotearoa New Zealand Māori context and another cultural context. This assessment encourages ākonga to further explore their own cultural identity through a context of their choosing. This provides further opportunity for analysis and personal engagement with the art. Through recording, experiencing, and reflecting, ākonga will develop a deeper understanding of how artworks are made, viewed, and valued.
Making reliable judgements
Ākonga will carry out a practical investigation to explore art making practices in two contexts. One will be Aotearoa New Zealand's Māori context, and one will be another cultural context of their own choosing. Each context forms part of the evidence and must have enough depth to make clear visual and written connections between themselves and the Māori context observed.
At higher levels of achievement, ākonga will evaluate the relationship between the Māori context and another cultural context by citing specific visual and cultural elements. Ākonga will support their ideas with carefully selected evidence to demonstrate key points that support their conclusions. Evidence should focus on the relationships, similarities and juxtapositions of the contexts. This can be demonstrated through compositional or diagrammatic plans to illustrate how things connect.
Teachers should support ākonga to develop good practice around referencing and attribution of third-party content images included in their work.
Teachers should ensure that ākonga have full understanding as to the tikanga and cultural context by accessing, where possible, appropriate expertise, such as local iwi and kaumātua.
Collecting evidence
The visual inquiry process is intended to run co-currently with other teaching and learning, and evidence towards all Achievement Standards can be collected throughout the year. Teachers may choose to offer this Standard early in the year to build a bank of visual resources for ākonga to draw creative ideas from, in the practical art making Standards.
Evidence may be presented by ākonga in a range of forms, including:
- drawing
- annotated visual information
- oral presentations
- written information
- digital formats
- audio and visual recordings
- a workbook.
Possible contexts
Rich and real experience, as a key visual research technique, provides ākonga the opportunity to visually document and deepen their inquiry. Authentic student-driven visual inquiry supports ākonga further to explore their own and other cultural contexts, and the foundations from which to develop artworks that communicate a specific intention.
Another cultural context could include a student's own ahurea tuakiri, national, racial, or ethnic identity, and can include the diverse cultural practices therein. For example, in a te ao Māori context, Toi Rerekē could be investigated in relation to Toi Tūturu.
Ahurea tuakiri is a powerful context for ākonga to make connections to themselves and the artworks that they are observing and creating. It may also be interpreted within wider contexts of different groups, communities, or subcultures they may identify with, or through artistic movements that each have their own established cultures.
The intent of the Standard
The purpose of this Standard is for ākonga to participate actively and authentically in a visual inquiry. In this Achievement Standard, ākonga will use visual arts processes, materials, and techniques to record visual and cultural elements from a Māori context, and another cultural context.
Ākonga will explore the value of taonga within a mātauranga Māori context expressed in Toi Tūturu, and/or Toi Whakawhiti, and/or Toi Rerekē. Ākonga can also show their understanding of aesthetics in te ao Māori, Pacific cultures, other cultures, and local, historical, contemporary, and authentic contexts. Through the visual inquiry process, ākonga can explore the intergenerational connections between people, places, and objects.
Ākonga should approach this practice-based visual inquiry using visual arts knowledge and methods to generate understanding of an Aotearoa New Zealand Māori context and another cultural context. This assessment encourages ākonga to further explore their own cultural identity through a context of their choosing. This provides further opportunity for analysis and personal engagement with the art. Through recording, experiencing, and reflecting, ākonga will develop a deeper understanding of how artworks are made, viewed, and valued.
Making reliable judgements
Ākonga will carry out a practical investigation to explore art making practices in two contexts. One will be Aotearoa New Zealand's Māori context, and one will be another cultural context of their own choosing. Each context forms part of the evidence and must have enough depth to make clear visual and written connections between themselves and the Māori context observed.
At higher levels of achievement, ākonga will evaluate the relationship between the Māori context and another cultural context by citing specific visual and cultural elements. Ākonga will support their ideas with carefully selected evidence to demonstrate key points that support their conclusions. Evidence should focus on the relationships, similarities and juxtapositions of the contexts. This can be demonstrated through compositional or diagrammatic plans to illustrate how things connect.
Teachers should support ākonga to develop good practice around referencing and attribution of third-party content images included in their work.
Teachers should ensure that ākonga have full understanding as to the tikanga and cultural context by accessing, where possible, appropriate expertise, such as local iwi and kaumātua.
Collecting evidence
The visual inquiry process is intended to run co-currently with other teaching and learning, and evidence towards all Achievement Standards can be collected throughout the year. Teachers may choose to offer this Standard early in the year to build a bank of visual resources for ākonga to draw creative ideas from, in the practical art making Standards.
Evidence may be presented by ākonga in a range of forms, including:
- drawing
- annotated visual information
- oral presentations
- written information
- digital formats
- audio and visual recordings
- a workbook.
Possible contexts
Rich and real experience, as a key visual research technique, provides ākonga the opportunity to visually document and deepen their inquiry. Authentic student-driven visual inquiry supports ākonga further to explore their own and other cultural contexts, and the foundations from which to develop artworks that communicate a specific intention.
Another cultural context could include a student's own ahurea tuakiri, national, racial, or ethnic identity, and can include the diverse cultural practices therein. For example, in a te ao Māori context, Toi Rerekē could be investigated in relation to Toi Tūturu.
Ahurea tuakiri is a powerful context for ākonga to make connections to themselves and the artworks that they are observing and creating. It may also be interpreted within wider contexts of different groups, communities, or subcultures they may identify with, or through artistic movements that each have their own established cultures.
Standard Exclusions
This Standard has exclusion(s). Standards that recognise the same or similar learning outcomes as other Achievement or Unit Standards need to be excluded to prevent 'double dipping'. Where two or more Standards assess the same learning outcome, those Standards are specified in the Exclusions List. You can only use credits gained from one of these Standards towards your NCEA qualification.
Click here for the exclusions list for the new NCEA Level 1 pilot Standards.
Standard Exclusions
This Standard has exclusion(s). Standards that recognise the same or similar learning outcomes as other Achievement or Unit Standards need to be excluded to prevent 'double dipping'. Where two or more Standards assess the same learning outcome, those Standards are specified in the Exclusions List. You can only use credits gained from one of these Standards towards your NCEA qualification.
Click here for the exclusions list for the new NCEA Level 1 pilot Standards.