What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to do a practice-based visual inquiry to show your understanding of a Māori cultural context on a marae, and another cultural context at a site of your choice. You will explore visual and cultural information connected to both sites using Visual Arts practices, and make connections between the two sites.
You will explore the form, style, purpose, and context of the visual information at each site. You can record information with drawings, photos, photocopies, diagrams, notes, video, and dialogue.
All of your research and investigations will be recorded in your visual diary. This can be paper-based or digital.
You will do this task in three steps:
Step 1: Marae visit
- Your teacher will organise a class trip to your local marae.
- You will use Visual Arts processes, materials, and techniques to record visual and cultural information from the inside and outside of the wharenui. Make notes about function, materials, significant landmarks, the exterior, art, and artefacts.
- Summarise Māori cultural concepts associated with the visual information you have recorded.
Step 2: Another site of cultural significance
- Visit or gather information about another site or place of cultural significance to you. Check your selection with your teacher.
- Record visual and cultural information about the site. This could be location, history, function, layout, protocols, people, spiritual significance, building materials, significant landmarks, interior, exterior, art, and artefacts.
Step 3: Reflection and connection
- Reflect on your visit to the marae and the site of your choice. Consider and summarise the visual and cultural connections between the two sites
- Make drawings and notes to show the relationships between the sites and make links to your own identity and context.
See the Student Resource for reflective activities and questions to guide you.
You are going to do a practice-based visual inquiry to show your understanding of a Māori cultural context on a marae, and another cultural context at a site of your choice. You will explore visual and cultural information connected to both sites using Visual Arts practices, and make connections between the two sites.
You will explore the form, style, purpose, and context of the visual information at each site. You can record information with drawings, photos, photocopies, diagrams, notes, video, and dialogue.
All of your research and investigations will be recorded in your visual diary. This can be paper-based or digital.
You will do this task in three steps:
Step 1: Marae visit
- Your teacher will organise a class trip to your local marae.
- You will use Visual Arts processes, materials, and techniques to record visual and cultural information from the inside and outside of the wharenui. Make notes about function, materials, significant landmarks, the exterior, art, and artefacts.
- Summarise Māori cultural concepts associated with the visual information you have recorded.
Step 2: Another site of cultural significance
- Visit or gather information about another site or place of cultural significance to you. Check your selection with your teacher.
- Record visual and cultural information about the site. This could be location, history, function, layout, protocols, people, spiritual significance, building materials, significant landmarks, interior, exterior, art, and artefacts.
Step 3: Reflection and connection
- Reflect on your visit to the marae and the site of your choice. Consider and summarise the visual and cultural connections between the two sites
- Make drawings and notes to show the relationships between the sites and make links to your own identity and context.
See the Student Resource for reflective activities and questions to guide you.
How to present your learning
You will put together a visual diary or digital submission of drawings, photographs, drawings, some investigative material, annotations, reflections, and related recorded evidence.
A visual diary should be approximately 8-10 A3 pages (16-20 A4 pages).
A digital submission could include still images on a slideshow, edited video footage, or a combination of both. Digital submission cannot exceed two minutes.
You will put together a visual diary or digital submission of drawings, photographs, drawings, some investigative material, annotations, reflections, and related recorded evidence.
A visual diary should be approximately 8-10 A3 pages (16-20 A4 pages).
A digital submission could include still images on a slideshow, edited video footage, or a combination of both. Digital submission cannot exceed two minutes.
Timeframe
Step 1: Marae visit and reflection — 15-20 hours.
Step 2: Investigation into another site of personal significance — 15-20 hours.
Step 3: Making connections — 4-8 hours.
Step 1: Marae visit and reflection — 15-20 hours.
Step 2: Investigation into another site of personal significance — 15-20 hours.
Step 3: Making connections — 4-8 hours.
Getting started
Read through the task and think about what you would like to explore for each step.
Before your class trip, research information about the marae you will visit. What do you need to do to engage with the marae tikanga and processes, from pōwhiri through to poroporoaki?
Plan how you will record visual information including marae ātea, pou, landscape, and flora.
Do you have any questions you could ask while you are there? Decide how you will make notes about the kōrero from kaumātua, tangata whenua, and your teacher.
You are encouraged to kōrero with those that hold knowledge on the art forms and places you are learning about. This could include kaumātua, artists, curators, and historians. Your teacher will advise you on how to approach people respectfully.
You will need to develop your site-based drawing techniques that relate to landscape and still life.
You could explore light studies, tonal studies, textural impressions, and perspective studies. You could explore established practice in gestural and impressional drawings as well as detailed studies.
You can work in a group or individually to access this knowledge.
You will need to present your inquiry individually for assessment.
Read through the task and think about what you would like to explore for each step.
Before your class trip, research information about the marae you will visit. What do you need to do to engage with the marae tikanga and processes, from pōwhiri through to poroporoaki?
Plan how you will record visual information including marae ātea, pou, landscape, and flora.
Do you have any questions you could ask while you are there? Decide how you will make notes about the kōrero from kaumātua, tangata whenua, and your teacher.
You are encouraged to kōrero with those that hold knowledge on the art forms and places you are learning about. This could include kaumātua, artists, curators, and historians. Your teacher will advise you on how to approach people respectfully.
You will need to develop your site-based drawing techniques that relate to landscape and still life.
You could explore light studies, tonal studies, textural impressions, and perspective studies. You could explore established practice in gestural and impressional drawings as well as detailed studies.
You can work in a group or individually to access this knowledge.
You will need to present your inquiry individually for assessment.
Student resources
Visual information:
This assessment can be presented as a visual diary, journal, blog, or website. You could include:
- photographs
- audio and visual recordings
- sketches
- plans, diagrams, and maps
- gathered material (such as information pamphlets, tickets, articles)
- annotated artwork, structural elements, and visual features
- written or recorded thoughts, reflections, and conclusions.
Choosing a site that is significant to you:
As well as your marae visit, you will need to visit a place of cultural significance to you. When you are choosing your site, think about:
- where you live, where you go to school, your church, the communities you live in
- what you enjoy such as sports, music, foods, theatres
- public buildings and sites such as urupā, courthouses, a town hall, parks, gardens, libraries.
- whether this place has artefacts or art on the outside (sculptures, patterning, or symbols)
- whether this place has artefacts or art inside the building (on walls, surfaces, or as objects).
Cultural information about marae and your chosen significant site:
In this task you will explore complex visual and cultural ideas. You can use the questions below to guide your exploration and reflection for each site (the marae that you visit, and the site that you choose):
- What is the function of each site?
- What materials have been used? Why?
- What are the significant landmarks connected to each site? Think about landmarks that are significant to local hapū, iwi, or community.
- For buildings, are parts of the exterior seen in the artworks inside?
- What are the meanings associated with visual information at each site, such as patterns and colours on kōwhaiwhai, scale and materials used in sculptures? How are these displayed?
- What parts of each site did you connect with?
Reflection and connection:
The following questions and activities could be helpful when you reflect on the connections between the marae you have visited, and your own significant site:
- What are the similarities and differences between your local marae and your chosen site or place? Think about the function of the site, its history, significance, and location.
- What are the similarities and differences in any of the artefacts or artworks at each site? Think about the use of symbolism, materials, displays, and meanings.
- What are the reasons for the similarities and differences?
- What other observations or thoughts can you explore?
- What links can you make between your own identity and context, and the two sites you have researched?
- Use diagrams and plans to show how things connect and contrast. Think about location, what the site is used for, foliage, who uses the site, images, or signage.
Your evidence should focus on relationships. You should look at where things are the same and where they are not.
Visual information:
This assessment can be presented as a visual diary, journal, blog, or website. You could include:
- photographs
- audio and visual recordings
- sketches
- plans, diagrams, and maps
- gathered material (such as information pamphlets, tickets, articles)
- annotated artwork, structural elements, and visual features
- written or recorded thoughts, reflections, and conclusions.
Choosing a site that is significant to you:
As well as your marae visit, you will need to visit a place of cultural significance to you. When you are choosing your site, think about:
- where you live, where you go to school, your church, the communities you live in
- what you enjoy such as sports, music, foods, theatres
- public buildings and sites such as urupā, courthouses, a town hall, parks, gardens, libraries.
- whether this place has artefacts or art on the outside (sculptures, patterning, or symbols)
- whether this place has artefacts or art inside the building (on walls, surfaces, or as objects).
Cultural information about marae and your chosen significant site:
In this task you will explore complex visual and cultural ideas. You can use the questions below to guide your exploration and reflection for each site (the marae that you visit, and the site that you choose):
- What is the function of each site?
- What materials have been used? Why?
- What are the significant landmarks connected to each site? Think about landmarks that are significant to local hapū, iwi, or community.
- For buildings, are parts of the exterior seen in the artworks inside?
- What are the meanings associated with visual information at each site, such as patterns and colours on kōwhaiwhai, scale and materials used in sculptures? How are these displayed?
- What parts of each site did you connect with?
Reflection and connection:
The following questions and activities could be helpful when you reflect on the connections between the marae you have visited, and your own significant site:
- What are the similarities and differences between your local marae and your chosen site or place? Think about the function of the site, its history, significance, and location.
- What are the similarities and differences in any of the artefacts or artworks at each site? Think about the use of symbolism, materials, displays, and meanings.
- What are the reasons for the similarities and differences?
- What other observations or thoughts can you explore?
- What links can you make between your own identity and context, and the two sites you have researched?
- Use diagrams and plans to show how things connect and contrast. Think about location, what the site is used for, foliage, who uses the site, images, or signage.
Your evidence should focus on relationships. You should look at where things are the same and where they are not.
What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to do a practice-based visual inquiry to show your understanding of a Māori cultural context on a marae, and another cultural context at a site of your choice. You will explore visual and cultural information connected to both sites using Visual Arts practices, and make connections between the two sites.
You will explore the form, style, purpose, and context of the visual information at each site. You can record information with drawings, photos, photocopies, diagrams, notes, video, and dialogue.
All of your research and investigations will be recorded in your visual diary. This can be paper-based or digital.
You will do this task in three steps:
Step 1: Marae visit
- Your teacher will organise a class trip to your local marae.
- You will use Visual Arts processes, materials, and techniques to record visual and cultural information from the inside and outside of the wharenui. Make notes about function, materials, significant landmarks, the exterior, art, and artefacts.
- Summarise Māori cultural concepts associated with the visual information you have recorded.
Step 2: Another site of cultural significance
- Visit or gather information about another site or place of cultural significance to you. Check your selection with your teacher.
- Record visual and cultural information about the site. This could be location, history, function, layout, protocols, people, spiritual significance, building materials, significant landmarks, interior, exterior, art, and artefacts.
Step 3: Reflection and connection
- Reflect on your visit to the marae and the site of your choice. Consider and summarise the visual and cultural connections between the two sites
- Make drawings and notes to show the relationships between the sites and make links to your own identity and context.
See the Student Resource for reflective activities and questions to guide you.
You are going to do a practice-based visual inquiry to show your understanding of a Māori cultural context on a marae, and another cultural context at a site of your choice. You will explore visual and cultural information connected to both sites using Visual Arts practices, and make connections between the two sites.
You will explore the form, style, purpose, and context of the visual information at each site. You can record information with drawings, photos, photocopies, diagrams, notes, video, and dialogue.
All of your research and investigations will be recorded in your visual diary. This can be paper-based or digital.
You will do this task in three steps:
Step 1: Marae visit
- Your teacher will organise a class trip to your local marae.
- You will use Visual Arts processes, materials, and techniques to record visual and cultural information from the inside and outside of the wharenui. Make notes about function, materials, significant landmarks, the exterior, art, and artefacts.
- Summarise Māori cultural concepts associated with the visual information you have recorded.
Step 2: Another site of cultural significance
- Visit or gather information about another site or place of cultural significance to you. Check your selection with your teacher.
- Record visual and cultural information about the site. This could be location, history, function, layout, protocols, people, spiritual significance, building materials, significant landmarks, interior, exterior, art, and artefacts.
Step 3: Reflection and connection
- Reflect on your visit to the marae and the site of your choice. Consider and summarise the visual and cultural connections between the two sites
- Make drawings and notes to show the relationships between the sites and make links to your own identity and context.
See the Student Resource for reflective activities and questions to guide you.
How to present your learning
You will put together a visual diary or digital submission of drawings, photographs, drawings, some investigative material, annotations, reflections, and related recorded evidence.
A visual diary should be approximately 8-10 A3 pages (16-20 A4 pages).
A digital submission could include still images on a slideshow, edited video footage, or a combination of both. Digital submission cannot exceed two minutes.
You will put together a visual diary or digital submission of drawings, photographs, drawings, some investigative material, annotations, reflections, and related recorded evidence.
A visual diary should be approximately 8-10 A3 pages (16-20 A4 pages).
A digital submission could include still images on a slideshow, edited video footage, or a combination of both. Digital submission cannot exceed two minutes.
Timeframe
Step 1: Marae visit and reflection — 15-20 hours.
Step 2: Investigation into another site of personal significance — 15-20 hours.
Step 3: Making connections — 4-8 hours.
Step 1: Marae visit and reflection — 15-20 hours.
Step 2: Investigation into another site of personal significance — 15-20 hours.
Step 3: Making connections — 4-8 hours.
Getting started
Read through the task and think about what you would like to explore for each step.
Before your class trip, research information about the marae you will visit. What do you need to do to engage with the marae tikanga and processes, from pōwhiri through to poroporoaki?
Plan how you will record visual information including marae ātea, pou, landscape, and flora.
Do you have any questions you could ask while you are there? Decide how you will make notes about the kōrero from kaumātua, tangata whenua, and your teacher.
You are encouraged to kōrero with those that hold knowledge on the art forms and places you are learning about. This could include kaumātua, artists, curators, and historians. Your teacher will advise you on how to approach people respectfully.
You will need to develop your site-based drawing techniques that relate to landscape and still life.
You could explore light studies, tonal studies, textural impressions, and perspective studies. You could explore established practice in gestural and impressional drawings as well as detailed studies.
You can work in a group or individually to access this knowledge.
You will need to present your inquiry individually for assessment.
Read through the task and think about what you would like to explore for each step.
Before your class trip, research information about the marae you will visit. What do you need to do to engage with the marae tikanga and processes, from pōwhiri through to poroporoaki?
Plan how you will record visual information including marae ātea, pou, landscape, and flora.
Do you have any questions you could ask while you are there? Decide how you will make notes about the kōrero from kaumātua, tangata whenua, and your teacher.
You are encouraged to kōrero with those that hold knowledge on the art forms and places you are learning about. This could include kaumātua, artists, curators, and historians. Your teacher will advise you on how to approach people respectfully.
You will need to develop your site-based drawing techniques that relate to landscape and still life.
You could explore light studies, tonal studies, textural impressions, and perspective studies. You could explore established practice in gestural and impressional drawings as well as detailed studies.
You can work in a group or individually to access this knowledge.
You will need to present your inquiry individually for assessment.
Student resources
Visual information:
This assessment can be presented as a visual diary, journal, blog, or website. You could include:
- photographs
- audio and visual recordings
- sketches
- plans, diagrams, and maps
- gathered material (such as information pamphlets, tickets, articles)
- annotated artwork, structural elements, and visual features
- written or recorded thoughts, reflections, and conclusions.
Choosing a site that is significant to you:
As well as your marae visit, you will need to visit a place of cultural significance to you. When you are choosing your site, think about:
- where you live, where you go to school, your church, the communities you live in
- what you enjoy such as sports, music, foods, theatres
- public buildings and sites such as urupā, courthouses, a town hall, parks, gardens, libraries.
- whether this place has artefacts or art on the outside (sculptures, patterning, or symbols)
- whether this place has artefacts or art inside the building (on walls, surfaces, or as objects).
Cultural information about marae and your chosen significant site:
In this task you will explore complex visual and cultural ideas. You can use the questions below to guide your exploration and reflection for each site (the marae that you visit, and the site that you choose):
- What is the function of each site?
- What materials have been used? Why?
- What are the significant landmarks connected to each site? Think about landmarks that are significant to local hapū, iwi, or community.
- For buildings, are parts of the exterior seen in the artworks inside?
- What are the meanings associated with visual information at each site, such as patterns and colours on kōwhaiwhai, scale and materials used in sculptures? How are these displayed?
- What parts of each site did you connect with?
Reflection and connection:
The following questions and activities could be helpful when you reflect on the connections between the marae you have visited, and your own significant site:
- What are the similarities and differences between your local marae and your chosen site or place? Think about the function of the site, its history, significance, and location.
- What are the similarities and differences in any of the artefacts or artworks at each site? Think about the use of symbolism, materials, displays, and meanings.
- What are the reasons for the similarities and differences?
- What other observations or thoughts can you explore?
- What links can you make between your own identity and context, and the two sites you have researched?
- Use diagrams and plans to show how things connect and contrast. Think about location, what the site is used for, foliage, who uses the site, images, or signage.
Your evidence should focus on relationships. You should look at where things are the same and where they are not.
Visual information:
This assessment can be presented as a visual diary, journal, blog, or website. You could include:
- photographs
- audio and visual recordings
- sketches
- plans, diagrams, and maps
- gathered material (such as information pamphlets, tickets, articles)
- annotated artwork, structural elements, and visual features
- written or recorded thoughts, reflections, and conclusions.
Choosing a site that is significant to you:
As well as your marae visit, you will need to visit a place of cultural significance to you. When you are choosing your site, think about:
- where you live, where you go to school, your church, the communities you live in
- what you enjoy such as sports, music, foods, theatres
- public buildings and sites such as urupā, courthouses, a town hall, parks, gardens, libraries.
- whether this place has artefacts or art on the outside (sculptures, patterning, or symbols)
- whether this place has artefacts or art inside the building (on walls, surfaces, or as objects).
Cultural information about marae and your chosen significant site:
In this task you will explore complex visual and cultural ideas. You can use the questions below to guide your exploration and reflection for each site (the marae that you visit, and the site that you choose):
- What is the function of each site?
- What materials have been used? Why?
- What are the significant landmarks connected to each site? Think about landmarks that are significant to local hapū, iwi, or community.
- For buildings, are parts of the exterior seen in the artworks inside?
- What are the meanings associated with visual information at each site, such as patterns and colours on kōwhaiwhai, scale and materials used in sculptures? How are these displayed?
- What parts of each site did you connect with?
Reflection and connection:
The following questions and activities could be helpful when you reflect on the connections between the marae you have visited, and your own significant site:
- What are the similarities and differences between your local marae and your chosen site or place? Think about the function of the site, its history, significance, and location.
- What are the similarities and differences in any of the artefacts or artworks at each site? Think about the use of symbolism, materials, displays, and meanings.
- What are the reasons for the similarities and differences?
- What other observations or thoughts can you explore?
- What links can you make between your own identity and context, and the two sites you have researched?
- Use diagrams and plans to show how things connect and contrast. Think about location, what the site is used for, foliage, who uses the site, images, or signage.
Your evidence should focus on relationships. You should look at where things are the same and where they are not.