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 visit a local historic Māori site and a site of significance to you. You will explore visual and cultural information connected to both sites using Visual Arts practices. You will reflect on any links, connections, and relationships between these two sites.
You will explore the form, style, purpose, and context of the visual information at each site. You will use a range of photographic and visual art conventions to record information.
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: Class trip
- As a class, visit a local historic Māori site.
- Record visual and cultural information about the site using photographic conventions you have learnt in class. This could include establishing shots of the landscape, close-ups of objects or textures, or short video clips that you can combine later.
- Gather objects such as leaves and shells to record using drawings, notes, rubbings (frottage), or any other appropriate methods. Do not destroy anything, and return them all before you leave.
Step 2: Personal place investigation
- Think about the question: Ko wai au? Who am I?
- Choose a place that is important to you and investigate the history and culture special to your chosen place.
- Record visual information, annotations, notes and thoughts in your visual diary.
- Summarise at least one Māori cultural concept that relates to the whenua.
Step 3: Personal place reflection
- Produce a series of images that show connections between the two sites you have explored, with reference to the Māori concept/s you have summarised.
- You can work with landscape images, objects from the landscape, text from information sources or maps, diagrams, and other visual material.
See the Student Resource for reflective activities and questions to guide you.
You are going to visit a local historic Māori site and a site of significance to you. You will explore visual and cultural information connected to both sites using Visual Arts practices. You will reflect on any links, connections, and relationships between these two sites.
You will explore the form, style, purpose, and context of the visual information at each site. You will use a range of photographic and visual art conventions to record information.
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: Class trip
- As a class, visit a local historic Māori site.
- Record visual and cultural information about the site using photographic conventions you have learnt in class. This could include establishing shots of the landscape, close-ups of objects or textures, or short video clips that you can combine later.
- Gather objects such as leaves and shells to record using drawings, notes, rubbings (frottage), or any other appropriate methods. Do not destroy anything, and return them all before you leave.
Step 2: Personal place investigation
- Think about the question: Ko wai au? Who am I?
- Choose a place that is important to you and investigate the history and culture special to your chosen place.
- Record visual information, annotations, notes and thoughts in your visual diary.
- Summarise at least one Māori cultural concept that relates to the whenua.
Step 3: Personal place reflection
- Produce a series of images that show connections between the two sites you have explored, with reference to the Māori concept/s you have summarised.
- You can work with landscape images, objects from the landscape, text from information sources or maps, diagrams, and other visual material.
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 photographs, drawings, some investigative material, annotations, reflections, and related recorded evidence.
A visual diary comprising up to 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 photographs, drawings, some investigative material, annotations, reflections, and related recorded evidence.
A visual diary comprising up to 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: Historic Māori site 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: Historic Māori site 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
Investigate landscape photography conventions by looking at established photographers such as Natalie Robertson, Conor Clarke and Lauren Semivan, Jasper James, Chevron Hassett, Rachael Rakena, and Soldiers Road.
You will use the conventions you have investigated to document and gather visual information about your site during the assessment task.
Conventions could include:
- viewpoint
- close-up
- wide angle
- aperture
- shutter speed
- exposure
- double exposure.
Note: the conventions listed above are different ways to record visual and contextual information from your site. They will be used for recording material, not for ‘art making’.
Learn about relationships with the whenua such as:
- kaitiakitanga
- tangata whenuatanga
- tūrangawaewae
- mana motuhake.
Historic Māori site
- Investigate the history and culture of the Māori site you will visit. Why is it significant to your community or school?
- Record your findings in your visual diary
You can work in a group or individually to access this knowledge.
You will need to present your inquiry individually for assessment.
Investigate landscape photography conventions by looking at established photographers such as Natalie Robertson, Conor Clarke and Lauren Semivan, Jasper James, Chevron Hassett, Rachael Rakena, and Soldiers Road.
You will use the conventions you have investigated to document and gather visual information about your site during the assessment task.
Conventions could include:
- viewpoint
- close-up
- wide angle
- aperture
- shutter speed
- exposure
- double exposure.
Note: the conventions listed above are different ways to record visual and contextual information from your site. They will be used for recording material, not for ‘art making’.
Learn about relationships with the whenua such as:
- kaitiakitanga
- tangata whenuatanga
- tūrangawaewae
- mana motuhake.
Historic Māori site
- Investigate the history and culture of the Māori site you will visit. Why is it significant to your community or school?
- Record your findings in your visual diary
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:
In this task you will record visual information in your visual diary. This could include:
- annotations
- sketches
- diagrams, plans, maps
- found material (pamphlets, maps, articles)
- written thoughts and reflections
- photographs.
During your site visits, take photos and document the site using photographic conventions you have learnt in class. Gather a wide range of resources so you have plenty of choices to work with. Ideas include:
- wide landscape establishing shots of the landscape, scenery, horizon, mountainscape, cliffs, land, ocean, trails, or tracks
- capturing objects within the park (trees, buildings, hills, people, animals, shells)
- close-ups (leaves, sections of trees, buildings, hills)
- textures (leaves, grass, tree branches, sand)
- natural patterns (waves, grass, wood)
- panoramas
- video (take many little video clips that you can combine later).
Choosing a site that is significant to you:
Consider the question “Ko wai au — Who am I?” In this assessment task, you will need to explore a place of significance to you in relation to your own identity.
Places of significance may include:
- tūrangawaewae
- church
- home
- place of birth
- beach
- park.
There must be sufficient visual and cultural information at the site for you to record and draw inspiration from. Visual and cultural information could include buildings, artefacts, ornaments, clothing, shells, leaves, infrastructure, landscape.
Cultural information about the local historic Māori site and your chosen significant site:
You will find useful information on significant sites on your local city council website.
Investigate iwi, hapū, and whānau connections to the place. You could do this at whare wānanga, talking to whānau, family, or community members, and exploring universities, libraries, or museums.
You can access other online Māori resources through Te Ara — The Encyclopedia of New Zealand.
You can use the questions below to guide your exploration and reflection about each site:
- What are the stories, history, people, and places associated with the site? What is its history of ownership, and use?
- What are the significant landmarks connected to the site? Think about landmarks that are significant to local hapū, iwi, community, and yourself.
- What are the meanings associated with visual information at the site such as patterns, colours, scale, materials, and structures.
- 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 local historic Māori site you have visited, and your own significant site:
- Reflect on at least one Māori cultural concept related to the whenua (such as kaitiakitanga, tangata whenuatanga, tūrangawaewae, mana Motuhake), and how these relate to connections between the two sites that you explored.
- What are the similarities and differences between the two sites that you explored? Think about the function of the site, its history, significance, and location.
- What are the reasons for the similarities and differences?
- 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.
- You could start with a Venn diagram (image or text) and/or use arrows to visibly connect elements including shape, form, line, colour, symbolism, materials etc.
You may choose a whakataukī that talks about ideas related to the importance of land, to reflect the cultural information and significance of your sites. For example:
- ‘Ko au te whenua, ko te whenua ko au’ — ‘I am the land and the land is me’
- ‘Whatungarongaro te tangata, toitū te whenua’ — ‘Man will perish but the land remains’
Investigate the significance and meaning of whakataukī in order to understand how this links to your own identity and your connection to your significant place.
You may choose to present your reflection with:
- compositional drawings or painting studies
- collage or assemblage
- photographic constructions of digital montage.
Visual Information:
In this task you will record visual information in your visual diary. This could include:
- annotations
- sketches
- diagrams, plans, maps
- found material (pamphlets, maps, articles)
- written thoughts and reflections
- photographs.
During your site visits, take photos and document the site using photographic conventions you have learnt in class. Gather a wide range of resources so you have plenty of choices to work with. Ideas include:
- wide landscape establishing shots of the landscape, scenery, horizon, mountainscape, cliffs, land, ocean, trails, or tracks
- capturing objects within the park (trees, buildings, hills, people, animals, shells)
- close-ups (leaves, sections of trees, buildings, hills)
- textures (leaves, grass, tree branches, sand)
- natural patterns (waves, grass, wood)
- panoramas
- video (take many little video clips that you can combine later).
Choosing a site that is significant to you:
Consider the question “Ko wai au — Who am I?” In this assessment task, you will need to explore a place of significance to you in relation to your own identity.
Places of significance may include:
- tūrangawaewae
- church
- home
- place of birth
- beach
- park.
There must be sufficient visual and cultural information at the site for you to record and draw inspiration from. Visual and cultural information could include buildings, artefacts, ornaments, clothing, shells, leaves, infrastructure, landscape.
Cultural information about the local historic Māori site and your chosen significant site:
You will find useful information on significant sites on your local city council website.
Investigate iwi, hapū, and whānau connections to the place. You could do this at whare wānanga, talking to whānau, family, or community members, and exploring universities, libraries, or museums.
You can access other online Māori resources through Te Ara — The Encyclopedia of New Zealand.
You can use the questions below to guide your exploration and reflection about each site:
- What are the stories, history, people, and places associated with the site? What is its history of ownership, and use?
- What are the significant landmarks connected to the site? Think about landmarks that are significant to local hapū, iwi, community, and yourself.
- What are the meanings associated with visual information at the site such as patterns, colours, scale, materials, and structures.
- 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 local historic Māori site you have visited, and your own significant site:
- Reflect on at least one Māori cultural concept related to the whenua (such as kaitiakitanga, tangata whenuatanga, tūrangawaewae, mana Motuhake), and how these relate to connections between the two sites that you explored.
- What are the similarities and differences between the two sites that you explored? Think about the function of the site, its history, significance, and location.
- What are the reasons for the similarities and differences?
- 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.
- You could start with a Venn diagram (image or text) and/or use arrows to visibly connect elements including shape, form, line, colour, symbolism, materials etc.
You may choose a whakataukī that talks about ideas related to the importance of land, to reflect the cultural information and significance of your sites. For example:
- ‘Ko au te whenua, ko te whenua ko au’ — ‘I am the land and the land is me’
- ‘Whatungarongaro te tangata, toitū te whenua’ — ‘Man will perish but the land remains’
Investigate the significance and meaning of whakataukī in order to understand how this links to your own identity and your connection to your significant place.
You may choose to present your reflection with:
- compositional drawings or painting studies
- collage or assemblage
- photographic constructions of digital montage.
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 visit a local historic Māori site and a site of significance to you. You will explore visual and cultural information connected to both sites using Visual Arts practices. You will reflect on any links, connections, and relationships between these two sites.
You will explore the form, style, purpose, and context of the visual information at each site. You will use a range of photographic and visual art conventions to record information.
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: Class trip
- As a class, visit a local historic Māori site.
- Record visual and cultural information about the site using photographic conventions you have learnt in class. This could include establishing shots of the landscape, close-ups of objects or textures, or short video clips that you can combine later.
- Gather objects such as leaves and shells to record using drawings, notes, rubbings (frottage), or any other appropriate methods. Do not destroy anything, and return them all before you leave.
Step 2: Personal place investigation
- Think about the question: Ko wai au? Who am I?
- Choose a place that is important to you and investigate the history and culture special to your chosen place.
- Record visual information, annotations, notes and thoughts in your visual diary.
- Summarise at least one Māori cultural concept that relates to the whenua.
Step 3: Personal place reflection
- Produce a series of images that show connections between the two sites you have explored, with reference to the Māori concept/s you have summarised.
- You can work with landscape images, objects from the landscape, text from information sources or maps, diagrams, and other visual material.
See the Student Resource for reflective activities and questions to guide you.
You are going to visit a local historic Māori site and a site of significance to you. You will explore visual and cultural information connected to both sites using Visual Arts practices. You will reflect on any links, connections, and relationships between these two sites.
You will explore the form, style, purpose, and context of the visual information at each site. You will use a range of photographic and visual art conventions to record information.
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: Class trip
- As a class, visit a local historic Māori site.
- Record visual and cultural information about the site using photographic conventions you have learnt in class. This could include establishing shots of the landscape, close-ups of objects or textures, or short video clips that you can combine later.
- Gather objects such as leaves and shells to record using drawings, notes, rubbings (frottage), or any other appropriate methods. Do not destroy anything, and return them all before you leave.
Step 2: Personal place investigation
- Think about the question: Ko wai au? Who am I?
- Choose a place that is important to you and investigate the history and culture special to your chosen place.
- Record visual information, annotations, notes and thoughts in your visual diary.
- Summarise at least one Māori cultural concept that relates to the whenua.
Step 3: Personal place reflection
- Produce a series of images that show connections between the two sites you have explored, with reference to the Māori concept/s you have summarised.
- You can work with landscape images, objects from the landscape, text from information sources or maps, diagrams, and other visual material.
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 photographs, drawings, some investigative material, annotations, reflections, and related recorded evidence.
A visual diary comprising up to 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 photographs, drawings, some investigative material, annotations, reflections, and related recorded evidence.
A visual diary comprising up to 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: Historic Māori site 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: Historic Māori site 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
Investigate landscape photography conventions by looking at established photographers such as Natalie Robertson, Conor Clarke and Lauren Semivan, Jasper James, Chevron Hassett, Rachael Rakena, and Soldiers Road.
You will use the conventions you have investigated to document and gather visual information about your site during the assessment task.
Conventions could include:
- viewpoint
- close-up
- wide angle
- aperture
- shutter speed
- exposure
- double exposure.
Note: the conventions listed above are different ways to record visual and contextual information from your site. They will be used for recording material, not for ‘art making’.
Learn about relationships with the whenua such as:
- kaitiakitanga
- tangata whenuatanga
- tūrangawaewae
- mana motuhake.
Historic Māori site
- Investigate the history and culture of the Māori site you will visit. Why is it significant to your community or school?
- Record your findings in your visual diary
You can work in a group or individually to access this knowledge.
You will need to present your inquiry individually for assessment.
Investigate landscape photography conventions by looking at established photographers such as Natalie Robertson, Conor Clarke and Lauren Semivan, Jasper James, Chevron Hassett, Rachael Rakena, and Soldiers Road.
You will use the conventions you have investigated to document and gather visual information about your site during the assessment task.
Conventions could include:
- viewpoint
- close-up
- wide angle
- aperture
- shutter speed
- exposure
- double exposure.
Note: the conventions listed above are different ways to record visual and contextual information from your site. They will be used for recording material, not for ‘art making’.
Learn about relationships with the whenua such as:
- kaitiakitanga
- tangata whenuatanga
- tūrangawaewae
- mana motuhake.
Historic Māori site
- Investigate the history and culture of the Māori site you will visit. Why is it significant to your community or school?
- Record your findings in your visual diary
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:
In this task you will record visual information in your visual diary. This could include:
- annotations
- sketches
- diagrams, plans, maps
- found material (pamphlets, maps, articles)
- written thoughts and reflections
- photographs.
During your site visits, take photos and document the site using photographic conventions you have learnt in class. Gather a wide range of resources so you have plenty of choices to work with. Ideas include:
- wide landscape establishing shots of the landscape, scenery, horizon, mountainscape, cliffs, land, ocean, trails, or tracks
- capturing objects within the park (trees, buildings, hills, people, animals, shells)
- close-ups (leaves, sections of trees, buildings, hills)
- textures (leaves, grass, tree branches, sand)
- natural patterns (waves, grass, wood)
- panoramas
- video (take many little video clips that you can combine later).
Choosing a site that is significant to you:
Consider the question “Ko wai au — Who am I?” In this assessment task, you will need to explore a place of significance to you in relation to your own identity.
Places of significance may include:
- tūrangawaewae
- church
- home
- place of birth
- beach
- park.
There must be sufficient visual and cultural information at the site for you to record and draw inspiration from. Visual and cultural information could include buildings, artefacts, ornaments, clothing, shells, leaves, infrastructure, landscape.
Cultural information about the local historic Māori site and your chosen significant site:
You will find useful information on significant sites on your local city council website.
Investigate iwi, hapū, and whānau connections to the place. You could do this at whare wānanga, talking to whānau, family, or community members, and exploring universities, libraries, or museums.
You can access other online Māori resources through Te Ara — The Encyclopedia of New Zealand.
You can use the questions below to guide your exploration and reflection about each site:
- What are the stories, history, people, and places associated with the site? What is its history of ownership, and use?
- What are the significant landmarks connected to the site? Think about landmarks that are significant to local hapū, iwi, community, and yourself.
- What are the meanings associated with visual information at the site such as patterns, colours, scale, materials, and structures.
- 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 local historic Māori site you have visited, and your own significant site:
- Reflect on at least one Māori cultural concept related to the whenua (such as kaitiakitanga, tangata whenuatanga, tūrangawaewae, mana Motuhake), and how these relate to connections between the two sites that you explored.
- What are the similarities and differences between the two sites that you explored? Think about the function of the site, its history, significance, and location.
- What are the reasons for the similarities and differences?
- 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.
- You could start with a Venn diagram (image or text) and/or use arrows to visibly connect elements including shape, form, line, colour, symbolism, materials etc.
You may choose a whakataukī that talks about ideas related to the importance of land, to reflect the cultural information and significance of your sites. For example:
- ‘Ko au te whenua, ko te whenua ko au’ — ‘I am the land and the land is me’
- ‘Whatungarongaro te tangata, toitū te whenua’ — ‘Man will perish but the land remains’
Investigate the significance and meaning of whakataukī in order to understand how this links to your own identity and your connection to your significant place.
You may choose to present your reflection with:
- compositional drawings or painting studies
- collage or assemblage
- photographic constructions of digital montage.
Visual Information:
In this task you will record visual information in your visual diary. This could include:
- annotations
- sketches
- diagrams, plans, maps
- found material (pamphlets, maps, articles)
- written thoughts and reflections
- photographs.
During your site visits, take photos and document the site using photographic conventions you have learnt in class. Gather a wide range of resources so you have plenty of choices to work with. Ideas include:
- wide landscape establishing shots of the landscape, scenery, horizon, mountainscape, cliffs, land, ocean, trails, or tracks
- capturing objects within the park (trees, buildings, hills, people, animals, shells)
- close-ups (leaves, sections of trees, buildings, hills)
- textures (leaves, grass, tree branches, sand)
- natural patterns (waves, grass, wood)
- panoramas
- video (take many little video clips that you can combine later).
Choosing a site that is significant to you:
Consider the question “Ko wai au — Who am I?” In this assessment task, you will need to explore a place of significance to you in relation to your own identity.
Places of significance may include:
- tūrangawaewae
- church
- home
- place of birth
- beach
- park.
There must be sufficient visual and cultural information at the site for you to record and draw inspiration from. Visual and cultural information could include buildings, artefacts, ornaments, clothing, shells, leaves, infrastructure, landscape.
Cultural information about the local historic Māori site and your chosen significant site:
You will find useful information on significant sites on your local city council website.
Investigate iwi, hapū, and whānau connections to the place. You could do this at whare wānanga, talking to whānau, family, or community members, and exploring universities, libraries, or museums.
You can access other online Māori resources through Te Ara — The Encyclopedia of New Zealand.
You can use the questions below to guide your exploration and reflection about each site:
- What are the stories, history, people, and places associated with the site? What is its history of ownership, and use?
- What are the significant landmarks connected to the site? Think about landmarks that are significant to local hapū, iwi, community, and yourself.
- What are the meanings associated with visual information at the site such as patterns, colours, scale, materials, and structures.
- 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 local historic Māori site you have visited, and your own significant site:
- Reflect on at least one Māori cultural concept related to the whenua (such as kaitiakitanga, tangata whenuatanga, tūrangawaewae, mana Motuhake), and how these relate to connections between the two sites that you explored.
- What are the similarities and differences between the two sites that you explored? Think about the function of the site, its history, significance, and location.
- What are the reasons for the similarities and differences?
- 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.
- You could start with a Venn diagram (image or text) and/or use arrows to visibly connect elements including shape, form, line, colour, symbolism, materials etc.
You may choose a whakataukī that talks about ideas related to the importance of land, to reflect the cultural information and significance of your sites. For example:
- ‘Ko au te whenua, ko te whenua ko au’ — ‘I am the land and the land is me’
- ‘Whatungarongaro te tangata, toitū te whenua’ — ‘Man will perish but the land remains’
Investigate the significance and meaning of whakataukī in order to understand how this links to your own identity and your connection to your significant place.
You may choose to present your reflection with:
- compositional drawings or painting studies
- collage or assemblage
- photographic constructions of digital montage.