Purpose
Achievement Criteria
Explanatory Note 1
Explore Visual Arts processes and conventions to inform own art making involves:
- experimenting with the use of processes, materials, and techniques to respond to an art making intention.
Apply Visual Arts processes and conventions to inform own art making involves:
- developing the use of a range of processes, materials, and techniques to produce options for development
- making connections between experimental work to inform an art making intention.
Evaluate Visual Arts processes and conventions to inform own art making involves:
- refining the use of a range of processes, materials, and techniques through iteration
- selecting and reflecting on experimental work to refine an art making intention.
Explanatory Note 2
Visual Arts processes and conventions can include:
- drawing conventions, such as sketches, mock-ups, and notations
- technical conventions, which are characteristics and constraints of particular materials and media, processes, and procedures
- pictorial and conceptual conventions, such as compositional structures and stylistic qualities.
Explanatory Note 3
Using Visual Arts processes and conventions in a Toi Māori context should evidence use of tikanga and cultural safety where appropriate.
Toi Māori is the encompassing term used to identify Māori art practices, including:
- Toi Tūturu (customary art)
- Toi Rerekē (contemporary art)
- Toi Whakawhiti (trans-customary art).
Explanatory Note 4
An intention includes the ideas, narratives, or moods an artist wishes to convey within their work.
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.
External Assessment Specifications
The External Assessment Specifications are published by NZQA and can be found on their website using this link:
NZQA Visual Arts
Useful Pages
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 show their engagement with Visual Arts processes and conventions, and to develop both expected and unexpected outcomes in response to an artmaking intention.
Ākonga will make experimental work using a range of processes, materials, and techniques. They will demonstrate their creative thinking, experimentation, and media and concept development in a way that values the process and reveals the intention behind their artwork. The exploration process helps ākonga to select the most successful elements to inform and develop related works.
Ākonga will use exploration and creative thinking processes. They will demonstrate their understanding of creative intent through purposeful art making. They will make connections between their artworks and their intention, reflecting on the how ideas, narratives, or moods are conveyed in their work.
Ākonga will explore artwork as a representation, a response, or a means of self-expression, to celebrate diversity and create understanding.
Making reliable judgements
Teachers should support ākonga to develop good practice around referencing and attribution of third-party content images included in their work.
The work should demonstrate engagement with a range of processes, materials, or techniques (PMT). At higher levels of achievement ākonga should purposefully select a combination of appropriate PMT. Ākonga must reflect on successful outcomes and make choices through careful refinement of PMT. This could include honing in on the use of materials and techniques within a practice, trialing different surfaces, and experimenting with the use of various tools.
Collecting evidence
Ākonga will investigate appropriate established practices in order to learn techniques and processes. They will produce artworks, use reflection, and edit their artwork into sequences.
This Standard is centered around the exploration and development of ideas. Collated work should be in various stages of completion including trials, unsuccessful attempts, and snapshots of progress. Notes, diagrams, and plans can be used to document this process.
For digital workbooks, the various stages of development where ākonga have experimented with techniques, such as filters, should be evidenced, for example by using snapshots.
Possible contexts
This Standard is an opportunity to explore established cultural traditions from te ao Māori, Aotearoa New Zealand, the Pacific, and the wider world. Ākonga can explore different approaches, ensuring that cultural traditions are treated with respect. Teachers should ensure that ākonga have an understanding of the tikanga and cultural context associated with the established processes and conventions being explored. Teachers are encouraged to access appropriate expertise, such as local iwi and kaumātua to ensure cultural safety where possible.
This assessment provides an opportunity for ākonga to explore their own ahurea tuakiri as a powerful context to make connections to themselves and the artworks that they are observing and creating.
The intent of the Standard
The purpose of this Standard is for ākonga to show their engagement with Visual Arts processes and conventions, and to develop both expected and unexpected outcomes in response to an artmaking intention.
Ākonga will make experimental work using a range of processes, materials, and techniques. They will demonstrate their creative thinking, experimentation, and media and concept development in a way that values the process and reveals the intention behind their artwork. The exploration process helps ākonga to select the most successful elements to inform and develop related works.
Ākonga will use exploration and creative thinking processes. They will demonstrate their understanding of creative intent through purposeful art making. They will make connections between their artworks and their intention, reflecting on the how ideas, narratives, or moods are conveyed in their work.
Ākonga will explore artwork as a representation, a response, or a means of self-expression, to celebrate diversity and create understanding.
Making reliable judgements
Teachers should support ākonga to develop good practice around referencing and attribution of third-party content images included in their work.
The work should demonstrate engagement with a range of processes, materials, or techniques (PMT). At higher levels of achievement ākonga should purposefully select a combination of appropriate PMT. Ākonga must reflect on successful outcomes and make choices through careful refinement of PMT. This could include honing in on the use of materials and techniques within a practice, trialing different surfaces, and experimenting with the use of various tools.
Collecting evidence
Ākonga will investigate appropriate established practices in order to learn techniques and processes. They will produce artworks, use reflection, and edit their artwork into sequences.
This Standard is centered around the exploration and development of ideas. Collated work should be in various stages of completion including trials, unsuccessful attempts, and snapshots of progress. Notes, diagrams, and plans can be used to document this process.
For digital workbooks, the various stages of development where ākonga have experimented with techniques, such as filters, should be evidenced, for example by using snapshots.
Possible contexts
This Standard is an opportunity to explore established cultural traditions from te ao Māori, Aotearoa New Zealand, the Pacific, and the wider world. Ākonga can explore different approaches, ensuring that cultural traditions are treated with respect. Teachers should ensure that ākonga have an understanding of the tikanga and cultural context associated with the established processes and conventions being explored. Teachers are encouraged to access appropriate expertise, such as local iwi and kaumātua to ensure cultural safety where possible.
This assessment provides an opportunity for ākonga to explore their own ahurea tuakiri as a powerful context to make connections to themselves and the artworks that they are observing and creating.
Standard Exclusions
This Standard has one or more exclusions, or Standards that assess the same or similar learning. These Standards are excluded against one another to prevent assessing the same learning twice. You can only use credits gained from one of these standards towards your NCEA qualification.
Find out more about the NCEA Level 1 Exclusions List.
Standard Exclusions
This Standard has one or more exclusions, or Standards that assess the same or similar learning. These Standards are excluded against one another to prevent assessing the same learning twice. You can only use credits gained from one of these standards towards your NCEA qualification.
Find out more about the NCEA Level 1 Exclusions List.