Level 6 art history achievement objectives
Indicators are examples of the behaviours and capabilities that a teacher might expect to observe in a student who is achieving at the appropriate level. Teachers may wish to add further examples of their own.
Understanding art history in context (UC)
Achievement objectives
Students will:
- investigate and analyse the relationship between the production of art works and the contexts in which they are made, viewed, and valued
- consider and reflect on the contexts underlying their own and others’ work.
Indicators
- Connects the purposes and functions of art in past and present cultures, in Aotearoa, the Pacific, and local environments.
- Investigates, analyses, and connects art works within the context of daily life and the environment in New Zealand.
- Identifies and understands relationships between the artist, art works, visual culture, tradition, patrons, and society, in particular the bicultural and multicultural diversity of New Zealand.
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Communicating and interpreting in art history (CI)
Achievement objectives
Students will:
- identify and analyse processes and procedures from established practice that influence ways of communicating meaning
- investigate, analyse, and evaluate ideas and interpret artists’ intentions in art works.
Indicators
- Explains interpretations of art works from selected contexts: cultural, historical, social.
- Describes how processes and materials are used to communicate artistic intentions and interpretations of meaning.
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Developing ideas in art history (DI)
Achievement objective
Students will:
- generate, develop, and clarify ideas, showing some understanding of established practice.
Indicators
- Reads and interprets the meanings, signs, and symbols within the imagery and effects of art works.
- Investigates how artists change, transform, and invent new thinking and ideas.
- Describes and discusses the conventions and inventions of artists’ ideas and practice.
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Context elaborations
Context elaborations are possible contexts for learning, with a suggestion of how they might be used with the focus achievement objective.
The listed context elaborations are examples only. Teachers can select and use entirely different contexts in response to local situation, community relevance, and students’ interests and needs.
Learn more:
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Assessment for qualifications
Level 1 art history is a new subject in 2011, so it is very important that teachers are familiar with all the assessment materials available on Te Kete Ipurangi, NZQA, and NCEA websites.
Learn more:
Last updated July 9, 2012
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