Cultural Identity Portrait Unit

Cultural Identity Portrait Unit Drawing and Painting Level 4*, Year 9 This resource is offered as an example of a unit that engages with the “front end” of The New Zealand Curriculum (2007) – considering Vision, Principles, Values, and Key Competencies, as well as Achievement Objectives. *Teachers are encouraged to use or modify this work in any way they find helpful for their programmes and their students. For example, it may be inappropriate to assess all students at level 4. UNIT: Cultural Identity Portrait CURRICULUM LEVEL: 4 MEDIA: Drawing and Painting YEAR LEVEL: 9 DURATION: Approximately 16 – 18 Periods ASSESSMENT: Tchr & Peer DESCRIPTION OF UNIT Students research and paint a self-portrait that demonstrates an understanding of the Rita Angus work ‘Rutu’. CURRICULUM LINKS VISION: Confident – producing portraits of themselves that acknowledge elements of their cultural identity will help students to become confident in their own identity. Connected – working in pairs and small groups enables students to develop their ability to relate well to others. Producing a portrait which incorporates a range of symbols develops students’ abilities as effective users of communication tools. Lifelong learners – comparing traditional and contemporary approaches to painting portraits helps students to develop critical and creative thinking skills. PRINCIPLES: High Expectations – there are near endless opportunities for students to strive for personal excellence through the production of a self-portrait: students are challenged to make art works that clearly represent themselves both visually and culturally. Cultural diversity – students are introduced to portraits showing a range of cultures. They are required to bring aspects of their own cultural identity to the making of the portrait, and share these with other members of their class. Inclusion – working together to produce self-portraits which include aspects of the students’ cultural identities helps them to develop an awareness and appreciation of others’ genders, races and identities. Learning to learn – students reflect on their own learning and that of others through the process of critiquing their own and their classmates’ self-portraits. Coherence – students make links to other curriculum areas through considering symbols that could be used to represent elements of their identity. VALUES: Excellence - students are encouraged to aim high through the use of high quality art works as exemplars of good practice. Innovation, inquiry and curiosity – students are encouraged to think critically, creatively and reflectively throughout the art-making process. Diversity – student are encouraged to value diversity through the use of self-portrait exemplars showing a range of cultural identities. KEY COMPETENCIES: Thinking – students will critically analyse visual and written information about selected painted portraits, with particular reference to the personal and cultural symbols used in the portraits. Using language, symbols and texts – students will make meaning from the symbols and texts they are presented with, and use symbols to produce their own visual texts. Managing self – students will work to complete a range of tasks by a set deadline. Relating to others and Participating and contributing – students will interact with their classmates in small and large groups to investigate information and produce art works. ACHIEVEMENT OBJECTIVES SPECIFIC LEARNING INTENTIONS UC – Understanding the Arts in Context Students will investigate the ways in which selected Students will investigate the purpose of objects and painted portraits reflect the contexts were made. images from past and present cultures and identify the contexts in which they were or are made, viewed and valued. PK – Developing Practical Knowledge Students will explore and use selected conventions, Students will explore and use art-making conventions, elements, materials and processes to make self- applying knowledge of elements and selected principles portraits that show an understanding of the Rita through the use of materials and processes. Angus self-portrait ‘Rutu’. DI – Developing Ideas Students will develop and revisit visual ideas in Students will develop and revisit visual ideas, in response response to the study of a selection of artists’ works, to a variety of motivations, observation, and imagination, observation of their peers’ art-making processes, and supported by the study of artists’ works. through using their imaginations. CI – Communicating and Interpreting Students will explore and describe ways in which Students will explore and describe ways in which elements of personal and cultural identity can be meanings can be communicated and interpreted in their communicated through a self-portrait. own work and others’ work. MATERIALS and EQUIPMENT DigiStore ASSETS • Data projector and screen ‘Traditional’ portraits • Printed versions of selected DigiStore assets, or • Captain James Cook, 1776-80 and metadata access to DigiStore online for at least 4 groups of • ‘Darby and Joan’, Ina Te Papatahi, Ngä Puhi students and metadata • Pencils and paper • ‘Elizabeth Solomon’, 1862 and metadata • Mirrors ‘Contemporary’ portraits • Paints, brushes etc. • Portrait of Katherine Mansfield, 1918 and Prepared ground (either card or canvas) of approximately metadata A4 size • ‘Rutu’, 1951 and metadata • ‘Te Puhi o te tai Haruru’, 1984-85 and metadata Note: The metadata record for each asset contains additional information about the asset. This information will be vital for students’ research. Copies of the assets and metadata are included at the end of this unit. ASSESSMENT SCHEDULE EVIDENCE CRITERIA: The student: Students are required to hand Excellence in at least: • Identifies a range of key elements of the context in which selected portraits were made and valued. (UC) 1 x A3 Presentation (in • Collaborates with a peer to compare and contrast one of the ‘traditional’ collaboration with a peer). portraits with a more contemporary example. (UC, CI) • Explores a range of art-making conventions and applies knowledge of 1 x A3 brainstorm of symbols for relevant processes and procedures in the production of a painted self- the self-portrait (in collaboration portrait. (PK) with a peer). • Collaborates with a peer to generate ideas for symbols to develop and incorporate into self-portrait. (DI) Preparatory sketch(es) for the • Self-portrait shows imagination, observation of themselves and their local self-portrait. environment, and an awareness of artists’ works. (DI) • In groups and individually explores and describes in detail ways in which 1 x painted self-portrait. ideas and art-making processes are used to communicate meaning in their own and others’ art works. (CI) Note: Merit The student is expected to • Identifies key elements of the context in which selected portraits were actively participate in and made and valued. (UC) contribute to group discussions • Collaborates with a peer to compare one of the ‘traditional’ portraits with a and pair activities. Teacher more contemporary example. (UC, CI) assessment of this participation • Applies knowledge of relevant processes and procedures in the production will be supported by student peer of a self-portrait. (PK) assessment of the paired • Collaborates with a peer to generate ideas for symbols to incorporate into activities. self-portrait. (DI) • Self-portrait shows imagination and an awareness of artists’ works. (DI) • In groups and individually explores and describes ways in which ideas and art-making processes are used to communicate meaning in their own and others’ art works. (CI) Achieved • Identifies some elements of the context in which selected portraits were made and valued. (UC) • Works with a peer to preset information that relates one of the ‘traditional’ portraits with a more contemporary example. (UC, CI) • Applies knowledge of relevant processes and procedures in the production of a self-portrait. (PK) • Works with a peer to generate ideas for personal symbols to use in a self- portrait. (DI) • Self-portrait shows an awareness of artists’ works. (DI) • Works with other students to explore and describe ways in which ideas and art-making processes are used to communicate meaning in their own and others’ art works. (CI) STUDENT PEER ASSESSMENT – Student to complete EVIDENCE When we were working in pairs _________________________________ (student name): Students are Excellence Tick ONE required to • Contributed fully to the research assignment. (UC) actively • Suggested a range of useful ideas for the symbols brainstorm. (DI) participate in and Merit contribute to • Did their fair share of the research assignment. (UC) paired activities • Suggested a range of ideas for the symbols brainstorm. (DI) (A3 Presentation Achieved and symbols • Helped with the research assignment. (UC) brainstorm). • Suggested some ideas for the symbols brainstorm. (DI) Teaching and Learning Sequence – Teacher Copy Learning Experience: Research and paint a self-portrait that demonstrates an understanding of the Rita Angus self-portrait ‘Rutu’. Investigation (UC, CI) Approx: 4 Periods 1) In small groups students investigate one asset per group using SCAMPS. 2) As a class the ‘traditional’ style portraits (Captain James Cook 1776-80; ‘Darby and Joan’, Ina Te Papatahi, Ngä Puhi; ‘Elizabeth Solomon’) are compared with ‘Rutu’ using a Double Bubble. The aim of this task is for students to become aware of the ways that artists use combinations of art-making traditions to produce new art

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