Particular Situations Task

Overview

Lesson 9 of 12 in Changing Whakairo Practices. Students are introduced to Assessment Task Two and learn how to explain change in a specific whakairo situation using evidence. They apply prior research to a selected case study, linking context, technology, conventions, purpose and production before refining their source log.

Learning intentions

Students will:

• Understand the requirements and language of Assessment Task Two.
• Select relevant evidence from research about a particular whakairo situation.
• Explain relationships between context, technology, conventions, purpose and production.
• Develop a supported judgement about how and why whakairo practices have changed.
• Refine source information so research is traceable and credible.

Success criteria

• I can clearly identify the particular whakairo situation I am investigating.
• I can connect specific evidence to an explanation of change.
• I can explain how at least three factors influenced the practice.
• I can record useful, accurate source details and distinguish evidence from opinion.
• I can make a judgement about the significance or impact of the change.

Curriculum links

• Examine the different values placed on artworks through supported, in-depth analysis of cultural, historical, political, symbolic and aesthetic values.
• Produce a systematic body of work that integrates conventions and regenerates ideas within painting practice by revisiting and extending ideas through research and development.
• Use drawing to demonstrate understanding of conventions appropriate to painting, where visual studies or annotated sketches support understanding of whakairo conventions.
• Develop understanding across the Visual Arts strands: Understanding the Arts in Context, Developing Practical Knowledge, Developing Ideas, and Communicating and Interpreting.

Lesson structure (120 minutes)

1. 0–10 min · Whakatau and retrieval hook. Teacher opens with the hook and lesson overview slides and presents two contrasting images or descriptions of whakairo works from different contexts, asking: “What has changed, and what may have remained important?” Students independently note two visible or inferable changes, then share with a partner using prior learning about context, purpose and conventions.

2. 10–25 min · Unpack the assessment task. Teacher uses the assessment unpacking slides to explain the task purpose, expected extensive explanation, evidence requirements and the need to reach a supported judgement rather than simply describe differences. Students annotate the Assessment Task Two case-study organiser by highlighting the key demands and writing one question they still have about the task.

3. 25–45 min · Teacher modelling: evidence to judgement. Teacher models a short paragraph using a familiar whakairo case study, displaying a structure such as: specific evidence → relevant factor → explanation of effect → judgement about change. Model the difference between description (“the tools changed”) and explanation (“the introduction of new tools altered production time and scale, while the significance of the imagery remained connected to the work’s cultural purpose”). Students identify the evidence, connection and judgement in the model, then improve a weak sample sentence in pairs.

4. 45–55 min · Choose and frame a case study. Teacher checks that each proposed case study is sufficiently specific, culturally appropriate and supported by available sources; possible situations include changes in tools and materials, contemporary carving commissions, museum or tourism contexts, revitalisation movements, or the impact of colonisation and later cultural renewal. Students select or confirm one case study and complete the situation, timeframe, people or communities involved, and initial change statement in the Assessment Task Two case-study organiser.

5. 55–90 min · Guided case-study investigation. Teacher conferences with students, prompting them to connect evidence across context, technology, conventions, purpose and production rather than filling isolated boxes. Students use their existing research to complete the organiser, recording at least three specific pieces of evidence and explaining how each contributes to change; they identify an alternative interpretation or complication where possible. Students may use annotated images, sketches or process notes to clarify conventions and production methods.

6. 90–110 min · Source-log refinement and peer review. Teacher demonstrates how to replace vague entries with complete source details, relevant page or section information, date accessed where required, and a note explaining what each source contributes. Students refine their source log, then exchange organisers with a partner for a focused check: “Where is the evidence?”, “How is the relationship explained?”, and “Where is the judgement?” Partners provide one strength and one precise next step. Students make immediate revisions.

7. 110–120 min · Plenary and exit response. Teacher returns to the discussion and plenary slides and asks students to complete the sentence: “The most significant change in my situation is…, because…”. Students submit or photograph their organiser and write a brief exit response identifying one missing piece of evidence, one source they need to verify, and the next action for Lesson 10.

Resources

• the Changing Whakairo Practices assessment deck
• the Assessment Task Two case-study organiser
• Student research folders, notes and source logs
• Projected images or reproductions of contrasting whakairo works
• Access to approved class texts, books or digital research materials
• Highlighters, pens and sticky notes
• Peer-review prompt displayed or printed on the worksheet

Assessment

• During modelling, question students to distinguish description, evidence-based explanation and judgement.
• Check organisers during conferencing for a specific situation, accurate evidence and meaningful links between factors.
• Collect or review the exit response and source log to identify gaps requiring attention in Lesson 10.

Differentiation

• Provide a paragraph frame: “Evidence shows… This is connected to… As a result… This suggests that the change was significant because…”.
• Offer a teacher-curated selection of case studies and pre-checked sources for students who need help narrowing a topic or locating reliable evidence.
• Support EAL learners with a visual factor map, paired rehearsal and clarified meanings for terms such as convention, revitalisation, production and significance.
• Extend confident students by requiring comparison with a second source or interpretation, consideration of continuity as well as change, and a more qualified judgement.
• Allow students with processing or writing needs to use speech-to-text, annotated images, bullet-point planning or a recorded explanation before drafting prose.