Sources, Mana and Representation

Overview

Lesson 3 of 12 in Changing Whakairo Practices. Students move from identifying established whakairo practices to examining how knowledge is sourced, positioned and represented. They practise responsible research methods and begin an individual source log for assessed work, supporting analysis and argument in senior Visual Arts and Art History.

Learning intentions

• WALT distinguish observation, interpretation and assumption when discussing artworks and sources.
• WALT evaluate the reliability, cultural positioning and relevance of different sources.
• WALT paraphrase accurately and acknowledge sources using an agreed citation format.
• WALT begin an individual source log that can support assessed research.

Success criteria

• I can separate what I observe from what I infer or interpret.
• I can explain why a source may be useful, limited or culturally positioned.
• I can paraphrase an idea without changing its meaning or copying its wording.
• I can record complete source details, including a full reference for every image used.

Curriculum links

• Analyse methods and ideas from established painting or design practice through examining how artworks are made, viewed and valued.
• Construct an argument based on interpretation of research in art history by selecting, interpreting and connecting evidence.
• Examine the different values placed on artworks, including cultural, historical, political, spiritual and symbolic values.
• Produce a resolved work appropriate to a visual arts cultural context through informed, respectful engagement with Māori visual arts practice.

Lesson structure (120 minutes)

1. 0–10 min · Hook and expectations. Teacher opens the hook and lesson introduction slides with the question, “Who has the authority to describe the meaning and value of whakairo?” and establishes that no image is used without an accompanying full reference. Students write an initial response, then share one possible implication of using an unreliable or culturally uninformed source.

2. 10–30 min · Model responsible research. Teacher uses the research methods slides to model a short research sequence using Mead (1986): identify the author and context, record the exact idea, paraphrase it, and add a complete reference. Teacher thinks aloud while colour-coding observation, interpretation, evidence and personal conclusion. Students annotate a teacher-provided example and identify where a claim needs evidence or acknowledgement.

3. 30–48 min · Observation versus interpretation. Teacher displays a carefully referenced artwork from a museum or gallery collection through the observation and interpretation slides and demonstrates the prompts “I can see…”, “This may suggest…”, and “This could be understood in relation to…”. Students complete a three-column response: direct observation, interpretation, and evidence or source needed. Pairs compare responses and revise any statement presented as fact when it is actually an interpretation.

4. 48–75 min · Guided source evaluation. Teacher forms groups of four and distributes the source evaluation and paraphrasing worksheet. Each group examines extracts or records from Mead (1986), an NZQA information source, a museum or gallery collection, a library database result, and an oral source scenario. Using the source evaluation instructions and criteria slides, students rate each source for reliability, cultural positioning, relevance and limitations, then justify their judgements with specific evidence. Groups report one source they would prioritise and one they would use cautiously.

5. 75–103 min · Individual source logs. Teacher models the required fields on the source log and citation slides: creator, title, date, publication or collection details, source type, URL or access information where relevant, key idea, accurate paraphrase, cultural positioning, relevance to the inquiry, and how the source will be acknowledged. Students begin their own source log using at least three sources, including one published text, one institutional collection or website, and one oral or discussion-based source where appropriate. Students record full references for all images considered, whether or not the images are ultimately used.

6. 103–120 min · Peer check and exit reflection. Teacher directs students to complete the final checklist on the source evaluation and paraphrasing worksheet and revisits the plenary and exit-question slides. Students exchange one source-log entry with a partner, checking whether the paraphrase is faithful, the source is positioned appropriately, and the reference is complete. Students submit a brief exit response: “One responsibility I have when representing whakairo is…”, followed by one source-log improvement they will make next lesson.

Resources

• the Sources, Mana and Representation slide deck
• the source evaluation and paraphrasing worksheet
• Mead (1986), available in print or through the school library
• Current NZQA assessment and conditions material
• Library databases and books
• Museum and gallery collection websites
• Teacher-created citation template
• Sample source extracts and fully referenced artwork reproductions
• Student research folders or digital source-log documents

Assessment

• During modelling, question students on whether statements are observations, interpretations or unsupported assumptions.
• Check group evaluations for justified judgements about reliability, cultural positioning, relevance and limitations.
• Collect or photograph the developing source logs and exit responses; confirm that students have begun recording complete references and accurate paraphrases.

Differentiation

• Provide a completed source-log model, a citation template, and sentence starters such as “This source is useful because…”, “Its cultural positioning may influence…”, and “The evidence suggests…”.
• For students requiring support, provide a reduced set of clearly labelled extracts, read key passages aloud, and allow speech-to-text or a conferencing option for the source log.
• Support EAL learners with a glossary of research terms, visual examples of observation and interpretation, and paired discussion before writing.
• Extend confident students by asking them to compare conflicting interpretations of whakairo and explain how authority, audience, provenance or institutional context affects the value of each source.