cultural_identity_portraitdoc - UNIT Junk food unit – Fantasy.docVIP

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 he