Year 10 The Mystery of God
Fertile question: Why all the mystery?
Success Criteria:
Students demonstrate different ways humans have understanding of the mystery of God or the
'Other'.
Students explain how the mystery of God can be named and understood through the experience
of the created world.
Task: Use your knowledge of how the mystery of God has been understood across cultures
and across time, you are to:


research a variety of artist’s that have attempted to translate the mystery of God or ‘other’ into
visual art and either:
create an original artwork which represents an understanding of the mystery of God
or

create a gallery of visual artworks from other artists representing an understanding of the
mystery of God.
and


write an artist’s statement which provides a response to the fertile question: Why all the
mystery? and explains how you have represented this in your artwork or art gallery.
Include a bibliography which shows the sources you have used.
Resources
Google art project
http://www.google.com/culturalinstitute/project/art-project?hl=en
Blake Prize
http://www.blakeprize.com.au/
Griffith University Referencing Tool
https://app.secure.griffith.edu.au/reference_tool/index-core.php
STEP 1: RESEARCH AND RECORD INFORMATION – RECORD ANSWERS AND SOURCES
You will need to research how the mystery of God has been represented in various cultures and
religions throughout time including Aboriginal and Torres Strait Islander and Asian artistic works.
Record the sources that you are influenced by in a Bibliography. The following questions are
examples of framing questions to guide your research.







Over time the mystery of God has been represented in different cultures using the visual arts.
For example in … God has been shown as …. In …, God has been represented as …..
These representations have a common understanding of God which is …
I like the representation of Christ which shows … because …
I do not like the representation of … because …
The most significant difference in how God is represented in different cultures is ….
In my artwork/gallery the mystery of God has been represented as …
I would describe the mystery of God as … (use a single word or phrase) because …(This
question could help you to shape your answer to the fertile question).
Before you plan your artwork your teacher must see your completed research.
STEP 2: PLAN AND CREATE YOUR ARTWORK

Your artwork can utilise any form 2-D. 3-D or 4-D, or medium such as a painting,
photography, sculpture, collage or any other approved by your teacher. It must be easy to
transport and display.
STEP 3: PLAN AND DRAFT YOUR ARTIST’S STATEMENT
Once you have completed your artwork, you can start planning and drafting your artistic
statement. The artistic statement is an explanation of your artwork. It is your chance to:





Describe your artwork or gallery or works
Explain the inspiration and influences for your artwork (what you have studied and
researched)
Justify the choices you have made in creating your artwork
Justify the symbols or metaphors you have incorporated into your artwork
Answer the fertile question.
STEP 4: SUBMIT YOUR BIBLIOGRAPHY AND RESEARCH NOTES AND DISPLAY YOUR
ARTWORK or GALLERY AND ARTIST’S STATEMENT
STEP 5: COMPLETE THE STUDENT SELF EVALUATION
Student Self Evaluation
Rating
Information Process
Very good
Good
Fair
Poor
Very Poor
Understanding of Task
Own analysis of task
Evaluating and organising
subject matter
Constructing Plan
Use of Drafting Process
Use of appropriate
language
Student Comment
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Criteria
A
Knowledge
Processes:

·Knowledge

Evaluative
Processes:

·Analysis
·Synthesis

·Evaluation

Research and
Communication
Skills:
·Research
·Communication
Feedback to student


B
recalls and
describes in detail
a wide range of
significant and
relevant
information and
key ideas
comprehensively
understands a
variety of complex
key ideas and
perspectives.

perceptively
applies a wide
range of relevant
information and
ideas and
independently
makes valid and
logical decisions
evaluates ideas
and decisions with
convincing
justification and
evidence
organises time
and a variety of
suitable resources
to successfully
and efficiently
complete a range
of tasks in
individual and
group situations
within given
timelines.

consistently
gathers relevant
information from a
wide variety of
sources
effectively
communicates
information
relevant to the
context in a wide
variety of creative
presentations.





C
recalls and
describes a
range of
relevant
information
and key
ideas
clearly
understand
s complex
key ideas
and
perspective
s.
applies a
range of
relevant
information
and ideas
and
independen
tly makes
logical
decisions
evaluates
ideas and
decisions
with
justification
and
evidence
organises
time and
suitable
resources
to
successfull
y complete
a range of
tasks in
individual
and group
situations
within given
timelines.
gathers
relevant
information
from a
variety of
sources.
effectively
communica
tes
information
relevant to
the context
in a variety
of
presentatio
ns.







D
recalls and
describes
mostly relevant
information and
ideas
understands
ideas and
perspectives.

applies relevant
information and
ideas and
makes
decisions with
assistance
analyses and
compares ideas
and decisions
using evidence
uses time and
resources to
satisfactorily
complete a
range of tasks
in individual
and group
situations within
given timelines.

gathers
relevant
information
from
conventional
sources
communicates
information that
is generally
relevant to the
context using
suitable
presentations.





E
recalls basic
information
and ideas
superficially
understands
ideas.

applies
information
and ideas
and makes
decisions
with
direction
describes
ideas and
decisions
using
anecdotal
evidence
uses
resources to
complete
parts of
tasks.

gathers
information
from
conventiona
l sources,
with
assistance
presents
information
mostly
relevant to
the context.





recalls
basic
information
superficially
understand
s a few
ideas.
applies
information
with
direction
expresses
ideas
uses
resources
to begin
tasks.
uses
information
from given
sources
presents
information.
Teacher
Signature
Date