Hooked on Thinking Curriculum Model Planning Framework
NZTA: Safer Journeys and the BIG Event
The Arts
BIG [adjective] 1. Large. 2. Above average in size, quantity, magnitude or extent. 3. Significant.
Event [noun] 1. An important incident. 2. Something that happens at a given place or time. 3. A gathering. 4. An organised occasion. e.g. ceremony, meeting, festival, concert, sporting competition.
Learning Area:
Level:
Values:
Key Competencies:
Integration: Suggestions
The Arts.
Level 1
Level 2
Level 3
Level 4
Level 5
Excellence
Innovation
Diversity
Equity
Community and Participation
Ecological Sustainability
Integrity
Respect
Thinking
Managing self
Participating and contributing
Relating to others
Making meaning from language,
symbols and text
English
The Arts
Health and Physical Education
Learning Languages
Mathematics and Statistics
Science
Social Sciences
Technology
These are the questions that students will be able to respond to.
Te toi whakairo, ka ihiihi, ka
wehiwehi, ka aweawe te ao
katoa.
In the Arts, students explore,
refine, and communicate
ideas as they connect
thinking, imagination, senses,
and feelings to create works
and respond to the works of
others
Teachers to highlight
relevant level
Key Concept
Understanding:
Driving Question:
Subsidiary Questions:
When you travel smart,
you travel safe.
Are you ready to travel to the BIG Event?
1. Describe safe travel (when going to and from an event).
2. Explain how smart choices can result in safe travel (when going to and from an event).
3. Create a resource to help people travel smart and safe (when going to and from an event).
Achievement Objectives:
Learning Intentions:
Learning Experiences: These have been written in three areas.
1. Bringing in ideas 2. Connecting and linking ideas 3. Putting ideas into another context
Select the achievement
objectives that best match the
abilities of your students.
Dance
Understanding Dance in
Context
Level One: Demonstrate an
awareness of dance in their
lives and in their
communities.
Level Two: Identify and
describe dance in their lives
and in their communities.
Level Three: Explore and
describe dances from a
variety of cultures.
Level Four: Explore and
describe how dance is used
for different purposes in a
variety of cultures and
contexts.
Level Five
Compare and contrast dances
from a variety of past and
present cultures and contexts.
Developing Practical
Knowledge
Level One: Explore movement
with a developing awareness
of the dance elements of
body, space, time, energy,
and relationships.
Level Two: Explore and
identify, through movement,
the dance elements of body,
space, time, energy, and
relationships.
Level Three: Use the dance
elements to develop and
share their personal
movement vocabulary.
Level Four: Apply the dance
elements to extend personal
Schools will have their own criteria for developing learning
intentions. Examples are included below. Highlight the Learning
Intention/s that best match the abilities of your students. Write your
WALTs from these.
Performance
List different performances you know about.
Define ‘performance’.
Describe a performance - what does it look like/sound like/feel like?
Describe how it makes you feel when you watch a performance.
Compare and contrast two performances - what are similarities and
differences?
Analyse parts of a performance.
Classify different performances from other cultures and settings.
Explain the importance of performance.
Explain the importance of performance in other cultural settings.
Explain the importance of performance over time.
Create a part that contributes to a performance.
Critique a performance so you can offer feedback.
Reflect on own part in a performance.
Reflect on the part of others in a performance.
Dance
Define ‘dance’.
Describe movement.
Identify the dance techniques required.
Identify the movements required.
Use the vocabulary/language of dance.
Define 'chorography'.
Describe elements of dance.
List different dances.
List dances from a different cultural setting.
Respond to dance from other cultures.
Describe the purpose of dance in a cultural setting.
Describe how you feel when you are watching dance.
Describe the purpose of dance in a historical setting (story of NZ).
Describe the importance of dance.
Describe a dance from another time.
Describe dance from another culture.
Explore movement in response to different stimuli.
Compare and contrast different dances.
Compare and contrast dance from other cultures.
Compare and contrast dances from two different time periods.
Sequence a dance by combining elements.
Your Challenge:
All big events worldwide have an opening and closing ceremony. This normally sets the scene for the big event, as well as
showcasing the country that is hosting this celebration. New Zealand has hosted such events in the past e.g.: the Commonwealth
Games, as well as other international sporting events such as sailing, motor sports, soccer and rugby. In 2011 New Zealand is also
going to host another world sporting event. This is your opportunity to submit a performance that could showcase New Zealand.
You will need to decide on your story and then create dance/music/dramatic performances or costume that could be part of such
a big event. Not only must your performance represent the stories and cultures of our country; some need to also include road
safety issues that could inform our visitors that when you travel smart, you travel safely. You may wish to choose just one
element of the Arts (music or drama/dance/wearable art) or you might choose to select all four elements. Share your
performances or costumes with others. These could be documented and forwarded to the Education Officer at NZTA.
Opening ceremonies: view a range of opening/closing ceremony clips to develop a sense of what they represent.
YouTube <http://www.youtube.com/watch?v=glPTYcGZnAI&feature=fvst> Video resource of Commonwealth Games opening
ceremony 2010.
YouTube <http://www.youtube.com/watch?v=i3gN8JZ42Mo> Video resource of Commonwealth Games opening ceremony 2010.
YouTube <http://www.youtube.com/watch?v=pxB0dXMBByg> Video resource of Commonwealth Games opening ceremony
2010.
YouTube <http://www.youtube.com/watch?v=b5kgmSES29A> Video resource of Winter Olympics opening ceremony 2010.
YouTube <http://www.youtube.com/watch?v=rUlJahUtm04> Video resource of Winter Olympics opening ceremony 2010.
YouTube <http://www.youtube.com/watch?v=FV5E_1uo7lM&feature=related> Video resource of Winter Olympics opening
ceremony 2010.
YouTube <http://www.youtube.com/watch?v=13jjSkv8zlc&feature=related> Video resource of Winter Olympics opening
ceremony 2010.
YouTube <http://www.youtube.com/watch?v=7PMoeOC3HVM&feature=related> Video resource of Asian Games opening
ceremony 2010.
YouTube <http://www.youtube.com/watch?v=RtUZDS7P5s4&feature=channel> Video resource of Sydney Olympics opening
ceremony 1986.
YouTube <http://www.youtube.com/watch?v=EwtCfyfHKm4> Video resource of Melbourne Commonwealth Games opening
ceremony 1986.
Closing Ceremonies:
YouTube <http://www.youtube.com/watch?v=ZUjb5j3m_bo> Video resource of World Youth Games Singapore 2010.
YouTube <http://www.youtube.com/watch?v=7PMoeOC3HVM> Video resource of closing ceremony of Asian Games 2010.
YouTube <http://www.youtube.com/watch?v=IRlSaT6IvGs> Video resource of closing ceremony Sydney Olympics 1986.
YouTube <http://www.youtube.com/watch?v=RaPmOld9WZA&feature=related> Video resource of closing ceremony Sydney
Olympics 1986.
You can select one of the arts to focus on as a class or as a team you could take one element each. For the road safety aspect of
the performance refer to one of the Health and Physical Education units to develop your context.
View the links and video footage on the data projector of the different opening and closing ceremonies.
Define ‘opening/closing ceremony’.
Describe the purpose of an opening/closing ceremony of a big event.
List the elements that make up an opening/closing ceremony.
Describe the elements (what do they look like, sound like, smell like, feel like?).
Brainstorm the elements that could be included in a New Zealand opening ceremony.
movement skills and
vocabularies and to explore
the vocabularies of others.
Level Five
Develop a variety of skills,
dance techniques,
vocabularies, and movement
practices.
Developing Ideas
Level One: Improvise and
explore movement ideas in
response to a variety of
stimuli.
Level Two: Use the elements
of dance in purposeful ways
to respond to a variety of
stimuli.
Level Three: Select and
combine dance elements in
response to a variety of
stimuli.
Level Four: Combine and
contrast the dance elements
to express images, ideas, and
feelings in dance, using a
variety of choreographic
processes.
Level Five
Manipulate the elements and
explore the use of
choreographic devices and
structures to organise dance
movement.
Communicating and
Interpreting
Level One: Share dance
movement through informal
presentation and share their
thoughts and feelings in
response to their own and
others’ dances.
Level Two: Share dance
movement through informal
Express images, ideas, and/or stories through dance.
Use a range of choreography processes.
Improvise using a range of techniques.
Analyse parts a dance.
Explain the purpose of dance.
Relate all elements.
Share dance in an informal setting.
Explain what you were trying to express.
Create a solo dance piece.
Create a dance piece in a small group.
Describe your dance.
Reflect and respond to this dance.
Record your response to dance.
Reflect on your dance and record your response.
Drama
Define ‘drama’.
Define choreography.
Describe different formats of drama.
Describe the different purposes.
Describe the importance of drama in their own life.
Describe the importance of drama in the lives of others.
Describe use of drama in cultural setting.
Describe the use of drama in a historical setting (the NZ story).
Describe elements/conventions of drama.
Describe how you feel when you are watching a dramatic
presentation.
Describe the technologies used in a dramatic presentation.
Can respond after viewing a piece of drama.
Describe how you feel when you are part of a dramatic presentation.
Describe the importance of choreography in a dramatic
performance.
List techniques used for dramatic presentations.
Explore the elements of role, focus, action, tension, time, and space
through dramatic play.
Compare and contrast the different contexts used in two different
pieces.
Explore how these can be used for different purposes.
Explain how these can be used to convey a message.
Explain the importance of drama in a cultural setting.
Explain the importance of drama in another time.
Compare/contrast dramatic performances.
Sequence/storyboard an outline of a piece of drama including the
elements.
Classify different dramas.
Identify any big events that are coming to New Zealand in the next two years.
Discuss the different issues involved, e.g. world snowboarding event, world zorbing event etc.
List different cultural groups of New Zealand that could be represented.
List the different customs/traditions that are celebrated.
Describe the features that make them unique to that culture.
List the elements that could be included in our big event opening ceremony.
Identify the flags of the different countries that may attend.
Listen to the New Zealand national anthem in English/te reo.
Brainstorm a list of New Zealand aspects that could be included.
Brainstorm a list of ideas that could represent the big event.
List all of the ‘travel smart travel safe’ rules that visitors to New Zealand need to know about (refer Health unit).
Compare and contrast two different big event ceremonies.
Find the differences and the similarities. You could compare the closing ceremony with the opening ceremony, or compare two
opening ceremonies etc.
Classify the different elements under the categories of dance, music and drama.
Explain the main purpose of an opening/closing ceremony.
Highlight the elements that are the most appealing and explain why.
Sequence the events and state the order in which they might happen in your big event.
Explain the purpose of your opening ceremony.
Explain why you selected the elements to be included in the opening/closing ceremony.
Create an opening ceremony as a class with groups of students being responsible for different aspects.
Create a rubric in which you could evaluate the overall performance.
Reflect on your overall performance.
Critique group performances and use the co-constructed rubrics as a basis of your feedback. Justify your comments and give
recommendations for the next big event opening/closing ceremony.
Some road safety performances to support students in the context of safe travel.
You Tube: <http://www.youtube.com/watch?v=h-8PBx7isoM> Video performance on a safe travel message about wearing seat
belts.
You Tube: <http://www.youtube.com/watch?v=4mXf3mPgIGw> Road safety campaign song (in another language but the
message conveyed is very clear).
You Tube: Crossing the Road: <http://www.youtube.com/watch?v=QplMYlYlehU> Song and dance about crossing a road safely.
You Tube: <http://www.youtube.com/watch?v=3hplRpOdOXE&feature=related> Cross the road safely song and animation.
Dance/Drama/Music/Visual Arts (you can select one element or all four).
View a range of different types of dance/drama/music/visual arts on a data projector.
Teacher Tube: <http://www.teachertube.com/viewVideo.php?video_id=36242>Video resource of a Tongan war dance. Tamaki
Intermediate students perform.
Teacher Tube: <http://www.teachertube.com/viewVideo.php?video_id=57803&title> Video resource of Tongan dance
Teacher Tube: <http://teachertube.com/viewVideo.php?video_id=9470&title> Video resource for Samoan Sasa dance.
YouTube: <http://www.youtube.com/watch?v=93cmCJdWb_0&feature=related> Video resource of Traditional Maori Flutes.
YouTube: <http://www.youtube.com/watch?v=ILK4DAU5f00&feature=related> Video resource of Te Hokinga Mai.
YouTube: <http://www.youtube.com/watch?v=U4UwJCUcnCw&feature=related> Video resource of Maori waiata and dance,
Haere Mai.
YouTube: <http://www.youtube.com/watch?v=nUpYpIgwfUI&feature=related> Video resource of Stick dance, Te Papa.
presentation and identify the
use of the elements of dance.
Level Three: Prepare and
share dance movement
individually and in pairs or
groups. Use the elements of
dance to describe dance
movements and respond to
dances from a variety of
cultures.
Level Four: Prepare and
present dance, with an
awareness of the
performance context.
Describe and record how the
purpose of selected dances is
expressed through the
movement.
Level Five
Prepare, rehearse, and
perform dance with an
awareness of production
technologies.
Reflect on and describe how
choreography communicates
ideas, feelings, moods, and
experiences.
Drama
Communicating and
Interpreting
Level One: Share drama
through informal presentation
and respond to ways in which
drama tells stories and
conveys ideas in their own
and others’ work.
Level Two: Share drama
through informal presentation
and respond to elements of
drama in their own and
others’ work.
Level Three: Present and
respond to drama, identifying
ways in which elements,
Analyse a dramatic production.
Create a piece of drama that can be shared in a small group situation
using all of the structures.
Create a dramatic piece that can be used in an opening ceremony.
Reflect and respond to this piece of drama.
Respond to the conventions used.
Respond to the technologies used.
Reflect on the meaning of the piece of drama.
Critique and offer feedback on your own work.
Critique and offer feedback on the work of others.
Evaluate outcomes based against set criteria.
Explain how drama combines elements, techniques, conventions,
and technologies to create structure and meaning in their own and
others’ work.
Justify the use of selected techniques, conventions, and relevant
technologies for specific drama purposes.
Critique own work and make modifications to improve outcome.
Critique work of others and offer feedback to improve outcome.
Reflect on and respond to own outcome.
Reflect on and respond to the work of others.
Justify the conventions and technologies used in own work to create
meaning from a piece of drama.
Justify the conventions and technologies used in the work of others
to create meaning from a piece of drama.
Create a dramatic presentation to share with others.
Music
Define 'sound'.
Define ‘music’.
Define 'techniques'/'conventions'.
Define 'performance skills'.
List different types of music.
List different techniques.
Describe different purposes of music.
Describe conventions of music.
Discuss the messages that are being conveyed.
Describe the use of music in a cultural setting.
Describe the importance of music to a community.
Describe how sound is made.
Describe how sound is changed.
Respond to music from different cultural contexts.
Respond to music over time.
Respond to recorded music.
Respond to live musical performances.
Describe functions of music over a range of settings.
YouTube <http://www.youtube.com/watch?v=HiTMY3Xpv7o> Video resource of Poi Dance, Te Papa.
YouTube <http://www.youtube.com/watch?v=c-lrE2JcO44&feature=related> Video resource of a haka.
YouTube <http://www.youtube.com/watch?v=z4LNjNXt1yM&feature=fvw> Video resource of All Black haka.
YouTube <http://www.youtube.com/watch?v=P85ZhYgoqeg> Video resource of Taika Waititi's new Poi E video from the hit movie
Boy:
YouTube <http://www.youtube.com/watch?v=KBXZsYM0kCI&feature=related> Video resource of performance at Polynesian
Cultural Centre.
YouTube <http://www.youtube.com/watch?v=Irf1qrnjxzQ&feature=related> Video resource of performance by Tongan
Polynesian Cultural Centre.
YouTube <http://www.youtube.com/watch?v=Wq-HfVpQ31g&feature=related> Video resource of performance of a Fijian dance
and music.
YouTube <http://www.youtube.com/watch?v=BewGqEQtUGA&feature=related> Video resource of performance of a Samoan
siva.
YouTube <http://www.youtube.com/watch?v=u5e8aJq-A6U> Video resource of performance of a Niuean Song.
YouTube <http://www.youtube.com/watch?v=t0DH3XN4Aps&feature=related> Video resource of performance from Cook
Islands.
YouTube <http://www.youtube.com/watch?v=ULj5afY4YVA&feature=related> Video resource of drum and dance song from the
Cook Islands.
Visual Arts Links: Costumes and Wearable Art
YouTube <http://artsonline.tki.org.nz/resources/units/visual_culture/wearable_art/> Video resource of traditional dress.
YouTube <http://familycrafts.about.com/od/wearables/Wearables_and_Accessories.htm> Video resource of wearable arts
awards.
YouTube <http://www.youtube.com/watch?v=RtWmDcI-LVU>Video resource of WOW Montana Annual Wearable Arts Awards.
YouTube <http://www.youtube.com/watch?v=S2dXtzojrBM&feature=related>Video resource of Video resource of WOW
Montana Annual Wearable Arts Awards.
YouTube <http://www.youtube.com/watch?v=CyFULKA9UOg&feature=related> Video resource of Video resource of WOW
Montana Annual Wearable Arts Awards.
YouTube <http://www.youtube.com/watch?v=zJfDYRaEunk&feature=relatedion> Video resource of a Trash to Fashion school
performance.
You Tube <http://www.youtube.com/watch?v=4ShDuCHC31s> Video resource Art to Tartan - Waipu Wearable Arts Award.
List all of the different types of [dance/drama/music/wearable art] that you know (cultural, traditional, modern).
List all of the elements/functions of [dance/drama/music/wearable art] (movement, colour, sound, storytelling, costumes, hand
movements, facial, steps, pitch, sounds, tempo, stance, timing, techniques etc).
Select a [dance/drama/music/wearable art] to watch and describe it (what does it look like, feel like, sound like).
Define the purpose of different [dances/drama/music/wearable arts].
List the different instruments that you hear.
Draw a sound picture to illustrate the sounds.
Listen to this piece of music and list reasons why it is appropriate.
YouTube < http://www.youtube.com/watch?v=lu-Ru4SPvYs&feature=related> Video resource of making of music for Wearable
Arts awards.
Draw a story board of the key ideas that you want to convey.
Compare and contrast different elements of[dance/drama/music/wearable art]e.g.the cultural with modern, modern with
techniques, conventions, and
technologies combine to
create meaning in their own
and others’ work.
Level Four: Present and
respond to drama, identifying
ways in which elements,
techniques, conventions, and
technologies create meaning
in their own and others’ work.
Level Five
Present and respond to drama
and describe how drama
combines elements,
techniques, conventions, and
technologies to create
structure and meaning in their
own and others’ work.
Understanding Drama in
Context
Level One: Demonstrate
awareness that drama serves
a variety of purposes in their
lives and in their
communities.
Level Two: Identify and
describe how drama serves a
variety of purposes in their
lives and in their
communities.
Level Three: Investigate the
functions and purposes of
drama in cultural and
historical contexts.
Level Four: Investigate the
functions, purposes, and
technologies of drama in
cultural and historical
contexts.
Level Five
Investigate the characteristics,
purposes, and function of
drama in a range of contexts.
Describe the importance of music from a historical perspective (the
NZ Story).
Define ‘instruments’.
Listen to pieces of music and respond to how it makes you feel.
List different instruments (conventional and unconventional).
Analyse the conventions and techniques of music.
Compare/contrast types of music.
Compare and contrast music from other cultures.
Compare and contrast music from other times.
Compare and contrast different sounds.
Compare and contrast different sounds that instruments make.
Explain the importance of music to a culture.
Explain the technologies used in sound.
Sequence a piece of music.
Analyse musical pieces.
Create a piece of music from a range of contexts/conventions.
Express ideas through music.
Reflect and respond to this piece of music.
Evaluate your own piece of music against set criteria.
Evaluate the music of others against set criteria.
Reflect on the expressive qualities of music.
Reflect on the message conveyed in a piece of music.
Visual Arts (wearable art/costumes).
Define ‘wearable arts’/’costumes’.
Define 'traditional costumes'.
Define art conventions/processes.
List techniques/materials/tools to be used.
Describe aspects of costumes.
Describe clothing from other cultures.
Describe the purpose of traditional dress in a cultural context.
Describe how you feel when you see different clothing.
Describe a piece of wearable art/costume.
Describe components of a piece of wearable art/costume.
Describe the importance of costume in a cultural setting.
Describe the importance in a historical setting (the story of NZ).
Describe the work of another artist in this field.
Describe the meaning conveyed with some clothing/costume.
List suitable materials that you could use.
Explain your choice of materials.
Sketch out different components.
Compare and contrast traditional clothing from other cultures.
Explain the importance of costume/traditional dress.
Explain the techniques/materials/tools you have selected to use.
Compare/contrast the wearable arts from different eras.
traditional, traditional with cultural: e.g. the poi dance with the New Zealand haka; the Tongan sasa with street dancing; ballroom
with ballet etc. State the differences and similarities. Make an overall statement about dance from your new learning.
Compare and contrast different exhibits of wearable art - what is similar and what is different.
YouTube <http://www.youtube.com/watch?v=zJfDYRaEunk&feature=elatedion> Video resource about Trash to Fashion.
YouTube <http://www.youtube.com/watch?v=4ShDuCHC31s> Video resource Art to Tartan - Waipu Wearable Arts Award.
Compare and contrast the stories/meanings of the dances, stating the similarities and the differences.
Listen to the music accompanying each dance - compare and contrast the similarities and the differences.
Use a Venn diagram to compare and contrast arts from another culture.
Analyse the different sounds and circle the sounds that have a high impact response from you.
Classify the arts under the headings of dance, drama, music and visual arts categorise the practices from other cultures. Add
pictures to the classification.
Explain how [dance/drama/music/wearable art] are important elements to the cultural groups in New Zealand.
Explain the importance to New Zealand of having these elements represented in an opening ceremony.
Identify different cultural/dance/music/theatrical groups that could come in and perform for you (local kapa haka groups, school
groups, secondary school groups etc).
Learn a part of different dances e.g. arm and hand movements from one, foot movements from another etc.
Identify local dance groups (jazz, tap, ballet, cultural etc) and observe the different elements of dance.
Look at musical shows (e.g. Oliver) and look at the dance routines on these types of theatrical shows.
Take a range of photos or download from an approved image site, and then circle the different elements of
[dance/drama/music/wearable art] that you like from each one.
List different accessible materials that you can use to make wearable art (rubbish bags/strips of wallpaper/cut up old
garments/Christmas tree decorations/wool/string/cardboard). The rule is that these must be items that you already have access
to without buying them.
Photograph these performances and then sequence the performances along a wall, one on top of the other, to show what is the
same and what is different.
Sequence parts of the dance/drama/music/making of wearable art/costumes.
Sequence one dance and focus on one element, e.g. hand movements, on a story board. Sequence these over a timeframe.
Underneath, write the significance of the hand movements. Repeat this procedure for facial expressions, foot movements and
other dance elements.
Storyboard a range of different dances until you start recognising patterns that can be used for when you create your own dance
for the opening ceremony of a big event. Identify the detail, like quarter turns, half turns and other conventions.
Analyse the components of dance: if you were to take one element away, what effect would it have on the overall impact of the
performance (e. g. take away movement, expression, colour, costumes etc)? State the impact of each element and decide what
the main function is of each of these elements.
Analyse the components of wearable art that would add drama to a performance.
Select an element of dance and on a storyboard sequence the hand movements, sequence the steps etc.
Classify different dances under categories of cultural, modern and traditional. List all of the elements of dance under these.
Classify pictures/photos of wearable art under different sub-categories. Circle parts of each one that appeal to you. Make
sketches of parts that you like and create a range of different costumes using elements from each one.
In order to create your own dance, use a highlighter and highlight different elements from the different categories. Explain why
you have selected these.
Sketch these out on a storyboard and make annotated notes to explain the costumes, stage design, music possibilities etc.
Share/discuss and review any changes or improvements.
Create a sound picture to illustrate the sounds. Share/discuss/review any modifications or improvements that can be made.
Sketch out a stage plan to show the framing of your theatrical performance.
Developing Practical
Knowledge
Level One: Explore the
elements of role, focus,
action, tension, time, and
space through dramatic play.
Level Two: Explore and use
elements of drama for
different purposes.
Level Three: Use techniques
and relevant technologies to
explore drama elements and
conventions.
Level Four: Select and use
techniques and relevant
technologies to develop
drama practice. Use
conventions to structure
drama.
Level Five:
Select and use techniques,
conventions, and relevant
technologies for specific
drama purposes.
Developing Ideas
Level One: Contribute and
develop ideas in drama, using
personal experience and
imagination.
Level Two: Develop and
sustain ideas in drama, based
on personal experience and
imagination.
Level Three: Initiate and
develop ideas with others to
create drama.
Level Four: Initiate and refine
ideas with others to plan and
develop drama.
Level Five
Select and refine ideas to
develop drama for specific
purposes.
Compare and contrast different costumes from a range of
performances.
Compare and contrast the work of two artists in this field.
Compare and contrast traditional clothing for ceremonies.
Compare and contrast processes from the past.
Analyse the tools, techniques and procedures used.
Sequence the steps for creating a piece of wearable art/costume.
Analyse materials used.
Classify different costumes/wearable arts.
Create a piece of wearable art/costume relating to the significance
of a big event.
Evaluate your outcome against set criteria.
Evaluate the work of others against set criteria.
Reflect on any changes you could have made to improve outcome.
Evaluate the effectiveness of the wearable art in context of the
overall performance.
Evaluate the processes you used for the outcome.
Evaluate the effectiveness of the overall meaning conveyed with
own outcome.
Combine these ideas to create a new dance that will be representative of New Zealand at a big event.
Sequence a timeline as to when these performances will be put together. Annotate with notes and sketches, as you would a
design brief.
Co-construct a rubric that you can use to evaluate the overall performance of your dance.
Video your performance. Explain to the others the message that you are trying to convey. Also explain the elements that you
have used and justify why you chose those ones to convey your meaning.
Reflect on and respond to your performance.
Reflect on and respond to the performance of others.
View the video footage of their groups. Evaluate their performance and offer critique against the co-constructed rubric.
Write a critic’s report for the New Zealand Herald evaluating the overall performance of the opening/closing ceremony.
Create a review for a TV arts programme discussing the conventions and technologies used.
Create a podcast that could be used that critiques a performance and the message that it was trying to convey.
Congratulations! Your performance can now be part of the opening/closing ceremony.
Music - Sound Arts
Understanding Music
(Sound/Arts) in Context
Level One/Level Two
Explore and share ideas about
music from a range of sound
environments and recognise
that music serves a variety of
purposes and functions in
their lives and in their
communities.
Level Three
Identify and describe the
characteristics of music
associated with a range of
sound environments, in
relation to historical, social,
and cultural contexts.
Explore ideas about how
music serves a variety of
purposes and functions in
their lives and in their
communities.
Level Four
Identify and describe the
characteristics of music
associated with a range of
sound environments, in
relation to historical, social,
and cultural contexts.
Explore ideas about how
music serves a variety of
purposes and functions in
their lives and in their
communities.
Level Five
Compare and contrast the
characteristics of music
associated with a range of
sound environments, in
relation to historical, social,
and cultural contexts.
Investigate how music serves
a variety of purposes and
functions in their lives and in
their communities.
Communicating and
Interpreting
Level One
Share music making with
others.
Respond to live and recorded
music.
Level Two
Share music making with
others, using basic
performance skills and
techniques.
Respond to live and recorded
music.
Level Three
Prepare and present brief
performances of music, using
performance skills and
techniques.
Respond to and reflect on live
and recorded music.
Level Four
Prepare, rehearse, and
present performance of
music, using performance
skills and techniques.
Reflect on the expressive
qualities of their own and
others’ music, both live and
recorded.
Level Five
Prepare, rehearse, and
present performances of
music, using a range of
performance skills and
techniques.
Reflect on the expressive
qualities of their own and
others’ music, both live and
recorded.
Developing Practical
Knowledge
Level One
Explore how sound is made,
as they listen and respond to
the elements of music: beat,
rhythm, pitch, tempo,
dynamics, and tone colour.
Level Two
Explore and identify how
sound is made and changed,
as they listen and respond to
the elements of music and
structural devices.
Level Three
Explore and identify how
sound is made and changed,
as they listen and respond to
music and apply knowledge of
the elements of music,
structural devices, and
technologies.
Level Four
Apply knowledge of the
elements of music, structural
devices, and technologies
through integrating aural,
practical, and theoretical
skills.
Level Five
Apply knowledge of the
elements of music, structural
devices, stylistic conventions,
and technologies through
integrating aural, practical,
and theoretical skills.
Developing Ideas
Level One
Explore and express sounds
and musical ideas, drawing on
personal experience, listening,
and imagination.
Explore ways to represent
sound and musical ideas.
Level Two
Improvise, explore, and
express musical ideas,
drawing on personal
experience, listening, and
imagination.
Explore ways to represent
sound and musical ideas.
Level Three
Express and shape musical
ideas, using musical elements,
instruments, and technologies
in response to sources of
motivation.
Represent sound and musical
ideas in a variety of ways.
Level Four
Express, develop, and refine
musical ideas, using the
elements of music,
instruments, and technologies
in response to sources of
motivation.
Represent sound and musical
ideas in a variety of ways.
Level Five
Use musical elements,
instruments, technologies,
and conventions to express,
develop, and refine structured
compositions and
improvisations.
Represent compositions and
improvisation frameworks,
using appropriate
conventions.
Visual Arts
Understanding Visual Arts in
Context
Level One
Share ideas about how and
why their own and others’
works are made and their
purpose, value, and context.
Level Two
Share ideas about how and
why their own and others’
works are made and their
purpose, value, and context.
Level Three
Investigate the purpose of
objects and images from past
and present cultures and
identify the contexts in which
they were or are made,
viewed, and valued.
Level Four
Investigate the purpose of
objects and images from past
and present cultures and
identify the contexts in which
they were or are made,
viewed, and valued.
Level Five
Investigate and consider the
relationship between the
production of art works and
their contexts and influences.
Developing Practical
Knowledge
Level One/Level Two
Explore a variety of materials
and tools and discover
elements and selected
principles.
Level Three
Explore some art-making
conventions, applying
knowledge of elements and
selected principles through
the use of materials and
processes.
Level Four
Explore and use art-making
conventions, applying
knowledge of elements and
selected principles through
the use of materials and
processes.
Level Five
Apply knowledge of selected
conventions from established
practice, using
appropriate processes and
procedures.
Developing Ideas
Level One/Level two
Investigate visual ideas in
response to a variety of
motivations, observation, and
imagination.
Level Three
Develop and revisit visual
ideas, in response to a variety
of motivations, observation,
and imagination, supported
by the study of artists’ works.
Level Four
Develop and revisit visual
ideas, in response to a variety
of motivations, observation,
and imagination, supported
by the study of artists’ works.
Level Five
Generate, develop, and refine
ideas in response to a variety
of motivations,
including the study of
established practice.
Communicating and
Interpreting
Level One/Level Two
Share the ideas, feelings, and
stories communicated by
their own and others’ objects
and images.
Level Three
Describe the ideas their own
and others’ objects and
images communicate.
Level Four
Explore and describe ways in
which meanings can be
communicated and
interpreted in their own and
others’ work.
Level Five
Compare and contrast the
ways in which ideas and artmaking processes are used to
communicate meaning in
selected objects and images.
What if Questions:
What if all road safety
messages had to be told
through the arts?
Print Resources:
Thinking strategies to support
learning experiences
ICTs to support learning experiences.
Teachers to record print resources used and those that are
available in the school that will support this teaching and learning
resource.
These are suggested thinking
frameworks only. Teachers to
record here the ones they will be
using. Refer to resource. Teachers
to record the strategies they will be
using.
These are suggested ICTs only that will support the bringing in of ideas, the connecting
of ideas and the putting of ideas into another context.
What if big events did not
have opening and closing
ceremonies?
Brainstorm all of the advantages of
having road safety messages told
through dramatic presentations.
What if opening ceremonies
did not have colour, and
everyone was dressed in black
and white like a pedestrian
crossing?
Construct an alphabet brainstorm of
all the countries that will be
attending.
The answer is safe travel. List five
questions that this could be the
answer for.
What if there could be
dancing at an opening
ceremony, but no music?
PMI: Should big events have opening
and closing ceremonies?
What if only the wise and the
elderly could share messages
of smart choices?
Draw a design brief of the big event
opening/closing ceremony,
annotating the details.
Design road safety stickers that can
be handed out to spectators as they
enter and leave the stadium.
The New Zealand Curriculum: TKI: The Arts Community News
<http://www.tki.org.nz/e/community/arts/> Resources for teachers.
The New Zealand Curriculum: TKI: Arts Online <http://www.artsonline.tki.org.nz/>
Resources for teachers.
The New Zealand Curriculum: TKI: Arts Online
<http://artsonline.tki.org.nz/engageinarts/dance/ao.php> Dance Achievement objectives
in full.
The New Zealand Curriculum: TKI: Arts Online
<http://artsonline.tki.org.nz/resources/ict/Dance/#Software> Teacher resources including
unit plans, software and digital resources.
The New Zealand Curriculum: TKI: The Arts: Visual Arts: Exemplars
<http://www.tki.org.nz/r/assessment/exemplars/arts/visarts/> Student exemplars for
curriculum learning area The Arts: Visual Arts.
The New Zealand Curriculum: TKI: The Arts: Dance: Exemplars
<http://www.tki.org.nz/r/assessment/exemplars/arts/dance/> Student exemplars for
curriculum learning area The Arts: Dance.
The New Zealand Curriculum: TKI: The Arts: Drama: Exemplars
<http://www.tki.org.nz/r/assessment/exemplars/arts/drama/> Student exemplars for
curriculum learning area The Arts: Drama.
The New Zealand Curriculum: TKI: The Arts: Visual Arts: Progress Indicators
<http://www.tki.org.nz/r/assessment/exemplars/arts/visarts/matrix_visarts_e.php>
The New Zealand Curriculum: TKI: Collections to support the teaching of Visual Arts
<http://www.tki.org.nz/e/community/arts/materials.php#arts> Resources to support the
New Zealand Curriculum learning area visual arts.
Assessment for Learning: Teacher/Peer/Self
Teachers to highlight learning experiences that will be used for assessment for learning throughout the unit. These can be recorded in portfolios/school management systems.
Example rubric:
Teachers to code in the first column the symbols that they use in the school for assessment. These could be against levels, MOE guidelines or internal criteria. The rubric can be written against the
AOs or rewritten as success criteria for children depending on the preference of the school.
Is able to identify several purposes of [dance/drama/music/wearable art], can explain why they are significant, and can justify the purpose of
[dance/drama/music/wearable art] as part of the opening ceremony for the big event.
Is able to identify several purposes of [dance/drama/music/wearable art] and can explain why they are significant.
Is able to identify several purposes of [dance/drama/music/wearable art].
Is able to identify one purpose of [dance/drama/music/wearable art].
Is unable to describe the purposes of [dance/drama/music/wearable art] without prompting.
Refer: Ministry of Education. (2007). The New Zealand Curriculum for English-medium teaching and learning in years 1–13 Wellington: Learning Media.