: Link Tasks 4 – 9
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Link Task 4 | 5 | 6 | 7 | 8 | 9  
Link Task 4
Approach:   One to one 
Level:  Year 4 and year 8
Focus:    Students can identify and interpret particular features depicted in paintings. 
Resources:Picture.
Questions/instructions:
Students were shown pictures of an artist’s paintings and asked to identify general features and characteristics particular to New Zealand.
 
Mean Score
y4
y8
Descriptions of features of painted characters:    
2 or more appropriate features, well explained
14
26
2 or more appropriate features, but little explanation
58
62
1 appropriate feature, well explained
5
3
1 appropriate feature, but little explanation
20
9
any other response
3
0
Identification of features that give paintedcharacters a special
New Zealand identity:
2 or more appropriate features, well explained
14
33
2 or more appropriate features, but little explanation
43
52
1 appropriate feature, well explained
8
5
1 appropriate feature, but little explanation
24
9
any other response
11
1
 
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Link Task 5
Approach:   One to one  
Level:  Year 4 and year 8
Focus:    Students can form their own viewpoint on an artwork after considering others’ viewpoints. 
Resources:Video on laptop computer, picture.
Questions/instructions:
Students watched a video clip showing the installation and display of an artist’s work in a public place.
  Mean Score
y4
y8
Explanation of reasons for liking or disliking the artist’s work:
    
strong reaction, well explained
6
11
strong reaction, but not well explained
8
13
moderate reaction, with some explanation
47
49
moderate reaction, with no explanation
31
20
any other response (including “I don’t know”)
8
7
Evaluations of people’s differentpreferences for the artist’s work:
identified differences and explained that people have different preferences
15
33
identified differences but did not explain why people have different preferences
20
16
did not clearly identify the differences, or explained that people have different preferences
50
48
any other response
15
3
Agreement with others’ preference, and reasons:
clear preference, well explained
14
18
clear preference, not well explained
64
47
partial agreement with both, well explained
3
11
partial agreement with both, but not well explained
7
19
any other response
12
5
 
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Link Task 6
Approach:   One to one 
Level:  Year 4 and year 8
Focus:    Students can identify and discuss the features and uses of a carving. 
Resources:Small carving.
Questions/instructions:
Students were asked to interpret and describe a carving, explain how it was made, and consider its appeal to others.
  Mean Score
y4
y8
Identification of shape:    
specifically correct
26
53
generally correct
20
20
any other response
54
27
Identification of materials used:
first correct option
30
75
second correct option
11
3
any other response
59
22
Identification of steps followed in the process of making the carving:
6 or more steps mentioned
1
1
4–5 mentioned
3
5
2–3 mentioned
23
39
1 mentioned
48
45
any other response
25
10
Identification of people who might use the carving, and why:
first category of people
64
70
second category of people
6
7
third category of people
21
25
 
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Link Task 7
Approach:   One to one 
Level:  Year 4 and year 8
Focus:    Students can construct a set of questions that would allow them to obtain information from an artist about the artist’s work 
Resources:Video on laptop computer, photograph
Questions/instructions:
Students were shown video pictures and a photograph of an example of an artist’s work, then provided a set of questions to ask the artist about her work.
  Mean Score
y4
y8
questions type 1
27
60
questions type 2
44
55
questions type 3
46
28
questions type 4
68
61
questions type 5
5
9
Overall rating of the mix and quality of questions:
very strong
0
0
quite strong
5
7
moderate
42
46
weak or any other response
53
47
 
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Link Task 8
Approach:   One to one 
Level:  Year 4 and year 8
Focus:    Students can describe the elements of a painting and their own response to the painting. 
Resources: Photograph of a painting.
Questions/instructions:
Students were asked to analyse the elements of a painting, and to form a personal response to the painting.
  Mean Score
y4
y8
Students’ identification with or response to picture (positive or negative):
    
strong
36
51
moderate
52
44
any other response
12
5
How well students explained the artist’s effect in capturing a response from the viewer:
well
19
39
moderately well
57
51
poor
24
10
How well students explained whytheir eyes moved around the pictureafter their initial response:
well
10
21
moderately well
39
54
poor
51
25
How well students explained the artist’s technique in showing distance in space:
well
6
21
moderately well
60
63
poor
34
16
How well students discussed their ownresponse to the painting and the artist’stechniques used for eliciting that response:
well
13
34
moderately well
40
43
poor
47
23
 
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Link Task 9
Approach:   Team 
Level:  Year 4 and year 8
Focus:    Students can work collaboratively to make decisions on the choice of artworks suited to particular purposes. 
Resources: 4 sets of 5 pictures, “Working Together” guide.
Questions/instructions:
Initially in pairs, then together in a team of four, students worked through a process of selecting one picture from a set of five for a particular purpose.
  Mean Score
y4
y8
Picture chosen by team:
    
A
19
20
B
2
3
C
23
12
D
38
42
E
17
23
any other response, including non-agreement
1
0
Number of team members who chose that picture prior to team deliberation:
all
7
5
all except one
19
33
half
25
27
one
32
27
any other response
17
8
How well the team discussed the use of colour in the picture:
very well
2
3
well
15
26
moderately well
49
41
poorly
34
30
How well the team discussed the way the picture had been drawn/painted:
very well
1
2
well
14
28
moderately well
42
49
poorly
43
21
How well the team discussed the content of the picture:
very well
5
4
well
16
36
moderately well
65
50
poorly
14
10
How strongly the team related to the pictureas particularly suitable for their school:    
very strongly
5
10
quite strongly
21
30
a little
52
43
not at all
22
17
Where the team suggested putting the picture:
place 1
0
13
place 2
14
11
place 3
6
26
place 4
23
27
place 5
4
3
no clear decision
3
0
any other response
36
20
 
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