Potter
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Approach: One to one Level: Year 4 and year 8
access task
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 recording on laptop computer, picture, recording book
Questions/instructions:  

This activity uses the computer.

We are going to see a video of some pottery made by an artist called Katie Gold. Katie lives in a place called Moutere, which is near Nelson. After watching the video, I’m going to ask you to think of some questions that could help you to find out more about Katie’s pottery. Watch the video carefully to see how many interesting things you can notice about Katie’s pottery.

Click the Potter button. No sound on video. Then show the picture.
(Student looking closely at piece of pottery; slow pan and closeups of all features)
 

Think about what you saw in the video, and have a careful look at the picture. While you are looking at the picture, imagine that you were able to meet Katie, and ask her some questions about her artworks.

Allow time.

Now, let’s imagine you could meet with Katie to ask her some questions about her artworks. Try to think of the most interesting questions you can. When you are ready, I’ll write down the questions you would ask about her artworks.

I’ll read through your questions, and if there are any changes you would like me to make, you can tell me.

Record any changes offered by the student.

I’m sure Katie will be interested in the questions that you have asked.


% responses
2007 ('03)
y4
y8
Posed questions about:
inspiration/reason for making vessel, what its intended use is, who it is for, what it is intended to “say”
31 (27)
58 (58)
why it has that particular shape, those colours and other decorative features
37 (32)
44 (38)
the materials used in making it
40 (34)
28 (24)
the techniques used in making it
73 (71)
65 (68)
how satisfied the artist is with the result
5 (3)
6 (6)
Overall rating of mix and quality of questions:
(likely richness of information resulting)
very strong
2 (2)
4 (6)
quite strong
16 (21)
26 (30)
moderate
57 (54)
51 (44)
weak or any other response
24 (24)
19 (20)
Total score:
3
2 (2)
4 (6)
2
16 (21)
26 (30)
1
57 (54)
51 (44)
0
24 (24)
19 (20)
Subgroup Analysis:
Year 4
Year 8
Commentary:
Students had some difficulty in generating questions for a potter after watching a short video about her work. Growth from year 4 to year 8 was modest, with year 4 students focused more on issues of materials and technique, whereas year 8 students asked more about the nature and purpose of the pottery. Pasifika students were less likely to do well on this task than Pakeha or Mäori students at both year 4 and year 8. Gender differences were quite small. Performance was similar at both year levels in 2003 and 2007.
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