: Link Tasks
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Link Task 1 | 2 | 3 | 4 | 5 | 6  
Link Task 1 : Pencil Drawing
Approach:   Independent 
Focus:    By careful observation, students can use drawing processes to describe the main features and form of a displayed object. 
Resources:Per student: displayed object, B4 cartridge paper, cardboard base, (no erasers).
Time:15 minutes allowed for making the drawing.
Questions/instructions:
Each student observed the displayed object from the same angle. They were instructed to make their drawing “as real as you can - just as you see it”.

Mean Score

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Key attributes: (0 low – 3 high)  
main features recorded:
main parts/features observed and recorded; different parts appropriately shaped and in reasonable proportions

1.12
dimensional quality:
shading/perspective

0.65
detail:
fine detail of features observed and included; appropriate tonal marking, textures, patterns and lines

0.92
expressiveness:
life-like quality; confident treatment; enrichment through subtle individual interpretation

0.76
Global rating: (0 low – 5 high)
 
 
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Link Task 2 : Pastel Drawing
Approach:   Independent 
Focus:    Students can produce an expressive coloureddrawing based on an imaginative idea, usingskills of composition and media effects   
Resources:Video stimulus. Per student: 1 set of 12 oil pastels, 1 B3 grey sugar paper, 1 cardboard base.
Time:20 minutes allowed for making the drawing.
Questions/instructions:
After listening to a stimulus poem, students were asked to make a picture to depict the character in the poem. They were instructed to try to use the pastels in ways that make colours and shapes bright, bold and colourful.
  Mean Score

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Key attributes: (0 low – 3 high)  
expressiveness:
image appropriate to task; strength, vitality and colour; movement, dynamism, imagination, avoidance of cliché

0.82
compostion:
use of pictorial space; appropriate context;
arrangement of images; balance

0.98
detail:
finer features included

0.82
use of media:
technical control of pastel media to achieve a range of mark making

0.96
Global rating:
(0 low – 5 high)
 
 
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Link Task 3 : Clay Sculpture
Approach:   Independent 
Focus: Students can use and control the medium of clay to create a three-dimensional form.
Resources: Per student: 1 block of clay, 1 pointed dowel stick,1 iceblock stick, 1 wooden structure, 1 A4 white drawing paper, 1 4B pencil, 1 dampened sponge(no water), 1 cue card, 1 plastic desk cover.
Time:40 minutes for planning and making the object.
Questions/instructions:
Students were asked to make an object from clay and to position it on the wooden structure. The opportunity was given for planning the object by making a pencil sketch prior to modelling.
  Mean Score
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Key attributes: (0 low – 3 high)

expressiveness:
appearance and effect of the
image and its persona

1.07
composition:
use of available clay; the ‘fit’ of object
with structure; 3-dimensional qualities

1.16
detail:
appropriate features and embellishments

0.90
structural skills:
moulding and joining; stability

1.00
Global rating:
(0 low – 5 high)
 
 
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Link Task 4
Approach:   One to one 
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.
  % responses
Descriptions of features of painted characters:

2 or more appropriate features, well explained

6
2 or more appropriate features, but little explanation

63
1 appropriate feature, well explained

2
1 appropriate feature, but little explanation

17
any other response

12
Identification of features that give paintedcharacters a special
New Zealand identity:

2 or more appropriate features, well explained

10
2 or more appropriate features, but little explanation

76
1 appropriate feature, well explained

0
1 appropriate feature, but little explanation

6
any other response

8
 
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Link Task 5
Approach:  One to one  
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.
  % responses
Explanation of reasons for liking or disliking the artist’s work:
  
strong reaction, well explained

0
strong reaction, but not well explained

2
moderate reaction, with some explanation

39
moderate reaction, with no explanation

53
any other response (including “I don’t know”)

6
Evaluations of people’s differentpreferences for the artist’s work:

identified differences and explained that people have different preferences

7
identified differences but did not explain why people have different preferences

30
did not clearly identify the differences, or explained that people have different preferences

28
any other response

35
Agreement with others’ preference, and reasons:

clear preference, well explained

0
clear preference, not well explained

11
partial agreement with both, well explained

76
partial agreement with both, but not well explained

0
any other response

13
 
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Link Task 6
Approach:   One to one 
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.
  % responses
Identification of shape:  
specifically correct

51
generally correct

34
any other response

15
Identification of materials used:

first correct option

72
second correct option

0
any other response

28
Identification of steps followed in the process of making the carving:

6 or more steps mentioned

0
4–5 mentioned

0
2–3 mentioned

41
1 mentioned

29
any other response

30
Identification of people who might use the carving, and why:

first category of people

43
second category of people

4
third category of people

30
 
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