Tom’s learning in and through art

To print this complete exemplar download one of these files:
Download PDF file (377.4 KB)
Download Word file (518.5 KB)
Print only this page

Reflection - what these stories exemplify

Key competencies

Tom displays the key competencies, managing self and participating and contributing in this string of stories as he trusts and becomes more adventurous in his exploration of art materials.

How might these stories strengthen Tom’s identity as a learner?

Tom became more independent in these stories over time (agency), requiring less physical prompting to complete activities. Tom was able to take the initiative with his learning on a number of occasions; for example, making a clear choice of paint colour. He was able to experiment with a range of tools and materials and work with a variety of people (depth). Tom was able to complete tasks set for his class, as a collective community, alongside his peers. This resulted in his work being part of a collective display and his peers expecting that it would be framed alongside theirs.

For more information on the four dimensions of agency, breadth, continuity, and depth (ABCDs), refer to Narrative assessment: a guide for teachers.

Learning areas

Level 1 the arts

This learning was within the visual arts. Tom is developing his practical knowledge of art materials and tools and the learning community is supporting Tom with the other visual arts learning strands (communicating and interpreting, developing ideas, and understanding the arts in context). Tom was able to use both sponges and brushes within this unit. This is a huge breakthrough, as in the past Tom has avoided any contact with these art materials and tools. Dye was chosen for one activity rather than the pastels and crayons used by his peers, as we know Tom has an aversion to these materials.

Effective pedagogy

What does this tell us about teaching and learning in this setting?

Tom’s learning environment was safe and supportive, and therefore conducive to Tom taking risks within this work. Learning “in” art also seems to have resulted in learning “through” art as Tom became part of the class art community (creating a supportive learning environment). Although we had a knowledge of Tom’s resistance to art materials and tools, we were curious to learn whether he would try the new materials presented to him (teaching as inquiry).Tom had time to explore the art materials in his own ways a number of times during this eight-week unit We think this gave him the confidence to investigate those tools as well (providing sufficient opportunities to learn).

Reflective questions for the reader

The teacher in this exemplar has focused on two key competencies, managing self, and participating and contributing.

"What other key competencies can I identify in this story? How are these integrated with the strands in the visual arts?”

“How would I support a student to increase her/his comfort with a variety of new materials?”

“How would I know when an activity or process becomes intrinsically motivating
for a student?”

Useful resources

Ministry of Education. (2002). Exploring the visual arts years 1–6: Painting, printmaking, fabric and fibre. Wellington: Learning Media.

Ministry of Education. (2007). He papahuia toi Māori – Māori visual culture year 7–10. Wellington: Learning Media.

Ministry of Education. (2007). The arts. In The New Zealand curriculum (pp 20–21). Wellington: Learning Media.

Footer navigation