Level 2 Classical Studies Internal Assessment Resource

Internal assessment resource Classical Studies 2.5Av2 for Achievement Standard 91204

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Internal Assessment Resource

Classical Studies Level 2

This resource supports assessment against:
Achievement Standard 91204 version 2
Demonstrate understanding of the relationship between aspects of the classical world and aspects of other cultures
Resource title: Architecture for Art’s Sake?
6 credits
This resource:

Clarifies the requirements of the standard
Supports good assessment practice
Should be subjected to the school’s usual assessment quality assurance process
Should be modified to make the context relevant to students in their school environment and ensure that submitted evidence is authentic

Date version published by Ministry of Education / February 2015 Version 2
To support internal assessment from 2015
Quality assurance status / These materials have been quality assured by NZQA.
NZQA Approved number: A-A-02-2015-91204-02-5432
Authenticity of evidence / Teachers must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material.
Using this assessment resource without modification may mean that students’ work is not authentic. The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated or a different text to read or perform.

Internal assessment resource Classical Studies 2.5Av2 for Achievement Standard 91204

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Internal Assessment Resource

Achievement standard Classical Studies 91204: Demonstrate understanding of the relationship between aspects of the classical world and aspects of other cultures

Resource reference: Classical Studies 2.5A v2

Resource title: Architecture for Art’s Sake?

Credits: 6

Teacher guidelines

The following guidelines are designed to ensure that teachers can carry out valid and consistent assessment using this internal assessment resource.

Teachers need to be very familiar with the outcome being assessed by the Achievement Standard Classical Studies 91204. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it.

Context/setting

This activity requires students to demonstrate perceptive understanding of the relationship between classical architecture and modern public architecture in a local and/or national setting.

In their explanations, students should consider the intended effect/s and/or message/s conveyed by the incorporation of classical ideas and values into modern New Zealand public buildings.

Students will use a medium of their choice to present their explanations. Formats of presentation could include, but are not limited to a computer-assisted presentation, a photo-booklet, an essay with annotated images, or a brochure. Discuss with students the suitability of their chosen mode.

Students should support their explanations with primary source evidence that is specific and relevant to the context.

While not a requirement of the standard, students are strongly encouraged to use secondary source material to support the points made. This may allow students to demonstrate perceptive understanding of the relationship between aspects of the classical world and aspects of other cultures.

Primary sources include evidence surviving from the classical world, including written material in translation and artefacts of all kinds.
Secondary sources include evidence drawn from later commentaries, for example, books, websites, encyclopedias, and later works of art and architecture.

Conditions

This assessment activity will take place over three weeks of in-class and out-of-class time. Students will be assessed individually. Ensure that students carry out sufficient work under supervision to allow the monitoring of student progress and authentication of work.

It would be beneficial for the teacher to organise and facilitate a tour of the town or city so that students may use evidence that is relevant to them. Alternatively, the teacher could conduct a “tour” using the Internet.

Teachers should select modern New Zealand public buildings that provide sufficient cope for students to demonstrate perceptive understanding of the classical influences on those buildings.

Students should submit an accurate reference list or bibliography that includes all sources they have used in this activity. It will not be assessed, but will be used for authentication purposes.

Resource requirements

Provide access to a range of resource material so that students are able to select relevant primary evidence. Also encourage students to investigate their local environment for sources of information.

Additional information

Students are not assessed on the application of a methodology of inquiry. However, this activity does provide an opportunity for students to learn a methodology of inquiry prior to the activity. Identify each step of this process, making it clear that this is not part of the assessment activity but part of their prior learning.

Internal assessment resource Classical Studies 2.5A v2 for Achievement Standard 91204

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Internal Assessment Resource

Achievement Standard Classical Studies 91204: Demonstrate understanding of the relationship between aspects of the classical world and aspects of other cultures

Resource reference: Classical Studies 2.5A v2

Resource title: Architecture for Art’s Sake?

Credits: 6

Achievement / Achievement with Merit / Achievement with Excellence
Demonstrate understanding of the relationship between aspects of the classical world and aspects of other cultures. / Demonstrate in-depth understanding of the relationship between aspects of the classical world and aspects of other cultures. / Demonstrate perceptive understanding of the relationship between aspects of the classical world and aspects of other cultures.

Student instructions

Introduction

This assessment activity requires you to demonstrate perceptive understanding of the relationship between the ideas and values of classical architecture and modern public architecture in a local and/or national setting. You will demonstrate your understanding by explaining this relationship.

You can choose how you will present your explanation. Formats include, but are not limited to a computer-assisted presentation, a photo-booklet, an essay with annotated images, or a brochure.

In your explanation, you should consider a range of aspects/factors and features such as:

messages conveyed
reasons for similarities and differences
themes and patterns
cultural expectations and codes of behaviour
recognition of limitation of sources of evidence

Support your explanation with primary and secondary source evidence that is specific and relevant to the context.

This is an individual assessment activity. It will take place over three weeks of in-class and out-of-class time.

Teacher note: adjust this time if necessary so that it gives your students every reasonable opportunity to demonstrate their understanding.

Preparatory activities

Gather evidence about at least four classical public buildings. Use these points to help focus your selection of evidence:

Identify the order of the building, for example, Ionic, Doric, or Corinthian.
Explain how the order is linked to the function or purpose of the building.
Explain the intended effect of the building or the message that it conveys. How might people have reacted to this building?

Select at least two contemporary public buildings in New Zealand that you believe show ideas and values of classical architecture. Gather evidence about these buildings and this relationship.

Use these points to help focus your selection of evidence:

Investigate the details of the building (location, date of construction, name of architect/s, materials used).
Consider the function or purpose of the building. What it is used for? Has its purpose changed since it was built? How can it be linked with the classical world?
Identify the design and order of the building.
Consider the intended effect of the building or the message that it conveys. How do the public react to this building?

Record your evidence in suitable formats such as hand-written notes, photos, or printed or photocopied evidence with the relevant information highlighted.

Write bibliographical details for each source next to the evidence you gather. Ensure that these details are sufficient for you to complete a reference list/bibliography.

Task

1.Choose a format for your presentation. Discuss its suitability with your teacher.

2.Using the primary and secondary source evidence you have gathered:

compare and contrast at least four classical public buildings with two contemporary New Zealand public buildings
explain, in depth, reasons for the relationship between classical architecture and contemporary New Zealand public architecture
explain what message, in your own view, the incorporation of classical architecture in contemporary architecture conveys to the public.

Acknowledge your sources. Submit an accurate reference list/bibliography that includes all of the sources you have used. This will not be assessed, but will be used for authentication purposes.

Internal assessment resource Classical Studies 2.5Av2 for Achievement Standard 91204

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Assessment schedule: Classical Studies 91204Architecture for Art’s Sake?

Evidence/Judgements for
Achievement / Evidence/Judgements for
Achievement with Merit / Evidence/Judgements for
Achievement with Excellence
The student has demonstrated understanding of the relationship between classical architecture and contemporary New Zealand public buildings.
The student has:

given an explanation of the relationship between classical architecture and contemporary New Zealand public buildings
used primary source evidence.

given an informed explanation, including a range of aspects/factors, of the relationship between classical architecture and contemporary New Zealand public buildings
used primary source evidence of specific relevance to the context.

For example:
Some architects choose to incorporate features of classical architecture in the design of public buildings to create an impression of tradition, authority, and stability.
Located in the heart of Wellington, Parliament House was designed by architects John Campbell and Claude Paton to replace the previous building destroyed by fire in 1907. Its main entrance is supported by impressive marble Ionic freestanding and engaged columns and a relief sculpture can be seen above the main door depicting the Royal Coat of Arms.
The architects have incorporated these classical architectural features to give the impression that our government will always be stable and lasting, and that the laws created in this building will provide security for New Zealanders.
The incorporation of these features links to the origins of democracy and the religious architecture of ancient Athens. The Propylaia is a monumental gateway onto the Acropolis designed by the architect Mnesikles in 437–432 BC. It is a Doric structure with three Ionic columns flanking either side of the central entranceway. These columns link to the Ionic columns on Parliament House, encouraging people to view what is behind the door or beyond the rise as something important and trustworthy. / The student has demonstrated perceptive understanding of the relationship between classical architecture and contemporary New Zealand public buildings.
The student has:

given an explanation that shows insight, including a range of aspects/factors, of the relationship between classical architecture and contemporary New Zealand public buildings. Which may include an understanding of:
reasons for similarities and differences
themes and patterns
cultural expectations and codes of behaviour
recognition of limitations of sources of evidence
used primary source evidence of specific relevance to the context.

For example:
Some architects choose to incorporate features of classical architecture in the design of public buildings to present an image of a modern Golden Age. Architectural forms such as Ionic columns are used to create an impression of tradition, authority, and stability.
Located in the heart of Wellington, Parliament House was designed by architects John Campbell and Claude Paton to replace the previous building destroyed by fire in 1907. Its main entrance is supported by impressive marble Ionic freestanding and engaged columns and a relief sculpture can be seen above the main door depicting the Royal Coat of Arms.
The architects have incorporated these classical architectural features to give the impression that our government will always be stable and lasting, and that the laws created in this building will provide security for New Zealanders.
The incorporation of these features links to the origins of democracy and the architecture of ancient Athens. The Propylaia is a monumental gateway on to the Acropolis designed by the architect Mnesikles in 437-432 BC. It is a Doric structure with three Ionic columns flanking either side of the central entranceway. These columns link to the Ionic columns on Parliament House, encouraging people to view what is behind the door or beyond the rise as something important and trustworthy.
This image also relates to the ancient Roman Forum. The architecture which lined the path towards the rostra and Senate House links to the importance of our government today and demonstrates that the heritage found in these buildings transcends time. Architecture is a vehicle for sending a message to people, and by linking that message with images of the classical world, it is hoped that New Zealanders will continue to believe in the origins of democracy and value the lasting nature of the classical world.

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.