Choosing what to study at a tertiary level can be a difficult process, and a decision we believe the Society can support from adolescence. We provide a database of enrichment opporunuties, NCEA Art History examples (to help you in reaching your full endorsement potential), and testimonials for what it’s like to study the subject at a tertiary level and the pathways it can take you.
As always, if there’s anything additional the Art History Society can do to support you in your Secondary school endeavours or University aspirations, please email us at arthistsoc@gmail.com or DM us on our Instagram @arthistsoc.
Enrichment Opportunities
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NCEA Internal Examples
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Testimonials and Pathways
Encrichment Opportunities
Michèle Whitecliffe Art Writing Prize - 16+. This Prize’s aim is to draw out new critical voices that will help refresh and strengthen discussions about New Zealand art of the present and past. Each year contestants are asked to write a 1,500-3,500 word essay on a theme, where then an independent judge selects the winner and two runners up. The winner will receive $2,500 and have their text published in the November issue of Art Toi, and the runners up see their texts published on the Articles page of the Gallery website.' We recomend this oppportunity for: Individuals who are wanting to grow their art writing skills, and are keen for the opportunity to be officially published
Waikato Society of Arts - National Youth Art Awards. This compeition is open for 13 to 25 year olds, all mediums are encouraged to enter across three age categories. There are also a varity of monetary prizes on offer, alongside the potential for your artwork to be exhibited in a gallery! We recomend this opportunity for: Individuals who pride themselves in their art, and wish to have the opportunity to be exhibited and acknowledged.
Auckland Art Gallery Youth Media Internship. During each Youth Media Internship at the Gallery, twelve young people from across Auckland and aged between 16–18 work in groups to ask a question and create a three-minute film about the Gallery. It develops interpersonal and creative thinking skills in a professional environment, and allows participants to meet new people, make friends and have fun! We recomend this opporunity for: Individuals who want to enjoy engaging in project-based learning, want a behind the scenes at Auckland Art Gallery, and gain early experience within the GLAM sector.
NCEA Internal exemplars
DISCLAIMER: Do not submit these essays as your internal, nor claim any part of the essay as your own. The materials below are not to be used for wider distribution, personal gain, or profit. The authors of these essays assumes no responsibility or liability for any errors or omissions in the content of this site. The information contained in this site is provided on an "as is" basis with no guarantees of completeness, accuracy, usefulness or timeliness. For the sake of accuracy, the essays are presented on an “as is” basis as they were originally submitted to be graded.
Achievement Standard 91485 - Examine the impact of media and processes on art works
This essay, entitled ‘Art Making in America’, examines the 20th Century Western shift to the emphasis on how art was created and the processes used to make this image. The work of Willem de Kooning, Barnett Newman and James Rosenquist are used in example.
Written in 2019. Grade Recieved: E8
Achievement Standard 91488 - Examine the relationship(s) between a theory and art works
This essay, entitled ‘Feminism and Art’, examines the nature in which the second wave of Feminism that was dominant from the 1960s to 80s manifested in art. Judy Chicago’s 1974-9 installation Dinner Party and Barbara Kruger’s 1983 (Untitled) We Won’t Play Nature To Your Culture are used in this essay to demonstrate this relationship.
Written in 2019. Grade received: E8
Achievement Standard 91487 - Examine the different values placed on art works
This essay argues how the value of art influences the viewers’ identity and perception of the world. Remembering by Ai Wei Wei, Personnes by Christian Boltanski, and Yoayoi Kusamas’ Infinity Mirrored Room Filled with the Brilliance of Life are used to illustrate this point.
Written in 2022. Grade Recieved: E8
Achievement Standard 91486 - Construct an argument based on interpretation of research in art history
This essay examines how art has always been an intrinsic part of the storytelling of history. The art of Mark Rothko, Robert Rauschenberg, and Judy Chicago are used to support this arguement.
Written in 2022. Grade Recieved: E8
Testimonials.
Hear from current and past Art History students who studied at the Unviersity of Auckland to hear why those chose their major, and the pathways it has led them on.
“For me studying Art History at the University of Auckland was not a choice but some sort of moral obligation. I felt that I owed it to myself to pursue my passion, and have been so grateful that I did. Alongside my degree in International Politics, studying Art History has opened my eyes to the richness of human history and the legacy of passion that we have immortalised forever in Art. It has also led me to be the President of the Universitys Art History Society, allowing me to monolopolise on my passion for the subject and desire to advocate for the fact that pursuing your passion on any level will always be rewarding”
~ Amber, Bachelor of Arts and Bachelor of Global Studies
“Studying Art History at the University of Auckland provided me with so many valuable and unique opportunities that wouldn’t be available to me anywhere else. I have been lucky to learn from well-known scholars in the field and be able to take this knowledge and apply it in my courses and my growing professional career. Art History has led me to being awarded the only international scholarship offered to university students in New Zealand which is to work in at the Peggy Guggenheim in Venice. I was also able to work under a curator at the Auckland Art Gallery and I am soon to intern at the Biennale in Venice.”
~ Emily, Bachelor of Arts and Bachelor of Communication
“I was introduced to Art History by my favourite painting teacher at High School, and from the first class I remember becoming immediately (and indefinitely) infatuated with it. Since then, Art History has opened many doors, including excelling in the Arts Scholars programme and a brief taste of a research internship with Erin Griffey, and to becoming the first student representative for the Art History Faculty in the University of Auckland Arts Acquisitions Committee. My Law degree has also provided me with a unique Legal perspective on the Art world, which along with the Art Crime paper I am taking this semester, is allowing me to develop my ability to bring a unique insight to the intersection between Art History and Law.
~ Rose, Bachelor of Arts and Bachelor of Law
