1 NCEA Level 2 – Examine familiar literary Latin passages within the wider context 2009 Examples of student work

2 Excellence

3 Excellence (low) The student examines in detail the heritage aspect of Ovid’s Lucretia as presented in art and literature. The painting by Giordano is examined in detail and makes accurate reference to the relevant lines of the poem. The Botticelli is not examined in such detail and there are some statements that lack reference to the poem e.g. “lying with a knife in her chest”. References to the poem are accurate and frequent in the examination of Titian’s painting. An interesting and feasible explanation is put forward to explain the presence of the slave in the painting. The comparison with Livy’s version is accurate but brief. Overall the student has reached Excellence. Several conclusions, some debatable, have been reached.

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12 Merit

13 Merit (high) The student has chosen to examine the heritage aspect of Ovid’s Lucretia as presented in art and literature. The examination of the portrayal of Lucretia in Britten’s opera, although containing some inaccurate comparisons e.g.Lucretia going to the camp and confusion as to Brutus’ identity, is examined in detail with good reference to Ovid’s passage. The paintings by Vouet and Durer are examined in detail, although there are inaccurate or debatable conclusions e.g. the reference to the goblet. The work by van Leyden has many similarities to the Durer work and the student has made similar comments, although some of them are debatable. Overall this is a Merit (high). To achieve at the next level the student would be expected to ensure that comments were accurate and come to accurate conclusions or describe the wider context in more detail.

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23 Merit (low) Currently there is no work available to exemplify a low Merit. To gain a low Merit, in addition to the Achieved example below the student would be expected to examine the character of Aeneas with reference to at least two more of the Roman social ideals and to provide more examples or write in more depth about how he fulfils most of these ideals.

24 Achieved

25 Achieved (high) The student examines the character of Aeneas with reference to Roman social ideals, pietas,virtus and constantia and to the Romantic point of view. Reference is made to Books 2 and 4 of the Aeneid and a conclusion is reached. There are generalisations or limited interpretation of the text e.g. the sections on pietas “disregard for Dido’s feelings” and virtus, but most statements are supported by evidence from the texts and the section on constantia is sound.

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32 Achieved (low) The student examines the wider context of the poem by describing the paintings, overall at Achieved level. The third unnamed painting is very sketchily dealt with. The examination of Shakespeare’s poem is accurate as far as it goes, but much more of it should have been commented on. Although the relationship of the passages to the wider context has been shown there are some inaccuracies and misunderstandings e.g. Lucretia did not go to the camp; of necessity there is light in the paintings. Using more material from Shakespeare and commenting more fully on all of the paintings would be necessary for the student to gain a higher grade.

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