Grade 7 - 9 GET Visual Arts SBA Exemplar

GENERAL EDUCATION &
TRAINING PHASE (GET)

VISUAL ARTS
SENIOR PHASE
SBA EXEMPLAR BOOKLET
GRADES 7-9
FOREWORD
The Department of Basic Education has pleasure in releasing a subject exemplar booklet
for School Based Assessment (SBA) to assist and guide teachers with the setting and
development of standardised SBA tasks and assessment tools. The SBA booklets have
been written by teams of subject specialists to assist teachers to adapt teaching and
learning methods to improve learner performance and the quality and management of
SBA.
The primary purpose of this SBA exemplar booklet is to improve the quality of teaching
and assessment (both formal and informal) as well as the learner’s process of learning
and understanding of the subject content. Assessment of and for learning is an ongoing
process that develops from the interaction of teaching, learning and assessment. To
improve learner performance, assessment needs to support and drive focused, effective
teaching.
School Based Assessment forms an integral part of teaching and learning, its value as a yardstick of effective quality
remediation, but it also assists to improve the quality of teaching and learning. The information provided through quality
assessment is therefore valuable for teacher planning as part of improving learning outcomes.
Assessment tasks should be designed with care to cover the prescribed content and skills of the subject as well as
ensure that the learner understands the content and has been exposed to extensive informal assessment opportunities
before doing a formal assessment activity.
The exemplar tasks contained in this booklet, developed to the best standard in the subject, is aimed to illustrate best
practices in terms of setting formal and informal assessment. Teachers are encouraged to use the exemplar tasks as
models to set their own formal and informal assessment activities.
MR HM MWELI
DIRECTOR-GENERAL
DATE:
1
Table of Contents
1. Introduction ......................................................................................................... 3
2. Aims and objectives............................................................................................ 3
3. Assessment Tasks .............................................................................................. 3
4. Programme of Assessment (PoA) ..................................................................... 5
5. Quality Assurance Process ..............................................................................10
6. Cognitive and difficulty levels in CA ............................................................... 32
Annexure ......................................................................................................... 149
ii
2
1. Introduction
There is no decision that teachers make that has a

greater impact on learners’ opportunities to learn
and on their perceptions about what a subject is
than the selection or creation of tasks
Assessment is a continuous planned process of identifying, gathering and interpreting

information about the performance of learners, using various forms of assessment. It
involves four steps: generating and collecting evidence of achievement; evaluating this
evidence; recording the findings and using this information to understand and thereby
assist the learner’s development in order to improve the process of learning and teaching.
School-based assessment (SBA) is conducted by the teacher at the school level and is
summative, i.e. it assesses performance against curriculum standards.
SBA may take place at different points of the learning process, as described through
Section 4 in the Curriculum and Assessment Policy Statement (CAPS) and the
assessment results are recorded and count towards a learner’s final promotion or
certification.
However, assessment should always contribute to a learner’s learning and progress. SBA,
therefore, also provides information on a learner’s attainment of knowledge, understanding
and skills and is used to contribute to individual learning by reinforcing and complementing
that learning.
2. Aims and objectives

Provide quality-assured examples of assessment tasks to capacitate teachers in the
setting of SBA tasks.
Provide guidance to teachers when setting SBA tasks.
Deepen understanding of the cognitive demand of a task.
3. Assessment Tasks
Assessment tasks in this booklet include term tests, assignments, practical tasks and
examinations. These tasks (theory and practical) are a collection of assessment methods
and questions which sample a domain of knowledge and/or skills.
The assessment tasks included mostly focus on theory and practical component of the
subject in Grades 7, 8 and 9.
3
In Creative Arts, the practical component involves projects as part of development
processes.
Process:
This is the procedure that a person might learn or create in order to be able to produce an
artistic product. Examples of processes include concept development through brain
storming, engaging with a concept brief, practical component (creating and making),
presentation and evaluation. Each genre and or discipline has its own process structure
depending on the task at hand.
Product:
This is a complete presentation of an end product or performance. In performing arts
(dance, drama, and music) a performance is a culmination of conceptual and repeated
rehearsal processes. In Visual Arts (design and craft) a product is a culmination of a
creative processes (e.g. conceptualization, drawing process , visual references and
making) which result into 2D and 3D art works.
Programme of Assessment (PoA)

Creative Arts mostly uses tests, assignments, practical tasks and examinations (theory) to
assess knowledge, skills and understanding its various different applications, such as
reasoning, planning, analysing and evaluating. Assignments and practical tasks could
include projects, simulations, research, role play, design processes, drawing exercises,
scribbling, listening exercises, to name but a few. Homework pieces, classwork pieces,
tests and examinations are examples of the written component through which learner’s
understanding of theory is evaluated. Case studies (description of an event, usually in the
form of a piece of text, a picture or an electronic recording that concerns a realistic
situation) where learners are prompted to analyse the situation, draw conclusions /make
decisions/ suggest courses of action, form part of examples of assignments and other
practical tasks.
The PoA also includes a project. The Practical Assessment Task (PAT) generates
evidence through evaluation of the art in electronic form and product that includes
research/investigation, analysis, design and implementation.
The PAT further provides evidence for a range of knowledge, skills and understanding
within and across more than one topic. It therefore benefits learning and helps to make the
assessment process more meaningful for learners and gives assurance of overall
competence.
Note: In Visual Arts PAT, it is important that evidence of learner process development of
tasks should be kept in a source book in which visual references, evidence concept
development, drawing processes, visual references are kept.
4
In Performing Arts PAT, a source book is used to keep evidence of concept development,
brainstorming of story line or dance structure, story board, and the plot: beginning, middle
and ending; materials to be used, visual references, audio sources like CD’s and
equipment.
See Annexure A for a summary of assessment methods in Creative Arts.
4. Quality Assurance Process

Quality assurance of SBA is a planned and systematic process of ensuring that SBA tasks
are valid, reliable, practicable, as well as equitable and fair and thus increasing public
confidence in SBA. This would include all the activities that take place before, during and
after the actual assessment, that contribute to an improved quality of SBA.
School Based Assessment is a very important component of every candidate’s results at
the end of Grade 9. It has been the weak link in the assessment chain …….”
(Umalusi: Report on QA of NSC: Dec 2013)
The SBA is aimed at helping to address challenges like:
levels remain inadequate.

Little or no evidence of monitoring of the implementation of PATs at school level
in some cases.
This booklet focuses mainly on the process of setting quality SBA tasks.
Setting of tasks
Guidelines towards setting quality SBA tasks
Know the curriculum and its requirements to identify the knowledge,
understanding and skills which are to be assessed.
Ensure that the assessment allows learners to show that they have the required
knowledge, understanding and skills to meet the national standards.
Ensure that the scenarios or contexts are open and comprehensible to all
learners.
Ensure that the appropriate reading level is used. Tools to determine the reading
level of a document are available in most word-processing software.
5
Ensure that no part of the assessment has an adverse impact on specific
groups of learners, e.g. disabled learners, race, faith, height, weight, hair, eye
colour, political views, culture, or sexual and religious orientation.
Ensure that all illustrative material reflect an inclusive view of society and
promotes equality.
Consider time and weighting.
Construction features to consider when setting tests and examinations:
The language used in the question paper should not be a barrier.
The weighting given to a particular part of the question paper reflects its
relative importance.
Sampling is systematic but unpredictable to avoid question ‘spotting’.
The cognitive demand of the paper is appropriate, i.e. includes lower order,
middle order and higher order demands to the prescribed ratio.
The level of difficulty of the individual questions is appropriate and the level
of difficulty of the overall paper is appropriate to the level of the grade.
The mark available for each question matches the demands of the task and
the test specification.
The memorandum allows for a range of valid answers, especially for open-
ended questions.
Different types of questions are used (See Annexure B for a summary of types of
questions).
Quality assurance helps to support teachers and build expertise and capacity in the
education system to deliver positive outcomes for children and young people. Through
sharing, understanding and applying standards and expectations, quality assurance helps
to raise standards and expectations and levels of consistency across teachers and
schools.
How can quality be ensured at school level?
Role of fellow Phase and Subject Teacher: Peer reviews of items by teachers who
teach the same subject in the phase is encouraged.
Role of the HOD:
and construction features of assessment tasks.
Moderation of tasks
Moderation is the term used to describe approaches for arriving at a shared
understanding of standards and expectations. It further helps to ensure that there is
an appropriate focus on outcomes for learners, that learning isat the appropriate level
and that learners develop the skills for learning, including higher order thinking skills,
which will allow them to be successful in the future.
6
Moderation of SBA tasks, prior to the administration of the assessment tasks involves
teachers, and other professionals, such as specialist senior teachers, heads of
departments or subject advisors, as appropriate, working together, drawing on
guidance and exemplification and building on standards and expectations to check that
SBA tasks provide learners with fair and valid opportunities to meet the standards and
expectations before assessments are used.
Moderation of the assessment task should be done using the following evaluation criteria:
The assessment tasks are aligned to the CAPS.
Assessments tasks and tools are valid, fair, and practicable.
The instructions relating to the assessment tasks are clearly stated.
The content must be in keeping with what the learner has been exposed to.
The assessment task must be free of any bias.
The language of the assessment task is in keeping with the language level of
the learners for which it is designed.
The cognitive and difficulty levels at which the assessment tasks are pitched
are consistent with the requirements as stipulated in the CAPS.
N.B. Teachers involved in developing their assessment approaches through
participation in moderation activities is a highly effective form of professional
development.
Further moderation activities will generally take place after the assessment task is
administered.
N.B. Use the Subject Committee forum to foster development and exposure of teachers
to the preparation of moderation activities i.e before and after the administration of SBA
tasks. Moderation process should take cognizance of arts pathways in Grades 8 and 9.
Start up workshop should be held in Term 1 for teachers to understand SBA processes
and moderation procedures. This is important to orientate newly appointed teachers.
Moderation Guidelines for Creative Arts

1. School Moderation
moderation processes) per Grade, representing weak, moderate and excellent
that would support their moderation process in schools.

In small schools
2. District / Provincial Moderation
7
Moderation takes place at three levels (School, Cluster/Circuit/District and Province) in
the academic year (January to December).
moderation would be on Grades 7, 8 and 9.

First phase: Term 1: Standard Setting – sharing of policy requirements, providing
guidelines and support and activities for enrichment.
Second phase: Term 2/3: Moderation – moderation of term 1 and term 2 activities
Third phase: Term 4: Verification of mark sheets, all tasks completed, and general
compliance
Suggested method of moderation

Cluster moderation: Teachers moderate each other’s work by means of a common
moderation
instrument, supported by the Subject Advisor
Desktop Moderation: Subject Advisor moderates a sample of the of learners’ work as
well as teachers files. Subject Advisor provides a detailed and
Manager
Face Moderation: Subject Advisor moderates a sample of learners’ Practical
Performances, using a rubric.
Sampling Methodology
The Statistical Moderation Report data will be cross referenced with districts’ performance
(schools with Rejected SBA marks, analyse correlation between previously sampled
underperforming districts and schools/centres and schools with rejected SBA marks;
Criteria for moderation of an Assessment Task:
8
Moderation of learner evidence
Quality of marking: accuracy/ compliance to marking memo/tool
Accuracy of marking guidelines, rubrics
Evidence of moderation at school, district or province
Quality of moderation
Part A Moderation of Part B Moderation of Part C Summaries

teacher learner
Portfolios portfolios
1. Technical criteria 12. Areas of good
2. Content coverage performance practice
3. Quality of tasks 10. Quality of marking 13. Areas of concern
4. Cognitive demand 11. Internal moderation 14. Recommendations
5. Quality of marking tools
6. Adherence to policy
7. Internal moderation
9
Approach
Conduct
DBE selects 2 Conduct centralised
sample districts centralised moderation in a
per province moderation in a province
Recruitment of Moderation
province Statistical
DBE SBA Teams Compile
Moderators PEDs select 10 June Final Feedback Compile Moderation of
October Feedback Report
schools per Report SBA
( Competency ( 5 days)
Test) sample district (2015)
( 5 days)
20 Learner Report Dissemination of
Portfolios On Day 5 : disseminated to reports to PEDS
On day 5 :
Training of DBE (Sample of high, Preliminary Report PEDs
SBA Moderation moderate and findings disseminated to Preliminary
Team presented to PEDs findings
low
Subject Advisors presented to
performance)
/ sampled Subject Advisors
schools / sampled
schools
SBA/ Exam Mark
5. Cognitive and difficulty levels in CA
All questions are not created equal – different

questions require different levels and kinds of
learner thinking.
The cognitive demand of a question is the kind and level of thinking required of learners in
order to successfully engage with and answer a question.
High cognitive questions are those which demand that the learners manipulate bits of
information previously learned to create and support an answer with logically reasoned
evidence. This sort of question is usually open-ended, interpretive, evaluative, inquiry-
based, inferential and synthesis-based.
previously presented and learned. No or very little thinking and reasoning required.
These questions are generally direct, closed, recall-related and questions that measure
knowledge only – factual and process.
Bloom’s revised taxonomy illustrates the different cognitive levels:
In 2001 Bloom’s Taxonomy was revised. Basically, Bloom’s six major categories were
changed from noun to verb forms. Additionally, the lowest level of the original, knowledge
10
was renamed and became remembering. Finally, comprehension and synthesis were retitled
to understanding and creating. The changes are explained in the diagram below:
Caption: Terminology changes "The graphic is a representation of the NEW verbage

associated with the long familiar Bloom's Taxonomy. Note the change from Nouns to Verbs
[e.g., Application to Applying] to describe the different levels of the taxonomy. Note that the
top two levels are essentially exchanged from the Old to the New version." (Schultz, 2005)
(Evaluation moved from the top to Evaluating in the second from the top, Synthesis moved
from second on top to the top as Creating.)
Source: http://www.odu.edu/educ/llschult/blooms_taxonomy.htm
The difficulty level of a question refers to the ease with how a learner is able to answer a
question. It is described as easy, moderately challenging, difficult or very difficult.
What makes a question difficult?
Content (subject/concept/facts/principles/procedures), e.g.

o Advanced content is generally more difficult or content learned in grade 10
and that is repeated and practiced in grade 11 and 12 usually becomes
easier by grade 12.
o Number of steps required or the length of the answer could influence
difficulty.
Stimulus (item/question)
o
o Re-read required or limited time could influence difficulty.
Task (process)
o Short questions vs. paragraph or essay – answers that require extended
writing are generally more difficult.
11
o Steps provided or scaffolding of questions – open-ended questions are
generally more difficult than structured questions, i.e. questions that lead or
guide learners.
Expected Response
o Mark scheme, memo, e.g. detail required in memo vs. detail expected in
question
o Allocation of marks
Note: Within each cognitive level, there exist different difficulty levels.
Interpretation of cognitive levels in CA
See Annexure C for a description of cognitive levels and an explanation of cognitive
levels for the practical content in CA.
6. Exemplar SBA Tasks and Memos
By determining the cognitive demands of tasks and

being cognisant of the features of tasks that make
them high-level or low-level tasks, one will be able
to select or modify tasks that allow opportunities for
all learners
The level and kind of thinking in which learners

engage determine what they will learn.
12
GUIDELINES OF SETTING A STANDARDISED ASSESSMENT ITEM
CRITERION 1: TECHNICAL CRITERIA
Quality Indicators Y N N/A
1.1 The question paper is complete with grid, memorandum,

relevant answer sheets and formula sheets/addenda.
1.2 A file with full history of the paper with all drafts, chief examiners
and moderators’ comments, etc. (all these must accompany the
paper each time it comes to the internal moderator).
1.3 The cover page has all relevant details such as time allocation,
name of the subject, number of pages and instructions to
candidates are included on the question paper.
1.4 The instructions to candidates are clear and unambiguous.
1.5 The layout of the paper is candidate friendly.
1.6 The questions are correctly numbered.
1.7 The pages are correctly numbered.
1.8 The headers and footers on each page are consistent and
adhere to the required format.
1.9 Appropriate fonts are used throughout the paper.
1.10 Mark allocations are clearly indicated.
1.11 The paper can be completed in the time allocated.
1.12 The mark allocation in the paper is the same as that on the
memo.
1.13 The quality of drawings, illustrations, graphs, tables, etc. is

appropriate, clear, error-free and print ready.
1.14 The paper adheres to the format requirements in the CAPS

document.
13
To what extent does the question paper comply with the above quality
indicators? (Mark the appropriate block with X)
Compliance Compliance
No Limited
in most in all
respects respects
Requirements for compliance and improvement:

If a quality indicator above does not comply, specify in the table below what needs to
be done to ensure compliance. (Replace the letter with the actual number of the
quality indicator and extend the table where necessary.)
1.x
1.y
1.z
CRITERION 2: CONTENT COVERAGE
2.1 The paper adequately covers the topics in the CAPS document.
2.2 The questions are within the broad scope of the CAPS
document.
2.3 The paper covers questions of various types e.g. multiple choice
questions, paragraph, data response, essay, real – life scenarios
and real – life problem solving etc.
2.4 The paper allows for creative responses from candidates.
2.5 The weighting and spread of content in the CAPS document is

appropriate.
2.6 The examples and illustrations are suitable, appropriate,

relevant and academically correct.
2.7 There is a correlation between cognitive levels , levels of

difficulty and mark allocation.
2.8 The topics are appropriately linked and integrated.
14
2.9 The questions are representative of the latest developments in

this subject.
To what extent does the assessment body comply with the above quality
No Limited
in most in all
respects respects
Evidence requirements:
If the assessment body complies with the quality indicators, please confirm that you
have verified the following as evidence:

2.x
2.y
2.z
15
CRITERION 3: TEXT SELECTION, TYPES AND QUALITY OF QUESTIONS
3.1 The paper includes questions of various types, e.g. multiple-

choice, paragraph, data/source-based response, essay, real-life
scenario and real-life problem-solving questions.
3.2 The paper allows for creative responses from candidates.
3.3 There is a correlation between mark allocation, level of difficulty

and time allocation.
The source material (i.e. prose text, visual, drawing, illustration,

example, table, graph)
3.4 is subject specific.
3.5 is of the required length.
3.6 is functional, relevant and appropriate.
3.7 has language complexity that is appropriate for grade 12

candidates.
3.8 allows for the testing of skills.
3.9 generates questions across the cognitive levels.
Quality of questions
3.10 The questions relate to what is pertinent in the subject.
3.11 The questions are free from vaguely defined problems,

ambiguous wording, extraneous or irrelevant information, trivia
and unintentional clues to the correct answers.
3.12 The questions provide clear instructional key words/verbs.
3.13 The questions contain sufficient information to elicit an

appropriate response.
3.14 There are no factual errors or misleading information in the

questions.
3.15 There are no double negatives in the questions or the
16
questions are not formulated in unnecessarily negative terms.
3.16 References in questions to prose texts, visuals, drawings,

illustrations, examples, tables, graphs, are relevant and correct.
Multiple-choice questions (where applicable)
3.17 The options follow grammatically from the stem.
3.18 The options are free from logical cues that make one of the
options an obvious choice.
3.19 The options are free from such absolute terms as “always” or
“never”.
3.20 All the options are of approximately the same length, with the
correct answer not being longer, more specific, or more
complete than other options.
3.21 A word or phrase in the stem is not repeated in the correct

answer.
3.22 The correct answer does not include elements in common with
other options.
No Limited
in most in all
respects respects

3.x
3.y
3.z
17
CRITERION 4: COGNITIVE SKILLS AND LEVEL OF DIFFICULTY
4.1 The analysis grid clearly shows the cognitive level of each
question/sub-question
4.2 There is an appropriate distribution in terms of cognitive levels

(Bloom’s taxonomy or any other taxonomy that may have been
used) and in terms of the degree of challenge
(easy/moderate/difficult questions). Degree of challenge does not
necessarily correlate with cognitive levels.
4.3 If applicable, choice questions are of an equal cognitive and level

of difficulty.
4.4 The question paper provides opportunities to assess the ability

to:
Reason
Communicate
translate from verbal to symbolic
translate visual evidence to a written response
compare and contrast
see causal relationship
express an argument clearly
4.5 The degree of difficulty is not unintentionally increased by the

inclusion of irrelevant information.
To what extent does the question paper comply with the above quality
No Limited
in most in all
respects respects
18
Evidence requirements:
If the assessment body meets the minimum standards, please confirm that you have
verified the following as evidence:
4.x
4.y
4.z
CRITERION 5: MARKING MEMORANDUM/GUIDELINES
5.1 The marking memo/guidelines are accurate.
5.2 The marking memo/guidelines correspond with the questions in

the question paper.
5.3 The marking memo/guidelines make allowance for relevant

alternative responses.
5.4 The marking memo/guidelines will facilitate marking.
5.5 The marking memo/guidelines are clearly laid out.
5.6 The marking memo/guidelines are complete with mark allocation

and mark distribution within each of the questions.
No Limited
in most in all
respects respects
19
5.x
5.y
5.z
CRITERION 6: LANGUAGE AND BIAS
6.1 Subject terminology/data are used correctly.
6.2 The language, register and the level and complexity of the
vocabulary are appropriate for grade 12 learners.
6.3 There are no subtleties in the grammar that might create

confusion.
6.4 The language used in the question paper is grammatically

correct.
6.5 The language used in the marking memo/guidelines is

grammatically correct.
6.6 The questions do not contain over-complicated syntax.
6.7 Foreign names, terms and jargon are accompanied by a

glossary.
6.8 There is no evidence of bias in the paper in terms of the following

issues:
Culture
Gender
Language
Political
20
Race
Religion
Stereotyping
Province
Region
Other
6.9 The questions allow for adaptations and modifications for

assessing special needs students in the interests of inclusivity.
No Limited
in most in all
respects respects

6.x
6.y
6.z
21
CRITERION 7: PREDICTABILITY
7.1 Questions are of such a nature that they cannot be easily

spotted or predicted.
7.2 There is no verbatim repetition (“cut and paste”) of questions

from the past three years’ question papers.
7.3 The paper contains an appropriate degree of innovation.
No Limited
in most in all
respects respects

7.x
7.y
7.z
22
CRITERION 8: ADHERENCE TO ASSESSMENT POLICIES/GUIDELINE
DOCUMENTS
8.1 The question paper is in line with the current policy/guideline

documents, e.g. CAPS document
8.2 There is an accompanying analysis grid that illustrates coverage

of CAPS, weighting and spread of content as well different
cognitive levels and the percentages hereof.
8.3 The paper reflects the prescribed topics.
8.4 The weighting and spread of content of the topics as per CAPS
document.
No Limited
in most in all
respects respects

8.x
8.y
8.z
23
CRITERION 9: OVERALL IMPRESSION
9.1 The question paper is in line with the current policy/guideline

documents, e.g. CAPS document.
9.2 The question paper is fair, valid and reliable.
9.3 The paper as a whole assesses the topics in the CAPS

document.
9.4 The question paper is of the appropriate standard.
9.5 The standard of the question paper compares favourably with

previous years’ question papers.
9.6 There is a balance among the assessment of skills, knowledge,

attitudes, values and reasoning.
No Limited
in most in all
respects respects

9.x
9.y
9.z
24
SUBMISSION SUMMARY
In order to ensure that you have included all the evidence required under
each criterion, please complete this template.
Not included
Criteria Evidence Requirements
Included
Comment
Ye No
s
1 Adherence to analysis grid. Analysis grid
CAPS Documents has been
provided.
2 Content Coverage analysis grid. Analysis grid

has been
provided.
3 Cognitive skills analysis grid. Analysis grid
has been
provided.
4 Degree of difficulty analysis grid. Analysis grid
has been
provided.
5 Language and Bias The language is grammatically correct and appropriate
for the Grade 12 candidates.
6 Predictability
The paper cannot be spotted or predicated.
7 Marking memo Marking memo is accurate with the correct distribution

within each of the questions.
8 Technical criteria The paper is complete with grid, memo and all the
drafts.
9 Internal Moderation Signed moderated The copies

copies of question have been
paper and memoranda signed and the
indicating suggested changes have
changes to be made been indicated.
25
Internal moderator’s
report
The internal
moderator’s
report has been
included.
Evidence has
Evidence of Internal been provided.
moderation
Evidence of inputs Inputs have
from the internal been indicated
moderator by the internal
moderator.
Recommendati
ons has been
Evidence of internal addressed by
moderator’s the panel
recommendations
being addressed
10 Overall impression The question paper is in line with the current
of the paper policy/guideline documents but some changes has to
be made by the panel.
26
10. GENERAL REMARKS
Please indicate with X in the appropriate space below. Ensure thatyou tick ONLY
on ONE of the FOUR choices below, and provide reasons for the conclusion.
This Question Paper is herewith:
1. APPROVED
OR
2. CONDITIONALLY APPROVED, TO BE SUBMITTED FOR SECOND/

SUBSEQUENT MODERATION X
OR
3. CONDITIONALLY APPROVED, NOT TO BE SUBMITTED FOR SECOND/

SUBSEQUENT MODERATION
OR
4. NOT APPROVED, MUST BE SUBMITTED FOR ANOTHER MODERATION
27
Complete dates for on-site or off-site moderation, whichever is applicable.
Date submitted for internal moderation

Date received from assessment body
Date internal moderation completed
Date returned to assessment body
Internal moderator/s signature
28
ANNEXURE
Detailed recommendations made by the Internal Moderators for improvement

and which need to be effected by the Examiners and checked by the Internal
Moderator.
Subject
Set A
or B
Paper Date of
Examination
Question Proposed Change/Recommendation

number Reason for change
Question Paper (English Version – General Comments)
Question Paper (English Version – Specific Comments)
Marking Memo (English Version – General Comments)
29
Marking Memo (English Version – Specific Comments)
Question Paper (Afrikaans Version – General Comments) – OPTIONAL
Question Paper (Afrikaans Version – Specific Comments) – OPTIONAL
30
Marking Memo (Afrikaans Version – General Comments) – OPTIONAL
Marking Memo (Afrikaans Version – Specific Comments) – OPTIONAL
31
6. Exemplar SBA Tasks and Memos
By determining the cognitive demands of tasks and

being cognisant of the features of tasks that make
them high-level or low-level tasks, one will be able
to select or modify tasks that allow opportunities for
all learners
The level and kind of thinking in which learners

engage determine what they will learn.
32
Grade 7
Term 1
Practical assessment
Formal Assessment
Cover page
NATIONAL
33
Grade 7
Term 1
Formal Assessment
Practical Assessment
Create your own still life.
Art material needed:
A3 White drawing page

Pencil
Eraser
Coloured pencils or paints or coloured ink or food colouring
Instruction sheet
Step 1
Place the A3 paper in a vertical or horizontal position depending on how you would like your
composition to look like.
Draw the outlines of your still life lightly with white chalk sticks.
Step 2
Begin your drawing by drawing the first object that will be the closest to you.
Draw the rest of the objects one by one by positioning it correct.
Step 3
Use the coloured pencils or paints or food colouring to fill in the blank spaces in the pictures.
Be sure to use tints and shades in your still life.
The emphasis of your still life must also be seen clearly.
Step 4
Read the rubric to see if you have followed the steps correctly.
34
Rubric
Outcomes Possible Learners

Mark mark
2. Focus point: There is a clear focus point in the picture. 1

3. Texture: The learner used at least three types of texture in his/her 3
Creation.
4. Colour usage:
4.1 Primary colours were used in the still life. 3
4.2 Two secondary colours were used. 2
4.3 Contrasting colours were used. 2
4.4 Cold and warm colours were used to create a unity in the picture. 2
5. There were definite contrasts used in the still life. 1
6. Depth (space) were used to create a three dimensional space. 1
7. Value: There are degrees of lightness or darkness in the still life. 2
8. The image is in balance with the page. 1
9. Three different line techniques were used. 3
11. Artists can use object placement to create space. 1

12. Usage of size & scale were applied in creating space. 2
13. A variety of shapes were used to create the objects in the still 2
life.
14. Effort:
14.1 Time management 1
14.2 Skillful usage of art tools and media 2
14.3 Cleaning up of work station 1
15. Craftsmanship 2
16. Creativity 2
17. Background usage 2
35
Art Reflection (10)
Discuss your challenges and successes in creating the still life in order to assist you on
improving on the next 2 D artwork you will create.
36
GRADE 7
Term 1
FORMAL ASSESSMENT TASK - VISUAL ARTS: CREATE IN 3-D
TERM 1: PRACTICAL ASSESSMENT TASK
Creating a Clay sculpture playing a musical instrument
Materials to be used:
A 4 paper to plan your artwork on
Pencil to draw your planning
Air drying clay or paper mâchéclay or earth ware clay or homemade clay
Plastic sculpturing board e.g. ice cream container lid
Tools: toothpicks, pallet knife, rolling pin
Instructions:
Step 1
Use the A4 page and plan your 3-D character with a pencil.
Use depth in your picture to create a 2 D image that will have the effect of a 3 D picture.
Step 2
Wedge your clay ball the way that your teacher has shown you.
Pinch and work your clay into a soft usable ball.
Step 3
Start by making the basic shape or form.
The human figure needs to have the correct facial features like hair, eyes, a nose,
hands and feet.
Step 3
Create the musical instrument you want to place in the figures arms.
Step 4
Finishing touches of the clay figurine must be in line with your rubric and outcomes
you need to reach.
37
GRADE 7
Rubric
Teacher Assessment: The learner was able to:

1. Understand 3-dimentional drawings /2
3. Using clay mixture according to instructions /1
4. Shape and Form clay according to instructions /3
5. Shape of facial features correct /4
6. Proportion of the musical instrument is correct /2
7. Texture /5
8. Depth /5
9. Stability /4
10. Finishing /2
11. Preparation and work station /2
1 2 3 4 5 6 7
0-3 4-6 7-9 10 - 13 14 - 19 20 - 24 25-30
38
Term 2
FORMAL ASSESSMENT TASK - VISUAL ARTS: CREATE IN 2-D
TERM 2: PRACTICAL ASSESSMENT TASK
Creating a scraper board
White wax crayon.
Black waterproof ink.
Black tempera paint.
Hard cardboard or paper. (A4)
Small amount of dishwashing liquid.
Simple etching tools e.g. sharp found objects: nails, pins, compass points, etc.
Container to mix the paint and dishwasher soap in e.g. ice cream container, margarine
tub etc.
Instructions
Read the rubric before you start with the instructions and scraperboard
Cover your workstation with the newspapers or plastic bag.
Note: If you make a mistake in your picture, simply fix it by painting that part with
another layer of black paint!
Topic is: Your own and wider world: still life arrangement e.g. musical instrument
being played by a person etc.
1. Place the A4 cardboard in front of you. It can be placed horizontal or vertical. This is your
choice.
2. Use the bright colour pastels or wax crayons ( you may not use black or brown) to colour
the whole surface of the A4 page. Colour using big patterns or lines.
There may not be any open spaces on your page after you have coloured it.
39
3. Place two table spoons of black paint in your mixing container. Drip 5 drops of
dishwashing soap into the container with the black paint. Mix the paint and dishwashing
4. Use the paint brush and paint the whole surface of the
cardboard that you just covered with the pastels or wax
crayons. The paint must be painted on in a thick layer. The
layer of paint must be painted on evenly.
5. After completing this task, place the A5 cardboard aside to dry. The drying of the
cardboard will take up to an hour if it is placed in the sun but it could take longer as well.
6. Use A5 paper and plan how your design is going to look on your scraperboard.
7. After your planning follow the instructions:

Choose a scrap board instrument that you will be drawing e.g. toothpick, old pen, paper
clip. You may also use a combination of these instruments.
Draw the musical instrument you chose in the middle of the A5 that has been painted.
The musical instrument has to contain the following art elements: line x6 types, form x 4
types and 2 types of texture techniques.
You have to draw a frame onto the A4 page.
The frame has to be decorated in repetitive form with any types of line concepts you have
learned in Term 1, e.g. wwwwww, ccccccc,vvvvvvvvv .
8. Use the scraperboard pen or stick and start drawing. While you are drawing you will see
the wax crayon colours coming through the black.
40
9. You can use the lines or even scrape out bigger sections where you want to emphasize
more detail on the picture.
Don’t blow or sweep the pieces away that you have scraped out. Rather pick up your
page and let it tilt to the side so that the pieces that were scraped out will slide off the
A5 page. Please do this over the dustbin.
Rubric
Description of the specific instruction sheet Allocation of

Marks Marks
Was the picture planned and completed in the acquired time? 1
Was the image of the topic you chose clearly identifiable and 2
placed in the middle of the A4 to create a focal point?
Did the learner make use of different types of lines; 7 in total? 7
Did the learner use three different forms in creating the object? 3
Are textures clearly visible and does one see at least two 2
techniques?
Different patterns had to be used in the frame. Did the learner 2
incorporate these patterns and were they repetitive patterns?
Did the learner use at least 4 design principals when doing 4
planning and excavating the task?
The space of the image in relation to the page is used well. 2
The planning was well executed and neat. 2

Total: 25
41
FORMAL ASSESSMENT TASK – WRITTEN TASK/TEST
Term 2
Grade 7
Place own school

name and logo in the
block
CREATIVE ARTS
District:
June Examinations
GRADE 7
Examiner: Moderator:
Time allocation: Mark allocation:
Learners surname and name:

_________________________________________________
Learner’s class: Grade 7/ ________
Instruction sheet
Ensure that you refer to the given visual sources where required to do so.
Read all Questions before answering.
Write neatly and legibly.
Write in a clear and structured manner, using full sentences and paragraphs according
to the instructions of each question.
42
Question 1
Choose the correct option (a, b, c or d) and underline the correct letter. (10)
1.1 A design or picture made up of pieces of paper, cloth or photographs that are
glued
etc. on to a background surface. (1)
a) Mural
b) Collage
c) Graffiti
d) Painting
1.2 Format is … (1)

a) A visual feel of a surface.
b) The lightness or darkness of a colour.
c) The size and shape of the material, paper or card on which an artwork is going to be
created.
d) The way visual elements are combined and arranged to make a pleasing or interesting
effect.
1.3 An image that is used repeatedly in various forms is… (1)
a) A symbol
b) An animation
c) A design motif
d) A carve
1.4 A difference in shapes and colour is referred to… (1)

a) Pattern
b) Contrast
c) Rhythm
d) Proportion
1.5 Which word does not fall under visual art? (1)
a) Writing
b) Newspaper
c) Voice
43
d) Painting
1.6 Which of the following is not 3 Dimensional? (1)
a) A statue
b) A sculpture
c) Furniture
d) A still life drawing
1.7 The following are the principles of craftsmanship. (1)

a) Shape, line, tone, texture.
b) Pasting, cutting, wrapping, tying, stitching.
c) Proportion, emphasis and contrast.
d) Harmony, variety and colour.
1.8 The following is not a collage technique (1)

a) Painting
b) Cutting
c) Exhibiting
d) All of the above
1.9 Architecture is ... (1)

a) The art and science of designing and constructing buildings.
b) The art of designing the interior decoration of a building.
c) Making permanent marks on a canvass.
d) Design a range of pottery objectives.
1.10 The use of tools are used with care because of … (1)
a) Enjoyment, design, modelling.
b) Experiments, observation, drawing.
d) Safety, consideration of others sharing resources.
44
QUESTION 2
Choose the correct option and only write the correct letter next to the number
e.g. 1 G (5)
2.1. Black is a
____________
a) Tint
b) Shade
c) Primary colour
d) Tertiary colour
2.2 White is a
____________
a) Tint
b) Shade
c) Primary colour
d) Tertiary colour
2.3. Red is a
____________
a) Tint
b) Shade
c) Primary colour
d) Tertiary colour
2.4 Green is a
____________
a) Tint
b) Shade
c) Primary colour
d) Secondary colour
2. 5. _______________ lines define the outside of the shape.

____________
a) Decorative
b) Contour
c) Horizontal
d) Zigzag
45
Question 3
Indicate whether the statement is TRUE or FALSE. (5)
1. A collective artwork can be a collage, montage or mural. .
_________
2. Texture is an element of design.
_________
3. Medium is any material used for art expression like paint, crayons, pastels, clay etc.
_________
4. A person who sits for you to draw or paint is a model.
_________
5. Unity is when the elements, materials, techniques and ideas form a satisfying picture
overall. _________
Question 4
Select a definition in Column A to fit with a word in Column B and write down your
answer in Column C. (15)
A B C
A. The colour mixed to make all other colours 1. Elements 1.
C. The area around, above, inside, between or below

objects
D. A mark made by a point moving across a surface. 4. Geometric Shapes 4.
E. Shapes that are mathematical. 5. Shape 5.
F. The lightness of darkness of a colour. 6. Form 6.
G. An area that has height and width. 7. Value 7.
H. The area occupied by an object 8. Shading 8.
I. Colours made by mixing two primary colours. 9. Primary colours 9.
J. Has height, width and depth. 10. Secondary 10.
Colours
K. A gradual change from light to dark. 11. Space 11.
12. Positive Space 12.
viewer.
M. Another name for colour? 13. Background 13.
N. The way something actually feels? 14. Texture 14.
P. The section between the foreground and the 16. Actual Texture
background?
Q. Shows relationships between colours? 17. Hue
R. Shapes that are found in nature? 18. Colour Wheel
19. Middle ground
46
Question 5
Answer the following questions on crafts in South Africa.
5.1. Where would you see art crafts such as beads, grass baskets, pottery and
necklaces? (3)
5.2 Describe what a still life is? (2)
Question 6
Explain the following words
6.1 Functional:
__________________________________________________________ (1)
6.2 Decorative:
__________________________________________________________ (1)
6.3 Still life: _____________________________________________________ (1)
6.4 Contrast:______________________________________________________ (1)
6.5 Texture: _____________________________________________________ (1)
47
Question 7 (10)
7.1. What is a scraperboard? (2)

_________________________________________________________________________
_
_________________________________________________________________________
_
7.2. Name three materials we use when making a scraperboard. (3)
_________________________________________________________________________
_
7.3. Give a short explanation what a focal point is? (2)
_________________________________________________________________________
_
_________________________________________________________________________
_
4. Name three design principals. (3)
_________________________________________________________________________
_
_________________________________________________________________________
_
_________________________________________________________________________
_
48
Term 2
Grade 7
Visual Art
Theory Test (Exams)
MEMO
Question 1
Choose the correct option (a, b, c or d) and underline the correct letter. [10]
Answers
1. C 5. D
2. E 6. E
3. B 7. B
4. B 8. B
9. A 10. B
QUESTION 2
Choose the correct option and only write the correct letter next to the number
e.g. 1 G (5)
1 B
2 A
3 C
4 D
5 B
Question 3
1 True
2 True
3 True
4 True
5 True
49
Question 4
Select a definition in Column A to fit with a word in Column B and write down your
answer in Column C.
1. B ELEMENTS 11. C SPACE
2. D LINE 12. H POSITIVE SPACE
3. R ORGANIC SHAPES 13. L BACKGROUND
4. E GEOMETRIC SHAPES 14. S TEXTURE
5. G SHAPE 15. O IMPLIED
TEXTURE
6. J FORM
7. F VALUE
8. K SHADING
9. A PRIMARY COLOURS
10. I SECONDARY COLOURS
Question 5
Answer the following questions on crafts in South Africa.
5.1. Art galleries Craft centres Art markets Art and craft shops
(3)
5.2 An arrangement of non-living objects or a painting/drawing of them.
(2)
Question 6
Explain the following words:
1. Functional: serve a purpose
2. Decorative: beautiful to look at
3. Still life: arrangements of fruits/flowers etc.
4. Contrast: difference
5. Texture: how a surface feels
50
Question 7
1. A scraperboard is a board covered with paint where a picture is scraped out with a
sharp object.
2. Scraper tools Cardboard wax crayons black paint
3. When an object is drawn or painted in contrasting colours or the object is drawn
bigger or the object
stands out in a picture.
4. Balance Contrast Emphasis Unity Rhythm Pattern Movement
51
Term 3
Visual Art: Formal Assessment Task
Grade 7
Create in 2-D: Making a collage
What you will need:

Magazines
A4 page
Picture of a famous building you would like to collage
Glue
Scissors
Ruler
Pencil
Instructions
1. You are going to collage a picture of a famous building in South Africa.
2. This building needs to be drawn in the middle of the A4 page. The building will be the
focal point of your
picture.
3. The building has to be done in mosaic (mosaic is pieces of paper that will be cut in shapes
and forms) and
this must be done in a monochromatic colour.
4. The background of the picture needs to be done in another monochromatic colour that
differs from the focal
point and needs to be collaged using the tearing of the papers.
5.
would like to
draw.
6. Draw the main elements of the building onto the A4 page using a pencil.
geometric and natural, free from shapes.
8. Add the decorative elements such as patterns and pillars, domes, columns and arches,
doors and window
detail.
9. Paste the darker pieces of paper in the shadowed areas.
10. Use the lighter shapes to show the areas where sunlight was the strongest on the walls.
11. Paste squares of a contrasting tone in the window and door spaces.
12. Build your collage with layers of pieces of square paper.
13. Fill the background in contrasting monochrome colours.
14. Paste your picture along with your rubric into your script.
52
Rubric
Description of the specific instruction sheet Allocation Learner’s
of marks marks
1. Drawing of the main elements of the building on the A4 with a 1
pencil.
2. Did the learner draw the building in the middle of the A4 page? 1
3. Art elements were used correctly and in different forms. 5
4. Monochromatic colour usage was done correctly on the building 2
(e.g. darker and lighter contrasts of tone was used).
5. Background was done in contrasting and different colours. 2
2
through the
use of natural shapes and organic shapes.
7. Different techniques and shapes were cut out to have a mosaic 2
effect on the focus point.
1. Did some of the shapes overlap others and were the contrast, 4
harmony and proportions used in the correct way?
2. Have the learner used repeat patterns in the collage? 1
TOTAL 20
Reflection sheet
1. When looking at your picture and the marks that were given to you by your educator
(teacher) do you know where you made your mistakes clearly and how should you have gone
about it to avoid mistakes like these?
Write a short paragraph explaining this question. (5)
25
53
Creating a 3 – D African Mask
Formal Assessment Mark Total

1. Learner had research on African Masks and pasted a few 7
samples in their books describing the masks where they
originated from and with what materials they were made.
2. Pencil Planning with adjustments on material used. 2
3. Learner brought different recycled objects, material and
tools. 3
(6 x ½)
4. Good craftsmanship. 2
5. Interesting layout and combination. 3
6. Wide variety of recycled objects. 5
7. End results is a 3-D mask (front, side, and back). 2
8. End result sturdy and stable. 1
1 2 3 4 5 6 7
0-5 6-7 8-9 10-11 12-14 15 - 20 20 - 25
54
Term 4
Grade 7
Formal Assessment
Practical Examination
Life drawing
Instructions
o Using a pencil and ruler, divide in half your A1 paper on which you have done the charcoal
sketch. This division can either be horizontal or vertical.
o Using charcoal and 2B and 3B pencils shade in the outline of your life drawing to create
different tones and textures.
o Make use of the design principles of contrast, balance and emphasis to create texture
and tone in your picture.
Criteria 4 3 2 1–0
Marks
Attitude towards quality of work
Participation and cooperation
Time-management: class time
( Can only count 0 – 2 marks)
Criteria 10-9 8-7 6-5 4-3 2–0

Marks
Understanding and use of art elements
Understanding and use of design principles
Use of tools, materials, resources
Craftsmanship / originality / creativity
TOTAL 50
55
FORMAL ASSESSMENT TASK
WRITTEN TEST / Examinations
Grade 7
TERM 4 – VISUAL LITERACY
(Use the front cover page of Term 2)
Question 1
Match the terms in column B with the pictures in column A. Write only the letter next to the
right number. (10)
Column B Column A Column C
1.1 A. crosshatching 1.
1.2 B. Spiral line 2.
1.3 C. Diagonal lines 3.
1.4 D. Broken lines 4.
1.5 E. Zig zag lines 5.
1.6 F. Wavy lines 6.
1.7 G. Stippling 7.
1.8 H. Vertical lines 8.
1.9 I. Scribbling 9.
1.10 J Hatching 10.
56
Question 2 (10)
Give one word for each of the following statements:
2.1 An area enclosed by a line. ______________________

2.2 The place the artist draws your eye to first. ______________________
2.3 It is the feeling that everything in the work of art works together and looks like it fits.
____________________________________________________________________
2.4 These shapes have height, width and volume.

____________________________________________________________________
2.5 These shapes have height and width.
____________________________________________________________________
2.6 Explanation of the meaning. ______________________
2.7 Using symbols. ______________________
____________________________________________________________________
2.9 It refers to using the exact same characteristics in the same position on either side of the
Composition, like a mirror image.
____________________________________________________________________
2.10 The regular repetition of, or alternation in elements to create movement and interest.
____________________________________________________________________
57
Question 3
State the type of drawing of each of these pictures and write the definition of each of
them. The words in the word box will help you. (6)
Picture E Picture F
3.1 What type of picture is Picture E? (1) 3.3 What type of picture is Picture F? (1)
3.2 Give the definition. (1) 3.4 Give the definition. (1)
Picture G
3.5 What type of picture is Picture G? (1)

3.6 Give the definition. (1)
3.1
__________________________________________________________________________
_
3.2
__________________________________________________________________________
_
58
3.3
__________________________________________________________________________
_
3.4
__________________________________________________________________________
_
3.5
__________________________________________________________________________
_
3.6
__________________________________________________________________________
_
Question 4 (4)
Choose the correct answer and underline it.
4.1 A small amount of blue added to yellow creates: (1)

a) Yellow-green
b) Dark green
c) Blue-yellow
d) All of the above
4.2A element, object, design or picture that is repeated is called a: (1)

A. Pattern
B. Collage
C. 3-D
D. 2-D
4.3 The following are important elements when creating a sculpture: (1)
A. Balance and proportion
C. Texture, colour and tone

D. Shape, balance and tone
4.4 A logo is a : (1)

A. Symbol designed for a company to use in advertising.
59
B. Distinctive feature or dominant idea in artistic or literacy composition
C. Product of human skill or workmanship
D. Phrase or motto used by a business or group to advertise itself.
Question 5
Answer the following questions in full sentences.
5.1 Mention two careers in Visual Arts? (2)
__________________________________________________________________________
_
5.2 Explain the difference between a symmetrical and an asymmetrical art work? (2)
__________________________________________________________________________
_
__________________________________________________________________________
_
__________________________________________________________________________
_
(2)
__________________________________________________________________________
_
__________________________________________________________________________
_
5.4 Define a collage. (2)
__________________________________________________________________________
_
__________________________________________________________________________
_
(6)
__________________________________________________________________________
_
60
__________________________________________________________________________
_
__________________________________________________________________________
_
__________________________________________________________________________
_
__________________________________________________________________________
_
__________________________________________________________________________
_
5.6 Name the two organizations that help the less fortunate to make a living out of recycled
materials by using it to create craft and art products? (1)
__________________________________________________________________________
_
5.7 Give five materials that can be used for weaving? (5)
____________________________
____________________________
____________________________
____________________________
____________________________
61
Memo
Term 4
Grade 7
Theory Work
Formal Task (Test / Exams)
Question 1:
Match the terms in column B with the pictures in column A. Write only the letter.
1.1 B
1.2 E
1.3 A
1.4 D
1.5 C
1.6 F
1.7 J
1.8 I
1.9 H
1.10 G
Question 2:
Give one word for each of the following statements:
2.2 Emphasis/Focal point/ Center of interest

2.3 Harmony
2.4 3D
2.5 2D
2.6 Interpretation
2.7 Symbolic
2.9 Balance
2.10 Rhythm/Patterns
62
Question 3:
State the type of drawing of each of these pictures and write the definition of each of them.
The words in the word box will help you.
Picture E
3.1 Still life
3.2 When an artist makes an arrangement of objects that do not move and
sketches them.
Picture F
3.4 When outside areas are sketched on a big scale.

Picture G
3.6 Drawing made while looking carefully at. .something.

Total Question 12 = (6)
Question 4
Choose the correct answer and circle it.
4.1 B
4.2.A
4.3.A
4.4.A
Question 5
Answer the following questions in full sentences.
5.1. Sculptor, fine arts, photography, painter

5.2. Asymmetry not to draw any line of symmetry this will divide the shape.
Symmetry of the same equal size.
5.3. 2 D - having its elements organized in terms of a flat surface

3 D - giving the illusion of depth or varying distances
5.4 Image that include newspaper, clipping, strings, photographs and text, these are glued
down on to a piece of paper/skeleton or canvas (any two facts from the statement).
63
5.5 Principals of Design
Balance: Distribution of visual weight on either side of the vertical axis.
Contract:
interest.
Emphasis: Make certain parts of art to stand out.
Movement: How the eye move through the composition.
Pattern: The repetition of specific visual elements such as a unit of shape and form.
Rhythm: Regular repetition/or alteration in elements to create cohesiveness and interest.
5.6 Africa!Ignite and Design Africa
5.7
1. Plastic bags
2. Ropes
3. Grass
4. Cardboard
5. Rubber strips
64
Grade 8
Term 1
Formal: Practical Assessment
Graffiti
A. Design an inspiring message of your own, to the people of South Africa.
Materials
Colouring pencils or food colouring ink or paints (three primary colours and white and
black).
Tooth picks or old dry pen.
A3 White page.
Instructions
Make use of the visual resources you will collect for your collage and design your own
style of graffiti for the message.
Collect pictures of graffiti examples and cut out interesting letter designs from
magazines, newspapers, etc. to create a visual reference, in the form of a collage, for
yourself, in the A4 block. Remember that your collage must also be an artwork on its
own.
Plan your symbol
your final artwork design and paste it in your books.
Make use of colour and graphite pencil and create a planning for your graffiti message
in the block below.
After completing your planning, find a box (Cereal box for example) and paint the box
white, first, then use paint to transfer your graffiti message to the box
65
Rubric 1 – Art work
Not Below Average 2 Good 3 Very good 4 Excellent 5
achieved 0 standard 1
Work looks
Work looks
Presentation rushed and Needs some Professionally
Not done rushed and Gallery quality
and Quality almost work done
unfinished
unfinished
Some attempt
No clear link to to link work The work links
Clarity & effect Not done project with project to the project the project to the project
requirements requirements requirements requirements requirements
has been made
Sloppy and More effort can Professionally

Technique Not done acceptable Gallery quality
untidy be put in done
standard
Colour usages Colours were
Colours were
Used one Used colours was used with used in
Colour Not done used in the
colour but it is faint some art exceptional
ordinary way
elements ways
All three
The three
Art elements: elements were
All three were shape were elements were
line, tones, Not used Used some used in
used used in used with
shapes exceptional
different ways creativity
ways.
OR
66
B. Making a graffiti piece where you will be using letter work
Materials
A3 white page to do this project on.
Instructions
design as well.
Start working in your grid.

Write down words that describes you the best in line one e.g. Dreamer, realist, Idealist
etc.
In line two write down words of things you like to do e.g. soccer, dancing, chatting etc.
Each of the blocks that you have to write in has to have another fond (letter type).
The block in the middle has to contain your name. This font must be Bold and Big.
The letters of your name has to touch the top and the bottom lines of the grid.
In block 4use a black pen to write your name over and over again using different font
but not the same font that were used in grids 1 and 2.
In the last grid you have to use your family members names and write them down only
in the primary colours.
Fill the positive and negative spaces with different tones, texture and colour.
Use all the art elements and design principles that you have practiced over the last
past weeks.
67
Rubric 1 – Art work
Work looks
Work looks
Presentation rushed and Needs some Professionally Gallery
Not done rushed and
and Quality almost work done quality
unfinished
unfinished
Very original
Borders on and above
Originality Not done Unoriginal
plagiarism average and method average idea
and method
Some
attempt to
The work
No clear link link work
Clarity & links to the well to the
Not done to project with project the project
effect project project
requirements requirements requirements
requirements requirements
has been
made
Sloppy and More effort Professionally Gallery

Technique Not done acceptable
untidy can be put in done quality
standard
Colour
Colours
Colours were usages was
Used one Used colours were used in
Colour Not done used in the used with
colour but it is faint exceptional
ordinary way some art
ways
elements
All three
The three
Art elements: and shape elements
All three elements
line, tones, Not used Used some were used in were used in
were used were used
shapes different exceptional
with creativity
ways ways.
TOTAL 25
68
Topic 2: Create in 3-D
Mythological containers
Formal Activity
Creating a mythological container
The container may be made out of any art material such as clay, recycled material,
wood etc. The following activity is a sample on how to make the mythological
container with cardboard.
You will need

Recyclable materials e.g. fabric cut offs, beads, cardboard, ribbon’s, colourful paper,
decorations.
Cardboard or clay
Scissors
Ruler
Pencil
Tape
Instructions
Create an imaginary mythological character to use for your container.
Think about the qualities your mythological creature has (beauty, honesty, cavalry, wisdom
etc).
Collect pictures and plan how your container will look like.
Make a few sketches for your container.
Draw your mythological creature and how you will represent it on or through the container.
Use the art elements and design principles you have learnt about.
Read your rubric before you begin with this art project.
Step 1
Use firm cardboard to create the base for your container.
69
Step 2
Jointhesidesofthecardboard together with glue
or tape.
Step 3
Use the materials you chose to decorate the
outside of the box with.
If you are going to have a lid for your box, do
not put any decorations like flowers, or 3-D decorations around the top of the box.
Step 4
The lid is made the same as your illustration in step one except that it will be a little larger
than the box itself.
Measure the lid after you have completed the base of the box.
If you do not follow the instructions the lid will be too big for the box.
Step 5
Decorate the lid with the recycled materials you have collected.
Add details on the lid or images of the creatures inside the box or
under the box.
Step 6
Do the research on your mythological container.
Take the following in consideration:
- Where did this container originate from?
- Which material was used to make the original container with?
- Art appreciation on mythological containers as well as the history of it?
70
Rubric
Criteria Marks Marks

Allocated Received
1. The container were completed in the correct time frame and 1
handed in.
2 The box were correctly assembled. 1
3. The lid fits the container. 1
4. The resources that were used to decorate the box with have the 5
following art elements :
- Colour
- Textures (2)
5. All the design principals were used (balance, proportion, contrast 4
and emphasis)
6. The container is strong and well created. 2
7. The decorations forms a unity. 1
8. Research product on Mythological containers
- History
- Written task 10
- Pictures and general neatness of the project.
TOTAL 25
71
Grade 8
Term 2
Formal: Practical Assessment
Assessment 1
Design a personal fashion designer logo (25)

A fashion company wishes to design a peace symbol to use as a logo for their new
clothing line.
They have asked you to come up with a concept for the design.
Keep your design simple but effective and creative and original.
Provide a detailed explanation of your design.

Make sketches and present them to the class.
Read and understand the rubric before starting this process.
Rubric – Art work

Some
attempt at
Professionally
Unprofessional professional Professionally Gallery
Presentation Not done done, but still
and untidy presentation done quality
a little untidy
of project
made
Work looks
Work looks
rushed and Needs some Professionally Gallery
Quality Not done rushed and
almost work done quality
unfinished
unfinished
Very original
and method
Some
attempt to
The work
No clear link to link work
Not done project with project the project
has been
made
standard
TOTAL 25
72
Assessment 2 (25)
Practical Formal Assessment
Designing your own outfit
A3 White paper
Drawing utensils e.g. Grey pencil range, coloured pencils, Koki’s, pastels etc.
Rubber
Scissors
Fabric
Instruction sheet
Refer to Unit 1 and 2 of term 2, in your textbook, before completing this assignment.
You will be working together in groups of 2-4, but each group member will receive an
individual mark for his/her work.
For this assignment you will have to design a full outfit, with accessories for one of the
members of your group.
Each group member will have to design an outfit for the chosen model (on paper)
before you choose your final outfit and start with production.
Your outfit must be completely constructed out of recycled materials.
Start by choosing your model (one of the group members). [Being the model does not
mean that you will have no input in the design process].
You will need to take all the measurements for the person before planning his/her
outfit.
73
Plan your design in the block below:
Group members:
Model:
Designer 1:
Designer 2:
Designer 3:
74
Measurements:
Rubric
Recycled material outfit

Some
attempt at
Professionally
Unprofessional professional Professionally Gallery
Presentation Not done done, but still
and untidy presentation done quality
a little untidy
of project
made
Work looks
Work looks
rushed and Needs some Professionally Gallery
Quality Not done rushed and
almost work done quality
unfinished
unfinished
Very original
and method
Some
attempt to
The work
No clear link to link work
Not done project with project the project
has been
made
standard
75
76
Grade 8
Term 2
Formal Assessment: Theory (Test / Examination)
Place own school

name and logo in the
block
CREATIVE ARTS
District:
June Examinations
GRADE 7
Examiner: Moderator:
Time allocation: Mark allocation:
Learners surname and name:

_________________________________________________
Learner’s class: Grade 8/ ________
Instruction sheet
Read all Questions before answering
Write neatly and legibly
Write in a clear and structured manner, using full sentences and paragraphs according
77
Question 1
Answer the following questions on the answering sheet (20)
1. Colour is divided into three groups. Name the three groups 3
2. If a client had to ask a graphic designer to use warm colours in his work, which three would
they use? 3
3. If you would like to change your bedroom’s colour into cold colours which three
would it be? 3
4. What is complimentary colours ? 3
5. Name three types of complimentary colours. 3
6. What colour do you need to create a tint? 1
7. When adding __________ to a colour one can create tones. 1
8. Which techniques can one use to create texture on a drawing? 3
Question 2
Use the following art product created by Pierneef. Identify the following art elements
and designing principals. (10)
2.1 Is this picture a symmetrical or symmetrical? Motivate your answer. 2

2.2 Identify three lines found in this picture? 2
2.3 What do we call the process when shades and tints of the same colour is used
in an artwork? 1
2.4 Name three shapes that were used in this painting? 3
2.5 This painting of Pierneef represents a style of painting. Name the style that were
used? 1
78
2.6 Name any other Pierneef painting you know about? 1
Question 3
State whether the following is TRUE or FALS (5)
3.1 Before the 1930s ,clothing and accessories were made by dressmakers, tailors and
milliners .
3.2 Clothing is generally a form of self-expression.
3.3 Murals and lettering on walls can also be agent of social change.
3.4 The special containers are those which are functional, historical, decorative or
ceremonial.
3.5 Culture and religion can influence the way some members of society dress.
Question 4
Compare Column A with Column C and write the correct answer that fits with A in C
Column A Column B
4.1 Accessories A. Refers to an occupation that you would work in for most of
your life
4.2 Indigenous B. The rules for dressing
4.3 Code of dress C. Modern day materials that can be recycled

4.4 Recyclable D. Additions such as jewellery scarves
material
4.5 Career E. The origin that someone comes from
79
Grade 8
Answering sheet
Learner’s Surname and Name: ___________________________________
Grade 8: _____
Question 1 (20)
1.1 _____________________________
_____________________________ (3)
_____________________________
1.2 _________________________________________________________________(3)
1.3 _________________________________________________________________(3)
1.4 _________________________________________________________________(1)
1.5 _________________________________________________________________(3)
1.6 ____________________________________________________________________(1)
1.7 ____________________________________________________________________(1)
1.8 ____________________________________________________________________(3)
Question 2 (10)
2.1 _______________________________________________________________________
_______________________________________________________________________(2)
2.2____________________________________________________________________ (2)
2.3 __________________________________________________________________ (1)
2.4 _________________________________________________________________ (3)
2.5 _________________________________________________________________ (1)
2.6 _________________________________________________________________ (1)
Question 3 (5)
3.1 __________ 3.2 ___________ 3.3 ___________ 3.4 __________
3.5 ________
Question 4 (5)
4.1 _________ 4.2 _________ 4.3 _________ 4.4 _________
4.5 ________
80
TERM 1
Grade 8: Formal Task
MEMO
Question 1 (20)
1.1 Primary Secondary Tersiary

1.2 Red Orange Yellow
1.3 Blue Purple Green
1.4 Colours opposite each other on the colour wheel
1.5 Yellow accross Purple
Red accross Green
Blue accross Orange
1.6 White
1.7 Black
1.8 Cross hatching Using dots (pointilism) circular patterns vertical or
horizontal lines
Question 2 (10)
2.1 A symmetrical. If it were symmetrical and we divided the paper in half the one half of the
paper will look exactly the same as the other half. (2)
2.2 Straight lines, horizontal, vertical, zig zag, bowed lines, arched lines. (2)
2.3 Monochromatic (1)
2.4 Squares, triangular, diamond, and half circles. (3)
2.5 Cubism (1)
2.6 Die Groot Trek Rooiplaatplaas, Noord-Transvaal – Sonsopkoms
Die Kremetartboom (1)
Question 3 (5)
3.1 True 3.2 True 3.3 True 3.4 True 3.5 True
Question 4
4.1 D
4.2 E
4.3 B
4.4 C
4.5 A
81
TERM 3
Grade 8
Practical Task
Create in 2- D: Visual Stimuli e.g. seated model

Visual Literacy : careers in arts
Create in 2-D:
You will need:

- A 3 White paper.
- Coloured inks or dyes or food colouring or water paints or acrylic paint.
- Small brushes in various sizes.
- Pieces of textured items such as fabric, sponge and bottle tops.
Instructions
Drawing a life model.
Use the preparation you have been doing in the informal activities to create your final
product.
.
Decide what you would like to emphasise.
Use emphasise mood by using tone etc.
Divide your paper into thirds.
Remember to look at the proportions of the body parts in relation to one another as you
plot the shapes on the paper.
Block in the shadow areas on the figure and the shape of the shadow by using diluted
colours.
Start filling in the body and clothing using your round brushes.
Use a Small brush to add in details such as the eyes, nose and mouth and to outline areas
that you want to emphasise.
Create texture by using various techniques such as painting with a dry brush,stippling or
dripping textured objects into the colour and pressing them onto your picture.
Stop working from time to time and step back from your picture.
Check if you have used unity in your picture.
82
Rubric
Outcomes Excceptional Good Satisfactory Developing No Evidence
9-10 7-8 5-6 3-4 0-2
Proportion/ All elements in the Most elements Some elements Few elements No elements in
Placement composition are in the in the in the the composition
correctly composition are composition are composition are are correctly
proportioned and correctly correctly correctly proportioned
work together within proportioned proportioned proportioned and work
the frame to and work and work and work together within
communicate unity together within together within together within the frame to
and visual the frame to the frame to the frame to communicate
equilibrium communicate communicate communicate unity and a
unity and visual unity and visual unity and visual visual
equilibrium. equilibrium. equilibrium equilibrium
Line /Weight Variations in line Variations in Some variations Few variations No variations in
weight (heavy, light, line weight and in weight, in line weight, line weight,
thin, dark etc.) and appropriately appropriately appropiately inappropiately
appropriatly use and used and used and used and used and
well controlled in all controlled in controlled in controlled in uncontrolled in
areas of the sketch. most areas of some areas of some areas of most areas of
All marks are the sketch. the sketch. the sketch. the sketch.
intentional and Most maks are Some marks Few marks are Many marks are
demonstrate an intentional and are intentional intentional and unintentional
understanding of demonstrate an and demonstrate and
line theory undertanding of demonstrate an and demonstrate no
line theory. understanding understanding understanding
of line theory. of line theory. of line theory.
Tone Shading Shading Shading Shading Shading
demonstrates demonstrates demonstrates demonstrates a demonstrates
appropiate use of mostly some few techniques hardly any
full range of appropiate use appropiate use (Blending, tonal techniques.
83
techniques of techniques of some grading, (Blending, tonal
(Blending, tonal (Blending, tonal techniques contour, lines grading,
grading, contour, grading, (Blending, tonal ect.) and is contour, lines
lines, etc.) and is contour, lines grading, sometimes ect.) which is
applied to enhance ect.) Applied to contour, lines applied to the only once or not
the shapes and enhance the ect.) and is shapes and applied at all.
forms. Student shapes and applied to the forms. Student Student
demonstred clear forms. Student shapes and demonstrated demonstrated
control of tools demonstrates forms. Student little control of no control over
good control of demonstrates tools. the tools.
tools. soe control of
tools.
Texture Prortraits has a Portraits has a Portraits has Portrait has a All surfaces
large range of decent range of some different few different appear to have
different surfaces different surface surfaces the same
accurately portrayed surfaces fairly. protrayed protrayed surface and no
through a variety of A fine delicate through mark through mark thought to
marks making. A approach has making. In making. In few texture has
fine and delicate been given with places there is places there is been given.
approach has been attention to some attention attention to
given which is has detail. to detail. detail.
extreme attention to
detail
Colour and Used all of the Used the Used the Used the Used the
emphasis elementary colours elementary elementary elementary elementary
in a suttle way that colours to form colours in a colours but it colours sloppy
created harmoney. harmoney in the good way and was faint and and the tones
The emphasis was artwork. the emphasis the emphasis in were not used
excellently used Emphasis was was used in the the portrait at all to
through tones. well used same way were not lived highlight the
through tones. through using out enough emphasis in the
tones. through the portait
usage of tones.
TOTAL 25
84
Term 4
Grade8
Formal Activity
Practical Task: Etching
Materials needed:
Visual stimuli, such as small objects, pictures and people.
White wax crayon and coloured wax crayons.
Black waterproof ink.

Black tempra paint and white acrylic paint.
Etching tools, such as sharp found objects e.g. toothpicks, sosati sticks, pins, nails,
old dried out pens etc.
Dishwashing liquid.
Cardboard, A4.
Instructions:
Oil Painting etching

Draw patches of colour on a the A4 cardboard.
Mix water with black acrylic paint and cover the oil pastel with the paint.
Use a sharp object to scratch a pattern or picture into the paint.

If you make a mistake, you can paint some black arcrylic onto it and leave it to dry a little
before continiuing with the drawing.
OR
Acrylic paint etching

Paint white arcrylic paint on a piece of white cardboard.
When it has dried completely, cover the layer of white paint, with a layer of black paint.
While the paint is still wet, use a sharp object to scratch a pattern or picture into it.
You may paint a layer of colour, instead of white, onto the board and coat that with a
contrasting colour e.g. paint a layer of red and cover it with green, or paint a layer of
orange and covert it with purple or any other combination you like.
OR
Crayon etching
Cover a piece of cardboard in a thick layer of white wax crayon.
Make sure you have convered the board entirely.
Mix some black tempra paint and add a little bit of dishwashing liquid (this will allow the
paint to stick to the crayon).
Paint the mixture over the crayon and leave to dry overnight.
Use a sosati stick (kebab stick) or toothpicks, or any other sharp object, to draw a
picture or pattern into the black paint.
As a variation, you can cover the board in different colours instead of white, before
painting the black paint and dishwashing liquid over it.
85
Term 4
Grade 8
Formal Activity: Practical Task: Etching
Rubric
OUTCOMES 10 - 9 8-7 6-5 4-3 2-0 TOTAL
The learner The learner The learner The learner Even with
was able to was able to was able to needed assistance,
work alone work alone work alone to assistance to the learner
create a to create a create a create a struggled to
scraperboard scraperboa scraperboard scraperboard create a
that working rd that that worked that worked scraperboard
very well as worked fairly well as an fairl well as an that worked
an etching well as an eching medium echting as an etching
medium. etching medium. medium.
medium.
Art elements The learner The learner The learner The still life or The still life 1. Making a
- Line was able to was able to was able to drawing or drawing scraperboar
- Texture create a still create a create a still life contains only contains very d
- Colour life or still life or or drawing some of the few of the art
- Pattern drawing drawing using the art art elements. elements.
- Contrast using the art using the elements. The The artwork The artwork
elements. art artwork displays poor displays poor
The artwork elements. displays good quality of line quality of line,
displays The quaity of line, as well as a as well as a
excellent artwork as well as a limited range limited range
quality of line, displays variety of tones of tones and of tones and
as well as a very good and textures. textures. The texures. The
variety of quality of The leaners learner learner is
tones and line, as shows an struggles to unable to use
textures. The well as a ability to use use drawing drawing
learner variety of drawing techniques to techniques to
shows an tones and techniques to depict shape depict shape
excellent textures. depict shape and form. and form.
ability to use The learner and form.
drawings shows a
techniques to very goood
depict shape ability to
and form. use
drawing
techniques
to depict
shape and
form.
Design The learner The leaner The learner The learner The still life
Principals was able to was able to was able to struggled to or drawings
create a still create as create a still life create a still looks sloppy.
life or till life or or drqeing life or drawing Very few of
drawing drawing using most of and used only the design
using the using the the design some of the principles
design design principles. The design were used.
principles. principals. qrtwork principles. The artwork
The artwork The displays The artwork displays few
displays artwork examples of displays few or no
86
excellent displays contrast, or poor examples of
exmples of very good proportion and examples of contrast,
contrast, examples emphasis. The contrast, proportion
proportion of contrast, use of the proportion and and
and proportion design emphasis. emphasis.
emphasis. and principles has
emphasis. resulted in an
The good image that
use of the shows balance.
design
principles
has
resulted in
a visually
appealing
image that
shows
balane.
Format The format of The format The format of The format of The format of
the of the the the the
scraperboard scraperboa scraperboard scraperboard scraperboard
suits the rd suits the suits the does not suit does not suit
composition. compositio composition. the the
The learner n. The The size of the composition. composition.
has leaner has scraperboard is The size of the The objects
employed employed not in scraperboard are poorly
rule of thirds. rule of proportion to is not in placed within
The size of thirds. The the subject proportion to the frame.
the size of the matter and the the subject The size of
scraperboard scraperboa amount of matter and the the
is in rd is more detail included. amout of detail scraperboard
proportion to or less in included. is not in
the subject proportion proportion to
matter and to the the subject
the amount of subject matter and
detail matter and the amout of
included. the amount detail
of detail included.
included.
Overall: The learner
looking at completed completed completed the tried to some of the
time the work on the work work but not in complete the work. Not all
allocation time and in but not in the correct time work in the instructions
and the right time the correct frame. The time frame. were
completing frame. The time frame. learner did a The leaner did followed.
the learner did a The learner fair job through some
assessment excellent job did a good using the instructions
through using job through instructions and sloppy and did
all the using the outcomes of not read the
instructions instructions the project. instructions
and and correctly.
outcomes of outcomes
the project of the
project.
87
Grade 8
Term 4
Formal assessment
Theory work
Test/ Examination
Cover page
88
Question 1
Explain what you understand under the following visual arts terms in your own
words. (10)
1.1 Colour
1.2 Form
1.3 Line
1.4 Shape
1.5 Texture
Question 2
Match the concepts in COLUMN A to the explanations in COLUMN B. Simply write the
correct number and letter for your answer e.g. 1 H in COLUMN C (5)
COLUMN A COLUMN B COLUMN C
2.1 How the elements are arranged to a sense of weight A. Pattern 2.1
in a work of art: radial, symmetrical, asymmetrical.
2.2 An obvious difference between two things; light and B. Balance 2.2
dark, thick and thin etc.
2.3 The drawing of attention to important areas or C. Drawing 2.3
objects in a work of art (focal point).
2.4 The repetition of shape, line or colours in a design; D. Contrast 2.4
principles of art.
2.5 The act of representing an image on a surface by E. Emphasis 2.5
means of adding lines and shades as with a pencil,
pen etc.
89
Question 3
Read the extract below and answer the questions. (15)
HOW HAS FASHION CHANGED THROUGH THE AGES?
In our modern world we use photographs in magazines, or videos of fashion shoots on

T.V, DVDs and the internet to follow the fashion trends throughout the world. But in the
17th century, people relied on artists to make sketches of what royalty was wearing.
Seamstresses could then use these sketches to copy and make the latest fashions.
Fashion has changed dramatically over the ages. In the beginning, people wore animal
fabrics, they began to print these in different colours, decorate them, and design new
garments. The fashion world began to develop. It began to include hats, clothing,
accessories like jewellery, underwear, shoes, cosmetics, perfume and even the way
you wore your hair.
3.1 What is it important about fashion? (1)

____________________________________________________________________
3.2 In the beginning people wore _____________to protect themselves from heat
and cold. (1)
3.3 Clothing is used for many different purposes like _________________________ (1)
3.4 Briefly explain how fashion in the world began. (2)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3.5 What do you like most about fashion and why? (1)
_____________________________________________________________________
_____________________________________________________________________
90
3.6 Mention two ways in which fashion can be promoted. (2)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3.7 Mention any fashion artist that you know. (1)
_____________________________________________________________________
3.8 Name three different career opportunities available now in the fashion industry. (3)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3.9 Which items are now included to show that fashion has developed? Name 3. (3)
______________________________________________________________________
______________________________________________________________________
91
Question 4
Study the album cover below. Answer the questions. (10)
4.1 Why would the designer have used graffiti art as part of the cover design? (1)
_________________________________________________________________________
92
4.2 Study the design on the cover closely and name any four art elements and any four of the
design principals used. (8)
Elements of Art Design Principals
4.3 What is the name of music band written on the CD cover?

_________________________________________________________________ (1)
Question 5 (10)
Underline the correct answer from the options given for each question.
1. Using thin snake like bands which are placed on top of each other to create form
A) Collage C) Modeling
B) Coiling D) Mosaic
2. Colours that lie opposite each other on the colour wheel.
A) complimentary colours C) Primary colours

B) analogous colours D) Monochromatic colours
3. What name is given to a vessel made by pinching the clay between your thumb and
your forefinger, while turning it in your hand?
B) Pandora box D) clay pot
4. Colours which are not made by mixing any colours
A) Secondary colours C) Primary colours

B) Tertiary colours D) Achromatic colours
5. A person who draws pictures that move, like movies.
A) animator C) puppeteer
B) cartoonist D) artist
6. Something that stands for or represent something else
93
B) symbol D) pencil
7. The lightness or darkness of something.
A) Value C) Shape
B) Texture D) Rhythm
8. A traditional story, usually about gods or demigods, not based on facts.
A) Fairytale C) Folklore
B) Myth D) Fantasy
9. Drawings and writing on walls or other surfaces in public places.
A) Notices C) signs
B) Graffiti D) Symbols
10. The part in an artwork that is closest to the viewer.
A) Background C) Middle-ground
B) Frame D) Foreground
94
Grade 8
Term 4
Memo
Formal Assessment Task
Exams / Test
Question 1
1.1 Colour - An element of art that is caused by the amount of reflected light; hue.
1.2 Form - A unit that has length, width, and depth, (three dimensions), such as a cube,
pyramid, cone, sphere, or cylinder.
1.3 An element of art; a mark that moves through space and can vary in length,
width, direction, and colour.
1.4 Shape - The area enclosed by a line that has length and width (two dimensions),
such as a square, rectangle, triangle, or circle.
1.5 Texture - The way a surface looks or feels: rough, smooth, prickly, or furry.
Question 2
Match the concepts in column A to the explanations in column B. Simply write the correct
number and letter for your answer e.g. 1 H.
2.1 B
2.2 D
2.3 E
2.4 A
2.5 C
Question 3
Read the extract below and answer the questions.
3.1 For self-expression / how it compliments you. (1)
3.2 Animal skin (1)
3.3 To draw attention (1)
3.4 It developed when they learnt to make fabrics, they began to print these in
different colours, decorate them and design new garments. (2)
95
3.5 New look and making you look beautiful. (1)
3.6 Magazines, videos of fashion shoots on T.V, DVDs and the internet. (2)
3.7 David Tlale, Gert, (1)
3.8 Model, fashion designer, fashion photographer. (3)
3.9 Hats, accessories, underwear etc. (3)
Question 4
4.2
Elements of Art Design Principals
Contrast Movement
Shape Pattern
Tone Rhythm
4.3 Places like this
Question 5
1. B 6. B
2. A 7. A
3. C 8. B
4. C 9. B
5. A 10. D
96
GRADE 9
FORMAL ASSESSMENT TASK – PRESENTATION
TERM 1 – VISUAL LITERACY (WRITTEN WORK)
THEME/TOPIC: THE ROLE OF THE ARTIST IN GLOBAL SOCIETY (50 MARKS)
INSTRUCTIONS: FORMAL TASK
2. Each group must work as a team whereby all members contribute equally and fairly in
a group.
3. The group must research and write essay/assignment that would be presented in
class.
4. The essay/assignment would be on the following roles of the artist in global society:
4.1 The role of the artist as a contributor
4.2 The role of the artist as an observer
4.3 The role of the artist as social commentator
5. More facts and information on each role of the artist in global society will be awarded
marks.
NB: These facts and information will help the teacher to mark this task: The role of
the artist in the global society, looking at these three subheading: 1. Role of artist
as contributor, 2. Role of artist as an observer, and 3. Role of artist as a social
commentator.
1. ROLE OF ARTIST AS CONTRIBUTOR
Artist creates fashion we wear- fashion designers: clothes, garments etc are the
contribution of the artist.
Artist creates work that we use to decorate our houses/ homes: works such as
vases, paintings, sculptures, creative crafts, etc.
Most of useful utensils and things we use daily like grass mat, ukhamba (clay pot),
grass shopping baskets, wooden spoon, izingqoko, etc are created by artists as
their contribution to the society.
Artist creates architectural structures for us to live/stay in, e.g. our houses,
schools, offices, parliament buildings etc.
Artist uses waste materials and recycle’s it to create art works for the
contribution of environmental healthy and cleanliness.
Artist preserves and keeps our historical and inheritance things (works for the next
generations to learn and know about their inheritance and forefathers).
97
In supermarkets and retail artist provides new ideas and objects to delight our
senses, challenge our attitudes and reflect our society.
NB. Any relevant, guided answer will be accepted.
2. ROLE OF ARTIST AS AN OBSERVER
Artist updates us daily from what he/she observes in the society and interprets it
for the meaning that show his /her observation.
Artist observes and reflects our world in the form of paintings like: landscapes,
studies the human figure, portraits, and animal studies.
Artist shows us what the world looks like at a particular time. Event’s and people
of historical interests are painted, sculptured or photographed.
Artists became important recorders of the time in which they are working through
the artworks they made.
Everything that the artist observes and analyses in the world, looks at it with critical
eye of creativity from the observation, for us to reflect and interact from that
observation.
NB Any relevant, guided answer will be accepted.
3. ROLE OF ARTIST AS SOCIAL COMMENTATOR

Artist show us a clear picture of society and flaws in that society, everything that
a particular society is doing will be commented on by the artist.
Artists show the ways in which abuse occur’s in societies and the critical
approach of artists to these abuses is made clear through their artwork.
Artist can also show how people feel and want in protest art which demonstrate
the will of the people, e.g. photography of Hector Peterson (June 16 Soweto uprising,
Sharpeville Massacre).
Artist can be patron employed by governments to make art that shows or
supports a viewpoint they wish to advertise and make popular- propaganda. In
propaganda the mass media use art to change our thinking on a national and
also on a global scale.
ARTIST ILLUSTRATES THE STORIES CONTAINED IN THE CULTURE AND
RELIGION OF SOCIETIES.
NB Any relevant, guided answer will be accepted.
98
MARKING RUBRIC - TASK 1 (WRITTEN WORK)
CRITERIA MARKS: (9– MARKS: (7- MARKS: (5-6) MARKS: (3-4) MARKS: (1-2)
10) 8)
Facts and Excellent Good Average Fairly facts Poor/very
information about information elaboration of outline of and little
Artist as a and facts information information information information
CONTRIBUTOR about Artist a and facts and facts about artist as and facts
Contributor in about artist as about artist as Contributor in about artist as
a society Contributor Contributor society Contributor in
society
Artist as an and facts information information information information
OBSERVER about Artist as and facts and facts about artist as and facts
an about artist as about artist as about artist as
an in society
in a society in society
Artist as SOCIAL and facts information information information information
COMMENTATOR about Artist as and facts and facts about artist as and facts
Social about artist as about artist as Social about artist as
Commentator Social Social Commentator Social
in a society Commentator Commentator in society Commentator
in society
GROUP Excellent Good An average Fairly working Poor/very
WORKING and working of a working of a working of a of a group little working
FUNCTIONALITY group work group work group work work of a group
work
Overall Excellent Good display Average Fair display Poor display
Presentation; display and and oral display and and oral and oral
Display and Oral oral presentation oral presentation presentation
presentation presentation
TOTAL = 50 MARKS
99
GRADE 9
FORMAL ASSESSMENT TASK - VISUAL ARTS: CREATE IN 3D
TERM 2: PRACTICAL ASSESSMENT TASK (50 MARKS)
DURATION: 3 HOURS
FORM OF ASSESSMENT: FORMAL TASK
THEME: MARQUETTE FOR SOUTH AFRICAN SPACE (CREATE IN 3D)
Preparation for practical formal task for term 2

The available and relevant materials for 3D work must be gathered/organised by the teacher
and the grade 9 leaners.
If it’s going to be clay, it must be enough for the whole class.
If it’s going to be natural, wastes, or found objects must be organised in time.
Instructions to the learners
The whole Marquette must be sketched on A4 paper, before it is done in 3D. The sketch must
be the picture of the final work.
The final 3D work must be made of one medium, not mixed media, e.g. if it’s a clay, just clay
only.
The final work should be not more than 40 cm height and 15 cm width.
The work must be able to stand properly on its own, without any extended support.
The proper finish with the clean ending and composition of the whole piece will get good
credit.
RUBRIC FOR FORMAL ASSESSMENT: GRADE 9

CRITERIA 4 (8-10) 3 (5-7) 2 (3-4) 1(1-2)
The whole Exceptional Exploration of Partial Minimum effort
Marquette must exploration of the use of the exploration of in the use of the
be sketched on the use of the format of the the use of the format of the
A4 paper format of the sketch (A4) format of the sketch (A4)
sketch (A4) sketch (A4)
The final 3D work Exceptional use Good use of Partial use of poor use of
must be made of of material/mediu material/medi material/medium
one medium material/mediu m um
m
Height no more Exceptional Good Partial Poor adherence
than 40 cm and adherence to adherence to adherence to to the specific
15 cm width. the specific size the specific size the specific size of the whole
of the whole of the whole size of the piece
piece piece whole piece
Free standing on Exceptional Good execution Partial Poor execution
its own, without execution of the of the free execution of of the free
any extended free standing standing work the free standing work
support. work standing work
The proper finish Exceptional Good Partial Poor
with the clean composition of composition of composition composition of
ending and the whole piece the whole piece of the whole the whole piece
composition of with the clean with the clean piece with the with the clean
the whole piece ending ending clean ending ending
Gr 9: 10 × 5 = 50
100
GRADE 9
Cover page
School name
CREATIVE ARTS
Question paper
Term:
Grade:
Examination: _________________ Moderator : ________________

Time Allocation: Mark Allocation:
Learner Surname and Name: ________________________________________
INSTRUCTIONS
Information discussed in one answer will not be credited if repeated in other answers. Cross-
referencing of artworks is permissible.
Name the artist and title of each artwork you discuss in your answers. Underline the title of an
artwork or the name of a building.
Write in a clear, creative and structured manner, using full sentences and paragraphs according
101
FORMAL ASSESSMENT TASK – WRITTEN TASK/TEST
TERM 2 – VISUAL LITERACY
Test (examinations)
QUESTION 1 MULTIPLE-CHOICE
Choose the correct option (a, b, c or d) and write your answer on the paper provided e.g. 1.1 -
d
1.1 A distinctive feature or dominant idea in artistic or literary composition is called (1)
a. colour
b. motif
c. logo
d. symbol
1.2 Companies use __________ so that they can be easily identified. (1)
a. symbols
b. labels
c. logos
d. none of the above
1.3 Secondary colours can be arrived at through mixing ------------------ (1)

a. Two tertiary colours in equal amounts.
b. Two primary colours in equal amounts.
c. Two complementary colours in equal amounts.
d. Green and yellow.
1.4 A statue, building or structure created to honor someone is called a ------------ (1)
a. Sculpture
b. Public sculpture
c. Armature
d. Monument
1.4 --------------------- is how something looks and feels on a surface (1)

a. Value
b. Colour
c. Texture
d. Design
102
1.5 Warm colours are (1)
a. Yellow
c. Red
d. All the above
1.6 Monochromatic colour is____________ (1)

a. When you add two primary colours
b. When you add white and black to a single colour
c. when you add a primary colour and a secondary colour
d. none of the above.
1.7 _________________ is used to make certain parts of the picture stand out so as to attract
attention to a focal point. (1)
a. Emphasis
b. Proportion
c. Contrast
d. None of the above
1.8 ----------------------- is created by making something in the artwork look different to

the rest. (1)
a. Form
b. Shape
c. Variety
d. Tonal value
1.9 When an artist create a picture of another person’s face, it is called a -------------- (1)
a. Self-portrait
b. Photograph
c.Fayed portrait
d. Portrait
QUESTION 2
Indicate whether the statement is TRUE or FALSE. Write the correct answer on the
answering sheet.
2.1 The flag of a country is a kind of logo, when we look at the South African flag we
automatically associate it with our country.
2.2 Elements of art are not important in sculpture.
2.3 Asymmetrical arrangements can also add a dynamic quality to a poster.
2.4 Collage is a picture through sticking different textured materials onto a backing board.
2.5 When designing a logo the use of words is not important.
2.6 Found objects are not allowed in creativity.
103
2.7 2D is an object which can be measured by using height and width but has no
measurable depth, for example a drawing.
2.8 A primary colour can be created by mixing orange and violet.
2.9 A Slogan is a phrase or motto used by a business or group to advertise itself.
2.10 An Artifact is a product of human skill or workmanship.
(10)
QUESTION 3 (10)
MATCH THE CONCEPTS
Select the correct statement in COLUMN A that matches the concept in COLUMN B.
Write only the correct letter of the concept next to the number, e.g. 3.1 – b
COLUMN A COLUMN B
3.1 paper mâché a. Support structure onto which one moulds one’s 3D artwork
3.2 Gallery b. Making letters in artwork by writing them on or carving them in an
artwork.
3.3 Still life c. Arrangements of objects that will be the subject of a still life.
and painting.
3.5 Scale e. A large public square or open space.
3.6 Concave f. A collection of different objects, such as flowers, fruits and food
represented in art.
3.7 Piazza g. Relative size, either on a smaller or a bigger scale.
objects.
3.9 Display i. curving inward like the inside of a ball.
3.10 Armature j. emblem or device used as a badge of an organization.
QUESTION 4
4.1 What is the name of the framework or skeleton that you use to mould your sculpture
on? (1)
4.2 Name FOUR materials that you are going to use when building this framework or
skeleton to mould your sculpture on. (4)
4.3 Explain what paper mâché is and give a recipe and method to make your own paper
mâché. (5)
(10)
QUESTION 5
5.1 Explain what it means for an artist to be commissioned? (2)

5.2 What is a maquette? (2)
5.3 What does it mean when we say that a maquette is ‘made to scale’? (2)
5.4 Draw any TWO logos that you know or design your own TWO logo’s .Each logo should
not
be larger than 10x10cm. (4)
(10)
GRAND TOTAL 50
104
School logo
District Name
Grade: _____
Year: ________
Answering Sheet
Examination: _________________ Moderator : ________________

Time Allocation: Mark Allocation:
Learner Surname and Name: ________________________________________
INSTRUCTIONS
Information discussed in one answer will not be credited if repeated in other answers.
Cross-referencing of artworks is permissible.
Name the artist and title of each artwork you discuss in your answers. Underline the title
of an artwork or the name of a building.
Write in a clear, creative and structured manner, using full sentences and paragraphs
according to the instructions of each question.
105
Question 1
Choose the correct (a, b, c or d) and write your answer on the paper provided e.g.
1.1 - d. (10)
1.1 _______________ 1.6 ________________
1.2 _______________ 1.7 ________________
1.3 _______________ 1.8 ________________
1.4 _______________ 1.9 ________________
1.5 _______________ 1.10 _______________
Question 2
answering sheet.
(10)
2.1 ________________ 2.6 ________________

2.2 ________________ 2.7 ________________
2.3 ________________ 2.8 ________________
2.4 ________________ 2.9 ________________
2.5 ________________ 2.10 _______________
Question 3
only the correct letter of the concept next to the number; e.g. 3.1 - b (10)
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
106
Question 4 (10)
4.1 ____________________________________________________________ (1)
4.2 ____________________________________________________________ (4)

____________________________________________________________
____________________________________________________________
_____________________________________________________________
4.3 ____________________________________________________________ (5)
_____________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Question 5 (10)
5.1 _______________________________________________________________
_______________________________________________________________ (2)
5.2 _______________________________________________________________
________________________________________________________________
________________________________________________________________ (2)
5.3 2 _______________________________________________________________
________________________________________________________________
________________________________________________________________ (4)
107
Memo
CREATIVE ARTS VISUAL ARTS MEMORANDUM GRADE 9
QUESTION 1 (10)
1.1 b
1.2 c
1.3 b
1.4 d
1.5 c
1.6 d
1.7 b
1.8 a
1.9 c
1.10 d
QUESTION 2 (10)
2.1 True
2.2 False
2.3 True
2.4 True
2.5 False
2.6 False
2.7 True
2.8 False
2.9 True
2.10True
QUESTION 3 (10)
3.1 h
3.2 d
3.3 f
3.4 j
3.5 g
3.6 i
3.7 e
3.8 b
3.9 c
3.10 a
108
QUESTION 4
4.1 Armature (1)
4.2 Materials for building an Armature (4)

Thick, strong cardboard
Double sided shape
Scissors
Duct tape
Binding wire
Wire 1mm and 2mm in thickness
Wire cutters
Chicken wire or wire mesh
Small hammer and nails
Band aids (any four)
4.3 Paper mache paper mâché is a mixture of glue and paper that can be used to make
sculptures (5)
Recipe for paper mach paper mâché’
Cold glue
Torn pieces of newspaper
Water
Container
Flour
skeleton until it is thick enough. Dry and paint.
QUESTION 5 (6)
5.1 To be commissioned means to be given a brief by a client who promises to pay the artist if
she or he deliver’s an artwork according to the brief. (2)
5.2 A small model of a sculpture (2)
5.3 The maquette is made in proportion, so that when it is enlarged it will represent the final
sculpture. (2)
109
5.4
2 logos = (4)
These are just examples, if a learner has designed his or her own, give marks as long as they
understand what logos are.
GRAND TOTAL 50
110
TERM 3
GRADE 9 VISUAL ARTS FORMAL ASSESSMENT TASK; EXAMPLE OF POPULAR
CULTURE
THEME: PERSONAL
Topic 1: CREATE IN 2D
111
Pop Art: A Brief History
In the years following World War II, the United States enjoyed an unprecedented period of
economic and political growth. Many middle class Americans moved to the suburbs, spurred
by the availability of inexpensive, mass-produced homes. Elvis Presley led the emergence of
rock and roll, Marilyn Monroe was a reigning film star, and television replaced radio as the
dominant media outlet.
Yet by the late 1950s and early 1960s, a “cultural revolution” was underway, led by activists,
thinkers, and artists who sought to rethink and even overturn what was, in their eyes, a stifling
social order ruled by conformity. The Vietnam War incited mass protests, the Civil Rights
Movement sought equality for African Americans, and the women’s liberation movement
gained momentum.
Inspired by the Everyday

It was in this climate of turbulence, experimentation, and consumerism that a new generation
of artists emerged in Britain and America in the mid- to late-1950s. Pop artists began to look
for inspiration in the world around them, representing—and, at times, making art directly
from—everyday items, consumer goods, and mass media.
They did this in a straightforward manner, using bold swaths of primary colors, often straight
from the can or tube of paint. They adopted commercial methods like silk screening, or
produced multiples of works, downplaying the artist’s hand and subverting the idea of
originality—in marked contrast with the highly expressive, large-scaled abstract works of the
Abstract Expressionists, whose work had dominated postwar American art. Pop artists
favored realism, everyday (and even mundane) imagery, and heavy doses of irony and wit.
enstein were very aware of the past. They
sought to connect fine art traditions with pop culture elements from television,
advertisements, films, and cartoons. At the same time, their work challenged traditional
boundaries between media, combining painted gestures with photography and printmaking;
combining handmade and readymade or mass-produced elements; and combining objects,
images, and sometimes text to make new meanings
Examples of Pop artwork
1 2 3
112
Marilyn Monroe, 1962 Cambells Soup, 1968
The first Modern Art Superstar! - Warhol’s style was known as Pop Art.
Pop Art comes from the word popular - he used everyday items such as
soup cans and soap powder as inspiration for his work as well as celebrities,
including Elvis Presley and Marilyn Monroe.
Warhol’s work is typically bold, brightly coloured with simple shapes – often
resembling magazines adverts.
Warhol began his career as an illustrator – making drawings for adverts and
magazines. He later became a very successful but often controversial, artist
working from his studio known as the “Factory” where he made paintings,
prints, photographs, drawings, sculptures and short films’.
Warhol’s work was bold, strong and confident unlike the artist himself who
was known to be shy and awkward.
113
Summary Brief: 2 D Drawing
You will Create a 2D version of your own interpretation of Popular Culture and present it for
assessment using the instructions below:.
STEP 1:
1. Work independently
2. Read the information about Popular Culture under ‘Background’ and answer the
questions on p.4.
3. Using this information, collect at least three (3) resources and use it to inspire your
drawing (See attached list of possible resource materials/sites).
4. You must make a sketch of Popular Culture on an A4 format.
CRITERIA MARK MARK DUE DATE

ALLOCATION OBTAINED
Collect at least three (3) resources and 5
use it to inspire your drawing.
Make a sketch of Popular Culture on an 15 marks
A4 format (Composition, Art Elements,
Design Principles, Theme, etc).
TOTAL 20 marks
STEP 2:
5. Choose own media to sketch the final product (final drawing).

6. Use the scale of A2 for your final work.
7. Give attention to the following:
7.1. Your composition must reflect the Design Principles, e.g. proportion, contrast,
emphasis, balance, rhythm, and unity.
7.2. Your composition must make use of Art Elements, e.g. texture, tonal value,
colour, line, shape, and space (Cover 90% of surface).
CRITERIA MARK MARK OBTAINED

ALLOCATION
Choice of Media (originality) 5 marks
Design Principles 10 marks
Art Elements 10 marks
Relation between sketch (A4) and 5 Marks
final product (A2)
TOTAL 30 marks
PHASE MARK ALLOCATED
Phase 1 20 marks
Phase 2 30 marks
TOTAL 50 marks
114
TERM 4
GRADE 9 VISUAL ARTS FORMAL ASSESSMENT TASK
THEME: PORTRAIT
Topic 1: CREATE IN 2D
Question 1
Recreate the following two-dimensional self-portrait in pencil on the page provided.
Criteria 1-3 4-5 6-7 8-9 10
Art elements: shape, line, tone, texture, shade
Design principles: balance, contrast, harmony,

proportion
Emphasis on the observation and interpretation
of the small objects
Drawing – observational drawing
TOTAL: 50 MARKS
115
NAME: ______________________ GRADE: ___________
116
TERM 4
GRADE 9 VISUAL ARTS ASSESSMENT TASK
INSTRUCTIONS
1. All questions are compulsory.
2. Write clearly and neatly.
QUESTION 1
VISUAL LITERACY: PORTRAITS (10)
Fill in the correct answer.
1.1 The ___________________ is how parts of a painting are arranged. (1)

a. Positive space
b. Background
c. Composition
d. Form
1.2 Rhythm is a ___________________ term. (1)

a. Visual art
b. Visual and musical
c. Musical
1.3 Companies use _________________so that they can easily identified. (1)
a. Symbols
b.
c.
1.4 A statue, building or structure created to honour someone is called a

_________________ (1)
a. Sculpture
b. Public sculpture
c. Armature
d. monument
117
7.5 ________________ is how something looks and feels on a surface (1)
a. Value
b. Colour
c. Texture
d. Design
1.6 Colours bring certain feelings to people, Warm colour is/ar: ___________ (1)
a. Yellow
c. Red
d. All the above
1.7 When an artist creates a picture of another person’s face, it is a ____________ (1)
a. Self portrait
b. Photograph
c. fayed portrait
d. Portrait
1.8 Construction and modelling techniques are: __________________ (1)

a. Mixing colour
b. Pasting, cutting, modelling, joining
c. Depth and visual perspective
d.
1.9 Pattern making is an ____________________ (1)

a. Abstract idea
b. 3D
c. 2D
d. Experiment with repeat methods
118
1.10 In order for a printmaker to use ___________________ in his work, he had to cut them
as mirror image
b. Patterns
c. Symbols
d. Art elements
QUESTION 2
2.1 Artworks should create emotions in you. _________

2.2 Complimentary colours are opposite each other on the colour wheel. _________
2.3 When designing a logo the use of words is not important. _________
2.4 Elements of art are not important in sculpture. _________
.5 Found objects are not allowed in creativity. _________
2.6 A primary colour can be arrived at through mixing orange and violet. _________
2.7 An artefact is a product of human skill or workmanship. _________

2.8 Drawings and paintings of objects are called still life. _________
2.9 Traditional African designs, each has a meaning to the people who use it. _________
2.10 Mass media include newspapers, books and magazines, films, TV, Cell phones
and internet. _________
QUESTION 3
Select the correct statement in COLUMN B that matches the concept in COLUMN A.
Write only the correct letter next to the number in COLUMN C, e.g. 3.1 – B (10)
COLUMN A COLUMN B COLUMN C
3.2 Gallery B. A continuous mark on a surface made by a moving point e.g. 3.2
Pencil point.
3.3 Tonal Value C. A room or building for the display of works of art e.g. paintings, 3.3
sculptures.
3.4 Emphasis D. Making letters in an artwork by writing them for carving them. 3.4
to a particular part of an artwork. 3.5
3.6 Medium F. A French term for paper mixed with water used to mould objects 3.6
3.8 Piazza H. Meant for the general public. 3.8

3.9 Paper Mache I. An artwork that depicts natural scenery. 3.9
paper mâché’
3.10 Popular J. A large public or open space. 9.10
culture
119
QUESTION 4 (10)
READ THE FOLLOWING CASE STUDY AND THERE AFTER ANSWER THE QUESTIONS
THAT FOLLOWS:
ARTIST AND SOCIETY

Case study: Artist as a contributor
Garth Walker is passionate about South African pop culture and society. He is proud of our
new South African way of life. In 1994, after apartheid ended, he began publishing a
magazine celebrates and showcases new South African trends, ideas and how all our diverse
cultures have produced a truly vibrant visual identity. The magazine is called translated
as “juice” in isiZulu. Designers and illustrators are invited to fill the pages of this pop culture
magazine with images of stories of their experiences of our new democratic South Africa.
Through the magazine, Garth Walker aims to rewrite our history by using humour. He aims to
breathe life and enjoyment into our everyday experiences as South Africans. He wants the
magazine to be understood by everyone. The magazine is now published by ,
Garth Walker’s new design studio. The magazine has been exhibited in over 25 countries.
The new pages of the magazine are filled with streets signs, street photographs, basketry and
Hindu body decorations as Garth Walker presents a new African style. The magazine is
multicultural, showing collaboration between cultures. Readers are entertained by fonts
inspired by boerewors rolls and South African buildings. AIDS murals, graffiti, street vendors
and brightly coloured cartoons make this magazine a feast for the eye.
(Source: Spot On, Creative Arts, Learners book Grade 9)
4.1 Define the following words:

(a) Illustrator (2)
(b) Multicultural (2)
4.2 What is the name of Garth Walker’s magazine? (1)
120
4.3 In your opinion is Garth Walker’s magazine contributing to South African society? Give a
reason for your answer. (2)
4.4 What aim does Garth Walker play as an artist? (1)
4.5 Name 2 types of mediums one can create an artwork with. (2)
QUESTION 5
5.1 Name 5 art elements and describe each one.

(5)
GRAND TOTAL 50
121
MEMO
Question 1
1.1 C 1.6 D
1.2 B 1.7 D
1.3 C 1.8 B
1.4 D 1.9 D
1.5 C 1.10 A
Question 2
2.1 True 2.6 False

2.2 True 2.7 True
2.3 False 2.8 True
2.4 False 2.9 True
2.5 False 2.10 True
Question 3
Select the correct statement in COLUMN B that matches the concept in COLUMN A.
Write only the correct letter next to the number in COLUMN C, e.g. 3.1 – B (10)
3.1.B 3.6 G
3.2 C 3.7 D
3.3 A 3.8 J
3.4 E 3.9 F
3.5 I 3.10 H
122
Question 4 (10)
4.1 A person who draws or creates pictures for magazines, books, advertising, etc.
4.2 Relating to or containing several cultural or ethnic groups within a society.
4.4 Through the magazine, Garth Walker aims to rewrite our history by using humour.
Question 5
Line,Texture, Colour, Form,Tone
123
124
ANNEXURE 1
125
African masks made from recycled material – Grade 7
Mythological containers – grade 8
126
Examples of pottery – Grade 9
Examples of Still lives and Landscapes
Gerald Sekoto -Still life
Henry Matisse- Still life
127
George Pemba – Still life
128
EXAMPLES FOR LESSON PLANS - Grade 9. The role of the artist in society – Visual
literacy
Helen Sibidi
129
Grade 7 and 8. Patterns and design making – Visual literacy and 2 D
130
Grade7: Buildings as work of art. Visual Literacy
131
Annexure 2
NAME OF SCHOOL: …………………………… CREATIVE ARTS: VA GRADE 9…

TERM 1: FORMAL ASSESSMENT TASK – PRACTICAL TASK
TOPIC 3: VISUAL LITERACY
TOTAL MARKS: 60 Marks DATE: FEBRUARY 2017 - MARCH 2017
NAME OF TEACHER: …..……………... NAME OF MODERATOR:
……………………..
Theme:
132
Research Instructions:
1. Above are well-known South African 2D artists: Dumile Feni George Pemba and 3D
Artists: Bonnie Ntshalintsahli and Willie Bester
2. Select one 2D and one 3D artist to research about.
3. Your Research must be presented in written and oral format as a group.
4. Each member in the group must be allocated a sub-topic and must be involved in the
written and oral presentation. ( 3 minutes per learners).
5. The format of the written research Task must be collated as follows:
o Front Cover : Heading, School name, Date, Grade, Art form
o Index: Containing all the sub-topics as well as page numbers.
o Introduction – that introduces the artist (background information of the artist e.g.
place of birth, date, schooling etc.)and the scope of the research ( half a page).
o Body:
works – this section must include a picture or image of the art work
discussed.
o about the artist’s’ influence on South
African heritage and society.
o Bibliography: Containing a list of resources ( minimum of 3 must be used).
NB: Remember that both 2d and 3D artists must be represented in all the
aspects of the task
The task must be neatly presented and submitted on time as well as having images to
enhance the task.
133
WEEKLY BREAKDOWN OFWRITTEN RESEARCH CHECKPOINTS:
CRITERIA POSSIBLE MARK DUE
MARK ACHIEVED DATE
Collect at least three (3) resources to 4 marks February
class about your topic. 2017
Make the front cover and Index. 6 marks February
2017
Introduction 5 marks February
2017
5 marks
of other artists in his/her life.
5 marks
medium and typical style.
5 marks
analysing one of the artist’s well known
art works – this section must include a
picture or image of the art work
discussed.
Conclusion and Bibliography 5 marks
Paragraph is written well and cohesive, 5 marks
showing a comprehensive. knowledge
of the topic and overall presentation is
neat
TOTAL A 40 MARKS
ORAL PRESENTATION OF RESEARCH RUBRIC

ASSESSMENT CRITERIA POSSIBLE MARK
MARK ACHIEVE
D
Presenters well prepared: fluent on the topic 10 marks
The use of suitable photographs, pictures, posters, 10 marks
audio-visual aids etc. to support the presentation.
TOTAL B 20 MARKS
TOTAL A ……………+ TOTAL B …………….= ……………… /60
134
ANNEXURE
THE ART ELEMENTS

To get insight into any artwork one
must first know the ‘language’ of art.
This language or ABC is the art
elements.
You can decorate the pages to further illustrate the different elements and principles.
135
LINE__________
Measurement – long, short, thick, thin, …

Direction – horizontal, diagonal, curved, …
Location – edge, surface, outline, linking, …
Character – mechanical, controlled, soft, hard,
jagged, wild, nervous, light, dark, precise, rough,
organic, sensitive, delicate, continuous
Time your lines

Make lines from left to right using different time frames – 10 seconds, 20 seconds and
30 seconds.
See how the quality of the lines differ.
Fill the blocks with the following lines:
Fill each block with different lines to express the given emotions and concepts. You may
not draw a picture, but only use different qualities of line to express the emotions.
Depression Love Energy Anger Peace Joy
136
descriptive (describing the shape), expressive (evoking a response), static or
dynamic (sense of stability or movement), gestural
together can create tone, texture, pattern, rhythm, space or depth.
SHAPE and FORM
Shape is a two-dimensional area (flat) with a recognisable
boundary.
Form is a three-dimensional shape. A form has height, width

and depthIt also refers to the illusion of volume in a two-
dimensional work.
Draw examples of each in the blocks below.
Organic shapes from nature with irregular Inorganic shapes are machine made with
outlines. rigid/geometric outlines.
A positive shape is the real shape or object while the negative shape refers to the
space or background that surrounds the positive space.
It is important to keep the negative spaces interesting while working.
Make a small drawing of two chairs. Make a small drawing of the negative
shapes – the empty space around the
chairs.
137
TONAL VALUE
Tone refers to the degree of light and dark in a given artwork.
Forms do not have outlines in real life, but are defined by
light. Without light we do not see forms. When working with
tonal values, one must carefully observe how light falls on a
form. Tonal values create volume and three-dimensional
shapes. (The representation of three-dimensional objects on
a two-dimensional. surface.)
See how the flat circle becomes

a round ball with the aid of tonal
values
Explore tone. Use the medium and/or technique below to fill the blocks with different
tones.
Pencil
Pen
Hatching
Cross-hatching
Stippling
Any other technique or medium
138
TEXTURE
Texture refers to the surface quality or feel of an object.
In visual art, texture can be visual (be seen) or tactile (be felt). At
a glance, we can see the surface texture of something by looking
at it, or we can feel it, by touching it.
Make some rubbings with your pencil over coarse surfaces. (The word for this technique
of taking rubbings from rough surfaces is called frottage
The surface quality of objects can be described in many ways, some common words
are: rough, smooth, furry, sticky, soft, hard, wet, sharp, blunt, shiny, reflective, still,
rippled, wavy, spiky, wrinkled, flaky, hairy, bumpy, etc.
Using a pencil to show different
drawings.
Bark
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COLOUR
Colour is so familiar to most of us that we tend to take it for
granted. Colour is interpreted differently by different cultures and
societies as well as individuals. Colour evokes emotions, moods
and feelings and symbolizes and transmits non-verbal
information (e.g. green = go, red = stop/danger, etc.).
It is important to know basic colour theory. (Colour the wheel)

The colour wheel can be divided into:
3 Primary colours (red, yellow,
blue) that cannot be made by mixing
together other colours.
3 Secondary colours (orange,

purple, green). Each of these
colours is made by mixing two
primary colours together. (Red and
yellow = orange/blue and yellow =
green/ red and blue = purple)
6 Intermediate colours (Red-

orange; yellow-orange; yellow-
green; blue-green; blue-purple;
red-purple). These colours are
between the primary and secondary
colours on the colour wheel.
Brown is a tertiary colour created by

mixing two complimentary colours.
Black is the presence of all colours

and White is the absence of all
colours. (With light it is exactly the
opposite!)
Tints are colours mixed with white. /Shades are colours mixed with black.
INTENSITY of colour relates to the brightness or dullness of a colour.

Colours can be grouped in different ways.
Complementary - There are 3 pairs of Complimentary colours. (Red and
green/Yellow and Purple/Blue and orange). These are always a pair of
colours, one being a primary and one a secondary colour directly opposite each
other on the colour wheel. When placed side by side, they contrast strongly and
often appear to vibrate.
140
Monochromatic - A monochromatic painting uses variations of one colour only.
A pure colour is used alone with black and/or white or mixed with black and/or
white.
Colour has a psychological effect. Some colours can be described as warm

e.g. red, orange and yellow. These colours seem to come towards the viewer in
space. They create a feeling of excitement. Cool colours are blue, green and
lemon-green. They seem to recede towards the back in a painting. They have a
calming effect on one.
Colours have symbolic meanings. These meanings can differ in different

cultures. A colour usually have two opposite meanings e.g. red is a symbol of
danger and love.
Make a drawing of a collection of objects over all the blocks. Use any colour medium
(coloured pencils, pastels or paint). Do a different colour scheme in each of the blocks.
(Remember that you can use tints and shades of a colour.)
Colour schemes: Primary colours, secondary colours, complimentary colours, cool colours,
warm colours, monochromatic colour.
141
SPACE
In architecture space plays an important role and the
architect must create pleasing, functional and interesting
spaces in which people can live, work and play. Sculpture
is three-dimensionalIoccupies space, has volume and can
be viewed from any direction. The sculptocreates aunique
relationshipbetweenformand space, or positive and
negative.
In two-dimensional artworks artists create a feeling of three-dimensional space and

depth through the use of perspective.
Aerial perspective (atmospheric

observation that parallel lines appear to perspective) is when the atmosphere
meet on the horizon at one or more softens shapes and colours in the
distance. When you are near a tree, you
as they move further. can see individual branches and leaves. At
a distance it appears to blend together.
142
Create a picture with perspective. You can even make a collage of magazine pictures to
create the illusion of space.
THE PRINCIPLES OF ART/DESIGN

ools and/or guidelines that artists use to
organize the elements of art in an artwork.
143
COMPOSITION
Composition is the combination of the art elements to form a pleasing whole. The
arrangement of colours,, shapes, etc. must form a visually pleasing whole.
The composition was based on underlying

geometric shapes that created a sense of
stability and order. Draw the underlying
triangle on the work.
Background
Middle ground
Foreground
What do you see as the focal point

in this work?
Raphael, The Engagement of the Virgin,
Create a composition of any five objects.
144
BALANCE
Balance refers to the arrangement of the elements to create stability in an artwork. In other
words, it ‘looks’ and ‘feels’ right.
Symmetrical balance where both sides are similar in visual weight and almost mirrored. It
often looks more stiff and formal.
Asymmetrical balance where both sides are similar in visual weight but not mirrored. It
usually creates more interesting compositions.
Radial itions, but it is like a daisy or sunflower
with everything arranged around a centre. Rose windows of cathedrals use this design
system.
Use the flower to create three illustrations Symmetrical balance

to explain the different forms of balance.
You may repeat the flower and/or only use
parts of it.
Asymmetrical balance Radial balance
145
RHYTHM/MOVEMENT
It refers to ways of combining art elements to produce the sense of flow or movement in an
artwork. It may be achieved through repetition, alternation or progression of an element.
Use the paper planes to create a sense of rhythm and movement.
EMPHASIS
Emphasis refers to developing points of interest to pull the viewer’s eye to important parts in
the work. This also refers to focal points in the composition.Empasis can be created by using
color, tone, etc.
UNITY/HARMONY
These refer to the wholeness which results from the successful combination of the elements
of an artwork. Unity provides the cohesive quality that makes an artwork feel complete and
finished. When all the elements in a work look as though they belong together, the artist has
achieved unity. These combinations can evoke many different responses in people, such as
peace and tranquillity or chaos and disruption.
146
VARIETY
Variety is the quality or state of having different forms or types, notable use of contrast,
emphasis, difference in size and colour.
CONTRAST
Contrast refers to visual differences in an artwork. Contrast is a very important in an artwork

and creates interesting compositions and artworks. It refers to the differences between e.g.
lines, shapes, tonal values, colours, etc. Bright colours combined with dull colours, angular
shapes with round shapes, etc.
Use this line drawing of a famous painting by Vincent van Gogh and demonstrate the
use of contrast by either shading with a pencil or use colour contrasts. Google the
original after you have finished.
147
PROPORTION
Proportion is the size relationship of parts to a whole and to another. Sometimes proportions
are ignored, enlarged or changed to create a certain effect such as an emotional impact. In
many cultures and artworks, proportion is not realistic, but used to indicate important features,
people or objects. For example, the larger the object of person, the more important they are.
This is the proportions of the face. Copy it.
PATTERN
Pattern is the repetition of motifs.
Create a pattern by repeating a motif.
148
Curriculum: General Education and Training
Creative Arts
Teacher’s Copy
CREATIVE ARTS: VISUAL ARTS
THEME: FOOD
NOTE TO THE TEACHER:

These tasks have been developed as a
step by step guideline to learners. The
activities are to be done in class. It is
important that teachers mediate the
various steps of the task with learners to
ensure active, creative and critical
participation by all learners.
149
A few suggestions to use food as subject matter and/or inspiration for practical
projects.
A. An illustrated recipe
today’s fast food world these traditions are often overlooked.

Introduction:
Learners discuss the following:
Their favourite food
The food they most dislike.
Do they know the following South African dishes/drinks: amasi, briyani,, bobotie,
bunny chow, frikkadelle, Gatsby, koeksisters, melktert, phutu-pap, samosa,
Umngqusho, vetkoek, Walkie Talkies, etc.
NOTE TO TEACHER
Bring examples from home such as
pictures, recipes, photos, food
packaging, etc.
They must then bring a family recipe that is still prepared at their home. They can
then report on this recipe to the class, for instance when is it prepared (weekly, at
150
special occasions, etc.), who prepares it (mother, grandmother, father, etc.), the
history of this recipe, etc.
The project:
Media: pencil, pen, colour pencils, inks, etc.
The following are examples to inspire:
ALTERNATIVES
If school / teachers do not have
use alternative materials, e.g.

charcoal, crayons, food colouring, etc.
NOTE TO TEACHER
colours, style, lettering, etc. Make them aware that they must convey the
taste/smell/look/feel of the dish in their illustration. Individually discuss their
compositions and make suggestions.
Make them attend on the importance of typography (lettering) – although they are
using free-hand lettering it must be legible and part of the design.
They can use source materials such as photographs or real objects/food to base
their drawings on.
Stress the over-all appearance, for instance deciding on a colour scheme, use of
patterns, etc.
151
B. A process art work based on a recipe
recipe or the teacher can

decide on a recipe, for
instance spaghetti
bolognaise and then
deconstruct it.
Ingredients:
Pencil
Pen
Coloured pencils
and/or
oil pastels
Magazines
Newspapers
Paint and/or inks
and/or
tea bags
Glue
Scissors
Paper
152
NOTE TO TEACHER
This is an example of a process that can be used as is
and/ or adapted to suit the context of the class or school.
DIFFERENTIATION
Enrichment for learners who are more accomplished
should be accommodated by allowing alternative
interpretations, as long as it is in the broad scope of
the brief.
Creativity and originality must always be stressed
and allowed for!
Method:
Blind contour drawing in pen Drawing with pencil and

and exploring different lines coloured pencils.
around the edges.
153
Collage – draw on newspaper, Stain paper with tea bags or
tear magazine parts and draw inks.
on magazine cut-out.
NOTE TO TEACHER
The following is a guideline to structure the project. The
idea is to structure the process with specific instructions.
Teachers can feel free to omit some, add others and
change the ‘recipe’!
TIME FRAME
This project will take at least 3 – 4 weeks.
Make sure you stagger and manage your time
accordingly.
ALTERNATIVES
Tea or coffee is a cheap alternative to ink.
154
Tonal values in paint or oil Add more collage.
pastels. Use writing to create
shapes.
Collage newspaper strips and Ink washes and tonal

magazine image. variations.
NOTES TO TEACHER
Demonstrate or recap use of medium and formal
elements e.g. using hatching, blending, etc. to create all
tonal values in oil pastels
ALTERNATIVES
methods / recipes can be used, e.g. using flour to make

glue.
155
NOTES TO TEACHER
Ink Washes is a technique where one dilutes inks /
watercolours / food colouring to create different tonal
value in an artwork.
Create an atmosphere with Finishing off with detail and

background. patterns.
C. A process art work based on a fantasy landscape
Mixed media - Black and white acrylic paint, Koki, pencil, black ink, photocopies
Take learners outside and make them aware of different plants or show them examples
from books.
Depending on the size and format of the paper they must trace the shape of their hand
a few times on the paper with pencil.
They must now transform these hands into fantasy plants adding leaves, spikes,
stylized flowers, etc.
The project works with a variety of media – from drawing to painting.
156
NOTE TO TEACHER
This type of process project works well with other
themes as well.
The following examples are for a fantasy landscape
done with grade 10, but it has been used,
successfully, with lower grades.
NOTE TO TEACHER
The visual examples are from a grade 10 project.
Learners had to create their own Wonderland for
Alice.
Hands were used as basis for the plants. The tree

was black ink blown through a straw and then
changed into a tree.
A lot of patterns and textures were used in the

background. Other elements from the Alice story
could also be included.
157
D. An observational still-life
Try the following approaches:

The class could work together and or in smaller groups. They decide on a theme for
the still life and set it up themselves. It could be a theme like winter, nature or transport.
In that way they feel a part of the decision making.
NOTE TO TEACHER
It is very important for learners to work from life and
the still-life is an excellent theme to use as subject
matter for drawing or painting.
Learners, however, often find the still-life ‘boring’

and just a lot of pots and fruit!
include eggs, a brick of butter, a bag of flour, spoons, baking dish, etc.
original NOTE TO TEACHER

Dutch still A few pointers:
life themes
were the Stress the importance of
Vanitas composition. Learners could use a
paintings. viewfinder to find an interesting
These still composition.
life depicted
Demonstrate techniques on
a collection
of objects symbolising the brevity of life and the use of media, e.g. mixing
the transience of all earthly pleasures and of colours, use of brush
strokes, etc.
glasses with the sand running out, Make them aware of
butterflies, skulls, mirrors, flowers, candles, capturing tonal values and
texture.
up a still life with meaning. Pieter Be open for different styles
Claesz, Vanitas Still-life, oil on canvas,
such as expressionism.
1625.
Use an example of a still-life
by any famous artist as
inspiration.
158
DISTRIBUTION OF COGNITIVE LEVELS
REMEMBER AND APPLY AND ANALYSE EVALUATE AND CREATE
UNDERSTAND
Visual Arts elements and Application of elements Creating and presenting of
principles, e.g. colour, and principles in 2D art the 2D art work.
texture, shape / form, work.
proportion and spatial
awareness. Continuous critical
reflection and application to
improve the art work during
class time.
159
Curriculum: General Education and Training
Creative Arts
CREATIVE ARTS: VISUAL ARTS

SHOOL:
NAME:
DATE: GRADE:
THEME: FOOD
E1
160
A. An illustrated recipe
ure – who we are and where we come from.

In today’s fast food world these traditions are often overlooked.
Introduction:
Discuss the following:
Their favourite food.
The food they most dislike.
Do they know the following South African dishes/drinks: amasi, biryani, bobotie,
bunny chow, frikkadelle, Gatsby, koeksisters, melktert, phutu-pap, samosa,
Umngqusho, vetkoek, Walkie Talkies, etc.
They must then bring a family recipe that is still prepared at their home. They can
then report on this recipe to the class, for instance when is it prepared (weekly, at
special occasions, etc.), who prepares it (mother, grandmother, father, etc.), the
history of this recipe, etc.
The project:
cipe using words and images.
Media: pencil, pen, colour pencils, inks, etc.
161
The following are examples to inspire:
162
B. A Process Art Work Based On A Recipe
recipe or the teacher can

decide on a recipe, for
instance spaghetti
bolognaise and then
deconstruct it.
Ingredients:
Pencil
Pen
Coloured pencils
and/or
oil pastels
Magazines
Newspapers
Paint and/or inks
and/or
tea bags
Glue
Scissors
Paper
163
Method:
The following is a guideline to structure the project. The idea is to structure the
process with specific instructions. Teachers can feel free to omit some, add others
and change the ‘recipe’!
Blind contour drawing in pen and exploring Drawing with pencil and coloured pencils.
different lines around the edges.
Collage – draw on newspaper, tear Stain paper with tea bags or inks.
magazine parts and draw on magazine
cut-out.
164
Tonal values in paint or oil pastels. Use Add more collage.
writing to create shapes.
Collage newspaper strips and magazine Ink washes and tonal variations.
image.
165
Create an atmosphere with background. Finishing off with detail and patterns.
C. A Process Art Work Based On A Fantasy Landscape
Mixed media - Black and white acrylic paint, Koki, pencil, black ink, photocopies
Take learners outside and make them aware of different plants or show them
examples from books.
Depending on the size and format of the paper they must trace the shape of their
hand a few times on the paper with pencil.
They must now transform these hands into fantasy plants adding leaves, spikes,
stylized flowers, etc.
166
The project works with a variety of media – from drawing to painting.
The visual examples are from a grade
Wonderland for Alice. The hands were used as basis for the plants. The tree was
black ink blown through a straw and then changed into a tree. They had to use a lot
of patterns and textures in the background. They could include other elements from
the Alice story.
D. An Observational Still Life
Try the following approaches:

The class could work together and or in smaller groups. They decide on a theme for
the still life and set it up themselves. It could be a theme like winter, nature or
transport. In that way they feel a part of the decision making.
s of a recipe and find objects for each item. These could
include eggs, a brick of butter, a bag of flour, spoons, baking dish, etc.
themes were the Vanitas paintings.

These still life depicted a collection of
objects symbolising the brevity of life
and the transience of all earthly
would include hour-glasses with the

sand running out, butterflies, skulls,
mirrors, flowers, candles, a watch, etc.
setting up a still
life with meaning.
Pieter Claesz, Vanitas Still-life, oil on

canvas, 1625.
167
CRITERIA Gr 7: 0 – 1 2 MARKS 3 – 4 MARKS 5 MARKS
MARKS
Gr 8: 0 – 2 3 – 4 MARKS 5 – 6 MARKS 7 – 8 MARKS
MARKS
Gr 9: 0 – 2 3 – 4 MARKS 5 – 7 MARKS 8 – 10 MARKS
MARKS
Different Attempt to use Able to, but not Has met the criteria Confident use
types of different types of consistent. Needs and can move on to of different
techniques techniques, but not more practice. the next level. types of
and skills able at all. techniques and
have been skills to create
used to create the art work.
the desired art
work.
Media has Attempted to use Able to, but not Has met the criteria Bold use of
been used different media, consistent. Needs and can move on to media to depict
effectively. but not effectively. more practice. the next level. the images and
its features.
Elements of Attempted, but Able to apply some of Has met the criteria in
art and design there is an the design principles application of art art elements
principles absence in the and art elements, elements and design and design
visible in proper use of the but needs more principles. principles
creating the elements and guidance. confidently and
artwork. principles. creatively.
Materials used Materials without Trying to work Able to use the Innovative and
in a planned any plan glued to systematically materials in a planned authentic way
and creative the surface. according to a plan, and creative way. of working with
way. Materials are but needs support materials. Work
wasted, such as and supervision in the systematically
glue. use of materials. according to a
plan.
The learner Attempted to Able to express him / Has met the criteria to Exceeds
has expressed express him / herself in a express him / her expectations
him/ herself herself, but not meaningful manner. confidently and in a and criteria to
confidently. able attain the Needs more practice. meaningful manner. express him /
desired outcome. her confidently.
Subtotals:
TOTAL Gr 7: /25
TOTAL Gr 8: /40
TOTAL Gr 9: /50
DISTRIBUTION OF COGNITIVE LEVELS

REMEMBER AND APPLY AND ANALYSE EVALUATE AND CREATE
UNDERSTAND
Visual Arts elements and Application of elements Creating and presenting of
principles, e.g. colour, and principles in 2D art the 2D art work.
texture, shape / form, work.
proportion and spatial
awareness. Continuous critical
reflection and application to
improve the art work during
class time.
168
ANNEXURE
UNDERSTANDING STEAM
STEM (science, technology, engineering, and math) has been around a while now,
long enough for educators to see its outcomes and practices unfold in schools
across the nation. But not long ago, various educators proposed adding an “A” (for
arts) to the STEM concept, sparking a national debate about whether the arts have a
place in STEM education. Do you think the “A” is just as important as every other
letter in STEAM?
his 2011 State of the Union Address,
igniting a movement to teach students 21st-century skills to become more
competitive with other nations in the fields of STEM. Millions in funding from public
and private sectors flooded in for teacher training, grants, research, and school
programs that promote STEM study. In the last decade, we’ve seen an increase in
math and science course offerings, higher expectations for testing, and an evolution
of project-based learning using STEM as a framework for exploration.
Although there have been many proponents of changing STEM to STEAM to
incorporate the arts, the movement has been largely championed by John Maeda—
president of the Rhode Island School of Design (RISD) from 2008-2013—who
actually spoke at Concordia in 2016 on this very topic. He posits that the arts
(including liberal arts, fine arts, music, design-thinking, and language arts) are critical
components to innovation, and that the concept is not about giving equal or more
time to STEM orarts, but to incorporate, where appropriate, the artistic and design-
related skills and thinking processes to student-learning in STEM.
When we reached out to RISD to learn more, Babette Allina, Director, Government
and Corporate Relations at RISD, told us: “Making the case for creativity was at the
heart of the RISD-led movement to promote ‘STEAM.’ It succeeded because it was
driven by student interest, and by K-12 teachers throughout the United States who
knew that the practical application of interdisciplinary, project-based learning was a
familiar methodology that worked. RISD’s advocacy platform reflected that
grassroots knowledge – adding the ‘A’ for art and design to science, technology,
engineering, and math to empower creatives and promote collaboration across the
disciplines.”
Why the “A” in STEAM is just as important as every other letter

Yes, we have an alarming STEM shortage in our country. That’s pretty undeniable.
But every engineer who comes up with a new innovation practices far more than
math, engineering, and technological prowess. They also use design-thinking,
creativity, communication, and artistic skills to bring those innovations to fruition. The
antiquated idea that scientists are isolated workers huddled away in laboratories is a
falsehood.
Today’s innovators are creative beasts, working collaboratively in open workspaces,

sharing ideas globally with other thinkers, and combining their STEM powers with
some killer STEAM talents. Today’s Google workers aren’t just software engineers or
coders sitting in dark rooms lit only by computer monitors. They’re design-thinkers
who spent 20 percent of their time developing passion projects (The20TimeProject).
169
Today’s trailblazers are communicators who design, craft, experiment, and pioneer
in the light.
STEAM encourages natural curiosity

John Dewey, the pragmatist himself, believed in the desegregation of subjects and in
allowing children to just ask and seek answers with their unbridled natural curiosity.
As many teachers witness in secondary school, students largely believe that asking
questions indicates a lack of understanding, not curiosity. This sequestration of
knowledge into categories that don’t connect is ultimately detrimental to our
students because in the real world, all of it blends together. The scientist who
can use science and math to create a new treatment for disease must also
incorporate design-thinking to imagine and visualize her work. She must also
express herself with impressive communication skills in order to secure funding and
support. She must work collaboratively with her colleagues and investors to improve
and expand ideas, and then publicly speak about her progress and discoveries with
eloquence and ease. This multi-skilled individual is a representation of a student who
understands how academic subjects are meant to be a genuine symphony and not a
collection of discordant solos.
are far less segregated, we see the most

creative STEAM projects online to engage and inspire young lear
high schools, however, are largely still separated into categories of subject learning
and testing, making it more difficult to apply a true STEAM model of learning. The
National Research Council’s 2011 papers on STEM schools noted that one of the
biggest roadblocks to STEM success is the current testing landscape. Most state
tests feature multiple choice questioning, requiring extensive test prep for schools in
segregated subject models.
STEAM helps attract more students into STEM fields

This fractioning off of areas of study and the focus on testing and rigor contributes to
the continually low levels of student engagement in STEM—especially for students
of color and females. But science, math, technology, and engineering are
fascinating! So why do we generally insist on making them so very dull and
disconnected from their applications in the real world? (That’s not to say that there
aren’t amazing teachers and schools doing amazing things. There are!) While the
STEM movement has filled student schedules with more math and science courses,
it’s also filled them with endless hours of teaching to tests. Therefore, we perhaps
haven’t really given STEM or STEAM a real chance to work.
The great fear is that adding the “A” to STEM might distract from the other letters in
STEM, which are admittedly in dire need of more attention. In Education Week, artist
and teacher Ruth Catchen notes that the arts serve as a method for onboarding
learners to STEM subjects, especially those who are under-represented. We need
the “A”—not just because real STEM professionals need artistic and design
skills to be better STEM professionals, but because the arts are a way to
recruit students to the wonders of STEM.
170
Making it work
To make STEM truly work, we should include the arts. True 21st-century STEM
professionals are also well-rounded design-thinkers and skillful communicators.
We need to do better as a nation bringing our young people into STEM, and adding
the arts is a practical avenue to do so. But real STEAM success lies in adjusting our
larger policies and testing structures to account for blended STEAM study. We can’t
entirely change what’s happening in the classroom without accounting for changing
our testing and accountability measures. Finally, we need to make STEAM study
engaging, relevant, and connected to the real world. Not just to make it interesting,
but because STEAM really is real-world learning.
Now… what about the new argument for adding an “R” (for reading) to STEAM?
STREAM, anyone?
Jennifer L.M. Gunn spent 10 years in newspaper and magazine publishing before
moving to public education. She is a curriculum designer, teaching coach, and high
school educator in New York City. She is also cofounder of the annual EDxEDNYC
Education Conference for teacher-led innovation, and regularly presents at
conferences on the topics of adolescent literacy, leadership, and education
innovation.
As children, young children, everything meant playing and art. We saw the world as
a playground and a canvass. It didn’t matter whether or not we could actually draw.
What mattered was the thrill of creating something beautiful.
We were all artists. We still are.
So reminding students that inspiration matters, that art lives and breathes inside
every segment of education also means tweaking your lessons a bit. Switching your
perspective to what’s really important at the core of any lesson may mean the
difference between losing your students’ attention and actually getting your point
across.
Albert Einstein wrote: The most beautiful thing we can experience is the mysterious.
It is the source of all true art and all science. So the unknown, the mysterious, is
where art and science meet.
Keeping his words in mind, educators everywhere are beginning to work art into
education. Because we live in the 21st century, we have all the tools right at our
fingertips, quite literally. The Internet hosts site after site devoted to integrating art
into education. Right here, you’ll find some of the best websites and some interesting
ideas that are easily altered to fit various lessons. Explore 50 ways to add artistic
elements to the simplest and most complex lessons.
171
MATH
1. Lego Engineers
a living, breathing dem
requires everything from patience to vision. To achieve that vision, the builder needs
good strategy. Strategy relies on mathematical skills. Everything from basic addition
and subtraction to engineering skills blossoms
atical skills at each and every level.
From robotics to engineering, sit www.legoeducation.us for
more information.
2. Marshmallow Math
Stack them. Create shapes with them. Add, subtract, multiply and divide them.
Then eat them. If you take a bag of marshmallows and you tell a child, “I’ll let you eat
these if you get all the answers correct,” then you let the child use the marshmallows
to find the answer, that child will get all the answers correct.
That’s the art of teaching math. I used to think that the older kids got, the less they
cared about silly rewards like those marshmallows, but I was so wrong. They care
“pointless” classwork and homework
assignments with quizzes and tests to follow if teachers don’t force fun.
3. Design Parks
Mathematicians, whether they’re engineers or architects or otherwise, know the
importance of technology so teachers need to utilize it when helping students
understand the value of every lesson. At mathbydesign.thinkport.orgyou can find
interactive games where students can design a park in the center of town.
4. I Hart Math Doodles

Take note of a girl and a math mission. She blows the concept that math means
repetition and rudimentary mechanics right out of the water. Her site provides plenty
of innovative “techniques” for seeing math in a different light. In one very amusing
video, she shows how the typical factoring lesson turns into doodling stars, which
she turns into a lesson on factoring itself. Check her doodles out at vihart.com
5. Khan Academy
If doodling isn’t quite enough, try the Khan Academy for more of Vi Hart and the
basics as well as anything else your heart desires. Math, Science, Economics,
Humanities, and even test prep fill the website. It’s different because it doesn’t
condescend. It doesn’t condescend because the site and it’s master creator, Sal
Khan, offer visuals on how to understand the basics of math and other educational
subjects without the assumption that it’s impossible to communicate. Start with the
link on how to use it in the classroom. It will make all the
difference. www.khanacademy.com
172
6. MArTH Tools
At Math Munch, they’ve even conjured up a witty name for their merging of art and
math called MArTH Tools. Teachers can find resources for inspiration, but more
importantly, there are links to interactive tools that teach difficult concepts as well as
practical skills. mathmunch.wordpress.com
7. Colors Multiplied
Multiplication can be taught with simple yet beautiful colors and shapes. Check out
some beautiful images at mathlesstraveled.com. Even teach prime numbers using
some manipulation.
8. Math Journals
Teachers can vary assignments and difficulty levels by creating a math journal,
which is ultimately a math adventure in the same vein as Indiana Jones. It gives
importance and application to www.mathsquad.com
9. Bridges
Basic word problems require students to draw or write out how they came to their
conclusion. So why shouldn’t more complicated math be seen in the same way?
gesmathart.org, math needs art and vice

versa. This organization plans an annual conference focusing on the connection
between art and math. At their website, you can find a wealth of information on
mathematics and art.
10. Cinderella
Cinderella.2 software offers users geometry, virtual laboratories, and university-level
mathematics with analytical functions. Students will learn while creating.
GEOMETRY
11. GeoGebra
GeoGebra gives students insight into planetary motion, exterior angles of polygons,
rotating triangles, and more. The site also offers loads of information and
worksheets. https://www.geogebratube.org/
12. Mosaics
Mosaics are a great way to introduce shapes to young minds so why not
communicate the same way with older students. You can create them the traditional
way, out of glass, or use cellophane paper or even just regular paper. Review basic
shapes then piece them together and have students create patterns.
13. Patterns
Tessellations, infinite patterns with varying shapes, can help you teach about the
polygon, plane, vertex, and adjacent. Students can put patterns together on paper or
use basic computer programs to tile images. Just taking the time to show students
something so simple gives them the basis they need to move on to more difficult
problem solving lessons. www.teachervision.fen.com
173
14. Origami Art
ure and movement. While giving young
students a fun way to see shapes come together and create all sorts of animals or
three-dimensional geometric shapes to marvel at, the origami art can evolve into a
sophisticated tool for using math and engineering skills. Robert
transformation at the following video:
15. Three-Dimensional shapes

With some compass points, scissors, glue, construction paper and bobby pins,
re about that at www.ldlewis.com
16. Wheel of Theodorus

Students calculate, draw and create new images while learning the Pythagorean
Theorem. Find details at www.ldlewis.com
17. Alice & Algebra

Teach multiplication of fractions using the story of Alice in Wonderland. Melanie
ertation on this very subject. Just the
manipulation of size from small to large and back again becomes a starting point for
calculations to begin. Find out more on the practical implementation in the classroom
at www.newscientist.com
18. Triangle to Square

So many sites and blogs have great animation to teach all kinds of theories. Matt
Henderson teaches signal processing with rotating circles and a digital square wave.
He also creates some cool doodle animation showing how drawing lines starting with
a simple triangle can turn into a square.
SCIENCE
19. Art in Labs
Students take a concept and turn it into art or even use the materials for art. Many
artists do this anyway so why shouldn’t this be a part of coursework? Visit
www.biology.emory.edu Working in labs themselves, students then create art out of
bacteria and fungi.
20. The Art of Biology

Students create beautiful works of art with imaging technologies. Use that to
introduce various lessons or a concept and the brain’s eye will attach itself to the
particulars much better than simply assigning homework and moving on to an exam.
Visit www.cmu.edu to learn more.
21. Toothbrush Robots

If your goal hinges on recruiting girls into the scientific field then art helps.
Try coolgirls-scienceart.org They gather the girls to shoot rockets, create art shows,
and play with bugs. Just knowing that sci
ready to slice open a dead animal might mean the difference between a career in
fashion and a career in chemical engineering. You’ll also find information on unique
activities such as making toothbrush robots.
174
22. Chemistry
Through the Art Institute of Chicago, teachers can access lectures and lesson plans
on the value of art in teaching chemistry and the chemistry of physics and light plus
art and astronomy. www.artic.edu
23. Fresco Chemistry

Check out issuu.com’s newsletter on various activities from green chemistry to music
in chemistry. Several activities fill the newsletter with step-by-step processes
followed by an explanation of how the chem
fresco. issuu.com
24. The Golden Dream

Return to the beginnings of chemistry and art with alchemy at www.pbs.org
Follow the guide to turn metal into gold. The fascination with the process sparks
curiosity if nothing else.
25. Unique Perspectives

Try www.cosmosmagazine.com for ideas and articles on the mixture of science and
art. Article upon article covers current topics in relation to the importance of science
past, present and future. Ready for students to read, bring reality into science fiction
with articles such as “Earth-like Planets May Be Closer than Thought.”
COMPUTER SCIENCE
26. Alice.org
Alice teaches students how to program through dragging and dropping graphics.
They’re taking 3-D objects inside a virtual world and animating them. They ultimately
learn to build stories, create interactive games or video’s for sharing. alice.org
27. Polynomiography
Dr. Bahman Kalantari, professor of computer science at Rutgers University,
introduced the idea of polynomiography. It literally means the visualization of
polynomials. “Polynomials are so important that all students need to know about
them no matter what scientific field they would want to follow.
But because the foundation of solving equations can be identified with points in the
plane, visually it is very appealing to all ages,” Dr. Kalantari explains.
Visit www.polynomiography.com to explore.
28. Scratch
Scratch is a site hailing from MIT. Students gain access to software that teaches
them to create and share interactive stories, games, music, and art. scratch.mit.edu
175
MOVIES USED ACROSS CURRICULA
29. BrainPop
There is nothing that BrainPop can’t teach. The films are silly yet humorous and by
far, they’re educational. The mini movies
to Science to Social Studies. Kids like it because it’s not in a textbook. Adults like it
because it’s not in a textbook. www.brainpop.com
30. Bitesize
In the same vein as BrainPop, Bitesize delivers the basics in short movies or sound
bites. Teachers can use this to help students practice or even begin their journey into
standardized essays and Spanish basics. The visuals and set up make it a great
place to return to in order to build upon different lessons within any
subject. www.bbc.co.uk
31. Sheppard Software

, Sheppard has mini movies and games. Choosing one
over the other depends on the difficulty of the lesson and the extent of the
film. www.sheppardsoftware.com
32. VideoLab
If you can’t actually demonstrate in the lab, the next best thing is video.
At video.sciencemag.org teachers can show short videos to begin a lesson,
transition from one to another, or just explain the facts and information with the
necessary visuals.
WRITING & GRAMMAR

33. Art in a Word
Inspired by Doodle for Google, the annual competition giving students a chance to
draw a new Google theme, the idea of Art in a Word challenges students to take the
vocabulary word and turn each letter into
back of the page, teachers should have students use the word within context, writing
it in a sentence, identifying the part of speech, then defining it.
34. Advertising
Have students create a full-page ad for their favorite product. Make up the criteria for
them so that they have to use sentences with adjectives and strong verbs. Then
have them edit their work. Meanwhile, teach them all types of grammar lessons in
the process.
35. Bare Books

A book of their own means more to students than an ipod. They just don’t know it
until they’ve created it. Depending on the assignment, teachers can buy books in
bulk for as little as a dollar each. These books can be used for poetry or stories,
leaving the rest of the blank space for art. www.barebooks.com If your students are
more electronically inclined check out a new site that’s making it even easier to
create e-books at www.holartbooks.com
176
36. Paint the Strawberry
For writing teachers who need to emphasize the idea of “show don’t tell,” have
students describe the strawberry or another type of food commonly eaten. They
need to reconstruct the image including taste and sensations in the reader’s mind.
This means they have to come up with 10 to 20 descriptive words (depends on

difficulty level) and use them in a paragraph describing the strawberry. The
strawberry should be on display on a stool as the subject of their work of art. It
sometimes draws a comedic response for an even better lesson.
READING
Some students thrive in any reading envir
I’ve noticed the basic difference between an engaged reader and one who struggles
is the ability to visualize.
37. LiteracyHead
Whether students are struggling with basic reading awareness or writing skills, this
site helps teachers use art as an inspiration to bridge the gap in communication. For
comprehension, an image opens on the screen and asks the question, “In what ways
does this picture connect to others?” www.literacyhead.com
38. Graphic Novels

Greek Myths can confuse even the most interested reader, but turn it into a graphic
novel or a booklet with illustrations and you’ve got an active, engaged reader.
There’s a reason why there’s a comic culture out there in which people become
obsessed with superheroes.
39. Comic Creator

When reading Tell-Tale Heart by Edgar Allen Poe with students, I rely on an
amazing website full of free lesson plans and links to everything you
need. www.readwritethink.org For this one, I read the story in a scary voice, the
room dark, only the words projected while the students predict the next twist. Then
they have the option of creating a comic strip about it. They can use the comic
creator if they don’t want to draw it themselves.
40. Poetry Café

This can be used as monthly or even weekly motivation for students to work on
poetry. Decorate the room with poems and artwork inspired by those poems. Then
let the students enjoy readings from other students. At the end of a lesson or as a
reward for long, tough assignments, students can organize a coffee and cake
session where they read their works or the works of poets around the world.
177
SOCIAL STUDIES
41. Map Art
ild an atmosphere of art and history combined with
adventure. But, understanding them can be a difficult task. So having students
create maps ignites the learning process and forces them to work through those
difficulties. Visit historymatters.gmu.edu for simple explanations on the creation
process.
42. Divide and Conquer

Teaching about different cultures means making them come alive. The Inuit people
should live on a canvass, dancing, singing, hunting, and building. So, have students
make a brochure from a poster cut in half. Bend it into threes. Divide into sections
such as origins, tradition, geography, food and accomplishments.
43. Forget-Me-Not Dioramas

I haven’t met a history teacher who hasn’t had a diorama project quick on hand.
However, requiring an artistic approach changes the dynamics of the criteria with
which the student learns. Give the students an assignment they will never forget.
Isn’t that the idea?
For example, war isn’t about guns and death as much as it’s about lost love. If World
War I must be represented, let it be told with love. Start with the love letters of Harriet
Johnson to her boyfriend and continue from there. This not only teaches the
emotional loss at Wartime but adds value and meaning to a lesson.
44. Folk Art

It’s as simple as having students recreate folk art from a certain time period and a
culture and presenting it with facts and information. The inspiration matches the
assignment giving each student a firm grasp of the value of an individual within a
larger segment of society. Visit www.folkartmuseum.org or www.mexican-folk-art-
guide.com for more ideas and information.
45. Transformation
Change the entire classroom into a diorama. It’s been done many times in my own
classroom. Entire walls become pyramids.
part isn’t even the fact that students will work 9 a.m. to 9 p.m. to build a pyramid, but
they will learn everything about that time period while they’re doing it. It takes a lot of
patience, planning, and very considerate faculty, but it’s worth it because of the pride
and energy students earn from this lesson.
46. Film Recreations

Students, especially older ones, love filming anything. So have them recreate a
historical event, film it, and present it to the class. Sure you could have them act it
out but using video and technology will allow them to edit and start over if necessary.
47. Documentaries
In order to get students’ attention, tell them they need to mimic documentaries. Show
them several types and then let them choose one to duplicate or even come up with
178
a current event of their own to document. The student presentations not only reteach
the subject matter to each other but give them control over their learning.
48. Write History

Have students recreate a time in history and include themselves. They can take on
characteristics of certain people who lived at that time or they can create their own
person from pieces of different types of people during that time period.
49. Hero History

Twist the concept of a hero into the ordinary citizen as a leader, innovator, and
survivor of that time. Students can choose an actual “hero” or famous character to
dress as and give a speech about or they can piece together a hero from the famous
leaders of the time.
50. Twisted Timeline

There’s nothing better than a timeline to teach important dates in history. But, no one
ever teaches that stories, which are what history is about, never quite move in a
straight line. The timeline still flows in the same direction, students just twist it a little,
take side routes and learn about details they might never have paid attention to
when cramming for a test.
For example, if the time period focuses on the American Revolution then use the
dates to carry students through to the next date but wind around to the left or right,
take a detour, find out some interesting cultural facts within those two dates and add
that to the timeline.
Visit timelines.com for detailed timelines with great images that students can add to
their own.
As a final note, if the art warrants it, always make sure there’s a wall or a table for
display. Displaying finished pieces gives artists a sense of satisfaction. Children who
don’t see their work rewarded lose motivation, the same is true of young adults, and
even more so of adults.
If yours is a virtual classroom, build a blog around your students’ creations. Creating
one is simple enough nowadays. You don’t even have to know how to code. It
doesn’t matter if the entire world knows about it. All that matters is that they know
about it, that they can say they’re work “hangs” there.
means thoughtful planning but also a very

real understanding that there will be loss of control. Knowing this can be very
liberating for a teacher, but it can also be uncomfortable. However, once you allow
yourself to be comfortable with it, students will master the lesson and, more often
than not, surpass it.
179
About Lisa Chesser
A former Publications Specialist at Florida International University where she also
Chesser left the publishing field to
pursue a career in education.
In her first three years of teaching n an Excellence in

Teaching Award for helping students achieve 50 percent learning gains. Because
she’s also a writer, an editor, and an artist by trade, students often take more interest
in their learning environment because she teaches them the value of it in the
workplace.
180
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Grade 7 - 9 GET Visual Arts SBA Exemplar

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GENERAL EDUCATION &

TRAINING PHASE (GET)

There is no decision that teachers make that has a

Assessment is a continuous planned process of identifying, gathering and interpreting

2. Aims and objectives

Programme of Assessment (PoA)

4. Quality Assurance Process

levels remain inadequate.

Moderation Guidelines for Creative Arts

moderation processes) per Grade, representing weak, moderate and excellent

that would support their moderation process in schools.

moderation would be on Grades 7, 8 and 9.

Suggested method of moderation

Criteria for moderation of an Assessment Task:

Part A Moderation of Part B Moderation of Part C Summaries

5. Cognitive and difficulty levels in CA

All questions are not created equal – different

Bloom’s revised taxonomy illustrates the different cognitive levels:

Caption: Terminology changes "The graphic is a representation of the NEW verbage

Content (subject/concept/facts/principles/procedures), e.g.

6. Exemplar SBA Tasks and Memos

By determining the cognitive demands of tasks and

The level and kind of thinking in which learners

CRITERION 1: TECHNICAL CRITERIA

Quality Indicators Y N N/A

1.1 The question paper is complete with grid, memorandum,

1.4 The instructions to candidates are clear and unambiguous.

1.5 The layout of the paper is candidate friendly.

1.6 The questions are correctly numbered.

1.7 The pages are correctly numbered.

1.9 Appropriate fonts are used throughout the paper.

1.10 Mark allocations are clearly indicated.

1.11 The paper can be completed in the time allocated.

1.13 The quality of drawings, illustrations, graphs, tables, etc. is

1.14 The paper adheres to the format requirements in the CAPS

Requirements for compliance and improvement:

CRITERION 2: CONTENT COVERAGE

Quality Indicators Y N N/A

2.4 The paper allows for creative responses from candidates.

2.5 The weighting and spread of content in the CAPS document is

2.6 The examples and illustrations are suitable, appropriate,

2.7 There is a correlation between cognitive levels , levels of

2.8 The topics are appropriately linked and integrated.

2.9 The questions are representative of the latest developments in

Requirements for compliance and improvement:

Quality Indicators Y N N/A

3.1 The paper includes questions of various types, e.g. multiple-

3.2 The paper allows for creative responses from candidates.

3.3 There is a correlation between mark allocation, level of difficulty

The source material (i.e. prose text, visual, drawing, illustration,

3.4 is subject specific.

3.5 is of the required length.

3.6 is functional, relevant and appropriate.

3.7 has language complexity that is appropriate for grade 12

3.8 allows for the testing of skills.

3.9 generates questions across the cognitive levels.

3.10 The questions relate to what is pertinent in the subject.

3.11 The questions are free from vaguely defined problems,

3.12 The questions provide clear instructional key words/verbs.

3.13 The questions contain sufficient information to elicit an