FAT / Activity/Form / Learner’s mark / Learner’s %
Visual Arts: Exhibition
TOTAL

LIFE SKILLS: CREATIVE ARTS

FORMAL ASSESSMENT TASK: VISUAL ARTS

GRADE 4TERM 1

NOTE TO THE TEACHER:

The Formal Assessment Task has been developed as a step by step guideline to learners. The activities are to be done in class, during the first term. It is important that teachers mediate the various steps of the task with learners to ensure active, creative and critical participation by all learners.

ACTIVITY 1:CREATE IN 2D, FAMILY AND FRIENDS

ART MATERIAL:

Black crayons, A4 & A3 paper, powder paint, crayons, pastel, coloured inks or food colouring

INSTRUCTIONS:

You will be drawing your friend’s face!

In this artwork, you will use the elements of art called LINE, SHAPE and COLOUR and the design principle called PROPORTION.

It is important to look really closely at your friend’s face, as well as pictures / photographs of other people(OBSERVATION). You must concentrate hard and look at all the unique aspects of their faces.

Discuss:

Look at all the different faces. Look at the shapes and forms. How is it shaped? Is it more round, oval or square? How far apart are the eyes? What shape are the eyes and nose? Look at the lips – are they thin or thick? Is the mouth small, big, wide or narrow? What about the eyebrows – are they in the shape of a narrow bow or are they wild and bushy?

Let us practise first:

  • First trace the lines of the face in the air.
  • Now, take a black wax crayon in your non-dominant hand. That means that if you are right-handed, hold the crayon with your left hand or the other way round.
  • On an A4 piece of paper, begin to draw your friend’s one eye, then the other eye.Continue with his or her eyebrows, nose, mouth, jaw line, ears, hair and neck. Try not to take your eyes off your friend’s face as you should draw exactly what you see. There is no right or wrong!
  • Take your time and draw your lines slowly and carefully with your non-dominant hand.

Now let us start the final artwork:

  • Your teacher will now hand out a bigger sheet of paper (A3).
  • You will now draw your friend’s face again. This time you will use your dominant hand – the hand you use to write with.
  • Make sure that you use most of the page. Be careful not to draw your picture just in a corner of the page. Your drawing must cover the entire page.
  • Draw your friend’s face carefully using lines that are similar to what you see. Try not to take your eyes off your friend’s face for too long.
  • Your teacher will now hand out pictures of different kinds of scenes / places / settings e.g. a city scene, a field, informal settlement, etc.
  • Decide which scene / setting most suits the characteristics of your friend.
  • Draw the scene / setting in the open spaces of the page, or in the background of the picture.

Let’s add colour:

  • Your picture is made up of different types of lines at this stage; you may have thick, thin, smooth, jagged, little short lines or long smooth lines.
  • Add colour to your picture. Firstly, mix the colours that you feel would suit your picture best.
  • The paint should be as thick as toothpasteonce you have mixed it.
  • Be careful that your brush does not have too much paint on it.
  • Look again at your picture and add your final touches to ensure that you are satisfied with the use of colour and line.
  • When the paint has dried, your teacher will ask you to write your name in the bottom corner of the picture.
  • Your teacher will mount your picture and display it on the wall.
  • Your artwork will be assessed by your teacher who will look at the following aspects of it.

CRITERIA / 1-2 / 3-4 / 5-6 / 7-8
Different types of line have been used to depict the face and its features. / Attempted to use different types of line, but not able at all. / Able to,
but not consistent. Needs more practice. / Has met the criteria and can move on to the next level. / Bold use of different types of line to depict the face and its features.
Composition: The page is used fully and the drawing is well situated / Less than half of the page is covered by the composition / Approximately half (40 - 55 %) of the page is covered by the composition / Three quarters (55 - 80 %) of the page is covered by the composition / More than 80 % of the page is covered by the composition
The paint has the correct consistency. It is suitably mixed. / Attempted, but not able to mix paint at all. / Able to mix paint,
but not correct consistency. Needs more practice. / Has met the criteria to mix paint suitably. / The paint has the correct consistency and is mixed very well.
The paint has been well applied. The learner can use it in an appropriate manner. / Inappropriate application of paint. / Able to apply paint ,
but not consistent. Needs more practice. / Has met the criteria to apply paint appropriately. / The paint has been applied correctly and enhances the picture.
The learner has expressed him/herself confidently. / Attempted to express him/herself, but not able attain the desired outcome. / Able to express him/herself in a meaningful manner.
Needs more practice. / Has met the criteria to express him/herself confidentlyand in a meaningful manner. / Exceeds expectations and criteria to express him/herself confidently.
Subtotals:
TOTAL / /40

Considering inclusivity: Learners with visual impairment: you could do the same activity using touch to determine the shape and form of the face. Textured material like crayons should be used when drawing.

For learners who experience cognitive barriers, break the activity down into smaller, more manageable steps. Ensure that all learners have an opportunity to complete all the steps at their own pace.

ACTIVITY 2: CREATE IN 3D, SELF AND OTHERS

ART MATERIAL:

Earthenware clay / play dough / Paper Mâché

INSTRUCTIONS:

You will be sculpting your friend’s face showing an expression / emotion!

In this artwork, you will use the elements of art called SHAPE / FORM, the design principles called CONTRAST and PROPORTION, as well as SPATIAL AWARENESS.

It is important to closely observe your friend’s face, as well as pictures / photographs of other people’s faces showing different types of expression / emotion. Pay attention to all the unique aspects of their faces.

Discuss:

Look at all the different types of facial expressions. Focus on the shapes and forms of the faces. Pay attention to how the facial features change when expression / emotion are shown.

Let us practise first:

  • Your teacher will help you with the correct preparation of the medium (earthenware clay / play dough / Paper Mâché).
  • You will be working with your medium on a hard, flat surface.
  • Your teacher will show you the different techniques that you can use to work with your medium.
  • Start playing with the medium using just your hands. Create shapes / forms to see how the medium can be adapted and changed into different things.
  • Practise making the shape of an eye or an ear. Continue practising with the other facial features e.g. eyebrows, nose, mouth, jaw line, ears, hair and neck. Observeyour friend’s face carefully and pay attention to the facial features as you practise. There is no right or wrong!
  • Shape what you see! Take your time!

Now let us start the final artwork:

  • You will now start to mould your friend’s face again.
  • Make sure that you use all of your medium, incorporating the different techniques your teacher demonstrated to you.
  • Your sculpture must be able to stand on its own without support and be able to be observed from all sides (3-Dimensional).
  • Be careful not to waste your medium and to use smaller pieces at a time if working with a larger amount is hard to handle.
  • Sculpt your friend’s face carefully paying attention to the different shapes / forms that you observe on his / her face as they portray an expression / emotion.
  • Your teacher will support and assist you as you progress with your sculpture by giving you hints and advice on how to improve the areas that you struggle with or techniques that you find difficult to master.
  • Remember to concentrate on the details of the facial features of your friend. Try to keep your sculpture as realistic as possible. Continuous observation is important!
  • Pay special attention to the proportions of the features in relation to each other and to the whole sculpture.
  • Stand back and observe your artwork. See if there are changes that need to be made or areas that you can improve on. Ask your teacher for input and advice.
  • Once you have repeated this a few times and are certain that your artwork is complete, hand it in to your teacher who will store it appropriately.
  • Your teacher will exhibityour sculpture in the class / any suitable display area.
  • The class will now have a discussion about the individual artworks and reflect on the process.
  • You can write down your reflection of the process in your art journal.
  • Your artwork will be assessed by your teacher who will look at the following aspects of it.

CRITERIA / 1-2 / 3-4 / 5-6 / 7-8
Different types of techniques have been used to depict the face and its expression / emotion. / Attempted to use different types of techniques, but not able at all. / Able to,
but not consistent. Needs more practice. / Has met the criteria and can move on to the next level. / Confident use of different types of techniques to depict the face and its expression / emotion.
Proportion: The facial features are in correct relation to each other. / Attempted, but there is an absence of proportion. / Able to apply proportion,
but needs more guidance. / Has met the criteria to apply proportion appropriately. / Proportion has been applied correctly and enhances the sculpture.
The shape / form of the artwork adheres to the criteria of the activity. / Attempted, but not able to use shape / form successfully. / Able to use shape / form
but inconsistent. Needs more practice. / Has met the criteria to incorporate shape / form. / Shape / form has been applied successfully and enriches the sculpture.
The sculpture should be able to stand on its own without support. / Sculpture cannot support itself. / Able to stand with minimal support. / Sculpture can stand without support but is unevenly balanced. / The sculpture can stand perfectly on its own.
The learner succeeded in sculpting a face showing expression / emotion. / Unable to portray expression / emotion. / Attempted to portray expression / emotion but
needs more practice. / Has met the criteria to portray expression / emotion. / Exceeds expectations and criteria to portray expression / emotion.
Subtotals:
TOTAL / /40

Considering inclusivity: Learners with visual impairment: you could do the same activity using touch to determine the shape and form of the face.

For learners who experience cognitive barriers, break the activity down in smaller, more manageable steps. Ensure that all learners have an opportunity to complete all the steps at their own pace.

MARK ALLOCATION
ACTIVITY 1 / ACTIVITY 2 / TOTAL / MARK FOR RECORDING
40 MARKS / 40 MARKS / 40+40=80 / 80÷2=40

INTEGRATED LEARNING AND ASSESSMENT STRATEGY

The learning and assessment processes are integrated. Assessment is continuous and formative as the teacher will observe the progress of the learner towards the final art work. The final art work is assessed formally by the teacher by means of a rubric.

Activity 1:
2D drawing / Assessment Form / Assessment Method / Assessment Technique / Assessment Instrument
Informal: Formative / Self/peer/teacher assessment / A4drawing with wax crayon / Class list (just to be ticked off)
Formal: Summative / Teacher / Final drawing with colour (A3) / Rubric
Activity 2:
3D model / Assessment Form / Assessment Method / Assessment Technique / Assessment Instrument
Informal: Formative / Self/peer/teacher assessment / Process towards final model / Class list (just to be ticked off)
Formal: Summative / Teacher / Final model / Rubric

DISTRIBUTION OF COGNITIVE LEVELS

REMEMBER AND UNDERSTAND / APPLY AND ANALYSE / EVALUATE AND CREATE
Visual Arts elements and principles: line, shape, colour, proportion, shape, form, contrastand spatial awareness. / Application of elements and principles in 2D and 3D art works. Continuous critical reflection and application to improve the art work during class time. / Creating and presenting of the 2D and 3D art works.

(According to the Adapted Blooms’ Taxonomy, 1990)

GR 4: FAT LS – Creative Arts: Visual Arts: Term 1 Page 1