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CREATIVE ARTS FACILITATOR’S GUIDE
Grade 9
A member of the FUTURELEARN group
Creative Arts Facilitator’s guide
2009-E-CRA-FG01
Í4)È-E-CRA-FG01hÎ
Grade 9
CAPS aligned
H Abouchabki
Facilitator’s Guide
G09 - Creative Arts
Contents Lesson elements...................................................................................................................................5 Icons.........................................................................................................................................................5 Introduction..........................................................................................................................................5 Time allocation.....................................................................................................................................7 Weekly schedule .................................................................................................................................8 Additional reading..............................................................................................................................8 Resources...............................................................................................................................................8 Content and planning.........................................................................................................................9 Unit 1:
Drama: Performance skills development; the media and careers................... 15 Lesson 1.1: Performance skills development: Body and voice (Topic 1) – 15 min..............................................................................................................................15 Lesson 1.2: The media and careers (Topic 5) – 1 hour.......................................................17
Unit 2: Visual arts: The elements of art and design principles used in creating and appreciating art; painting.............................................................................................. 18 Lesson 2.1: Visual literacy: The elements of art and the principles of design (Topic 3) – 1 hour...............................................................................................................................19 Lesson 2.2: Create in 2D: Paint (Topic 1) – 4 hours.............................................................20 Unit 3: Drama: Elements of drama in playmaking; appreciation and reflection....... 23 Lesson 3.1: Elements of drama in playmaking (Topic 1) – 5,5 hours..........................23 Lesson 3.2: Appreciation and reflection on a performance (Topic 4) – 1 hour...............................................................................................................................26 Unit 4: Visual arts: Visual literacy: The arts as heritage and the role of the artist in society................................................................................................................................... 27 Lesson 4.1: Visual literacy: Visual arts disciplines and the arts as heritage (Topic 3) – 1 hour...............................................................................................................................28 Lesson 4.2: Visual literacy: The role of the artist in society (Topic 3) – 2 hours.............................................................................................................................29 Lesson 4.3: Visual literacy: Research findings (Topic 3) – 1 hour.................................30 Unit 5:
Drama: Performance skills development; the media........................................... 32 Lesson 5.1: Performance skills development: Vocal warm-up routines (Topic 1) – 15 min..............................................................................................................................32 Lesson 5.2: The media: Stereotypes in film (Topic 5) – 2 hours....................................34
Unit 6: Visual arts: The elements of art and design principles used in construction; creating art in 3D.............................................................................................................. 35 Lesson 6: Create in 3D: Construction (Topic 2) – 4 hours.................................................35 Unit 7: Drama: Individual interpretation and performance ........................................... 38 Lesson 7: Interpretation and performance of dramatic forms (Topic 3) – 5,5 hours.........................................................................................................................38
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Unit 8: Visual arts: The elements of art and design principles used in creating and appreciating art................................................................................................................. 42 Lesson 8.1: Create in 2D: Paint a still life (Topic 1) – 4 hours.........................................43 Lesson 8.2: Create in 2D: Design a logo (Topic 1) – 2 hours............................................45 Unit 9: Drama: Performance skills development; body and voice................................. 48 Lesson 9: Performance skills development (Topic 1) – 15 min. ....................................48 Unit 10: Visual arts: Visual literacy and creating in 2D; printmaking............................. 51 Lesson 10.1: Visual literacy: Printmaking (Topic 3) – 1 hour.........................................51 Lesson 10.2: Create in 2D: Create a scraperboard (Topic 1) – 4 hours.......................52 Unit 11: Drama: Elements of drama in playmaking; appreciation and reflection on a performance....................................................................................................................... 55 Lesson 11.1: Elements of drama in playmaking (Topic 2) – 7 hours...........................55 Lesson 11.2: Appreciation and reflection on a performance (Topic 4) – 30 min....59 Unit 12: Visual arts: Visual literacy and creating in 2D........................................................ 61 Lesson 12.1: Visual literacy: Popular culture and popular art (Topic 3) – 1 hour...............................................................................................................................62 Lesson 12.2: Create in 2D: Create a pop culture image (Topic 1) – 4 hours..............62 Unit 13: Drama: Performance skills development................................................................. 65 Lesson 13: Performance skills development: Body and voice (Topic 1) – 15 min..............................................................................................................................65 Unit 14: Visual arts: Visual literacy and creating in 3D........................................................ 68 Lesson 14.1: Visual literacy: Puppets (Topic 3) – 1 hour..................................................68 Lesson 14.2: Create in 3D: Create a puppet (Topic 2) – 4 hours....................................69 Unit 15: Drama: Interpretation and performance: Radio drama...................................... 72 Lesson 15.1: Interpretation and performance: Radio drama (Topic 3) – 7 hours.............................................................................................................................72 Lesson 15.2: Appreciation and reflection on a performance (Topic 4) – 30 min..............................................................................................................................77 Unit 16: Visual arts: Life drawing................................................................................................. 78 Lesson 16: Creating in 2D: Life drawing (Topic 1) – 5 hours...........................................78
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Lesson elements Each unit consists of the following learning activities: yy A challenge yy Content yy Activities to solve the challenge It also includes: yy Learning outcomes yy Tips for the facilitator yy Enrichment activities (For the curious) yy Summaries yy Self-assessment activities
Icons
Learning objectives
For the curious
Activity
Introduction Creative Arts involves the study of and exposure to a variety of art forms, such as dance, music, visual- and dramatic arts. As a subject it engages the body, mind and senses to help learners develop into creative and imaginative individuals. Learners participate in a range of activities that allow for creative and imaginative expression.
Creative Arts also develops an appreciation for the broader arts spectrum and establishes basic knowledge and skills to participate in arts activities. This prepares learners for possible further study in the art form of their choice in the Further Education and Training (FET) Phase. Impaq offers Dramatic Studies and Visual Arts as subjects in Grades 10 to 12. In line with this, the Grade 9 curriculum focuses on Drama and Visual Arts only.
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Creative Arts in the Senior Phase aims to: 1. Develop creative, expressive and innovative individuals and teams by generating ideas and experimenting. 2. Provide learners with exposure to and experiences in drama and visual arts, including reflection and evaluation. 3. Provide access to basic arts education in a creative and contributive environment. 4. Identify and nurture artistic talent, aptitude and enthusiasm, focusing on personal development. 5. Equip learners with adequate basic skills to pursue further studies in their chosen discipline. 6. Develop an awareness of arts across diverse cultures. 7. Expose learners to the range of exciting careers in the arts. 8. Develop art literacy. 9. Actualise arts appreciation, developing future audiences and consumers of art. 10. Develop integrated life skills through the arts.
Theory is very closely associated with practical work. However, theory and practical work are two distinct areas for examination and assessment. Dramatic Arts focuses on: yy Vocal development; using, manipulating, controlling and modulating the voice. yy Warming-up exercises and an awareness of the body as performance tool, including physical characterisation. yy Drama elements in playmaking, connecting cultural practices, performance space and technical elements. yy Interpretation and performance techniques. yy Media and stereotyping. yy Appreciating and reflecting on playmaking processes and performances, using subject terminology and constructs. Visual Arts focuses on: yy Broadening learners’ knowledge of various historic art movements, visual artists and art works. yy Observing, identifying, describing and applying knowledge through subject terminology and constructs. yy Creating in 2D: Observing and interpreting the world through painting and drawing. yy Creating in 3D: Observing and interpreting the world through constructing and modelling techniques. yy Interpreting, analysing and recognising symbolism and the purpose of art. yy Appreciating and reflecting on art works, art making processes and the role of the artist, using subject terminology and constructs. yy
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Creative Arts in Grade 9 focuses on: yy
yy
Dramatic Arts: yy Topic 1: Performance skills development yy Topic 2: Elements of drama in playmaking yy Topic 3: Interpretation and performance of a dramatic form yy Topic 4: Appreciation and reflection yy Topic 5: Media Visual Arts: yy Topic 1: Create in 2D yy Topic 2: Create in 3D yy Topic 3: Visual literacy
The subject content and associated assessment elements are based on the themes as outlined in the Curriculum and Assessment Policy Statement (CAPS).
Time allocation
Art is a process, and learners, together with their facilitator, must develop a programme that suits them which will allow time to make art, rehearse, practise and reflect. Two hours per week are allocated to Creative Arts. The units alternate between Drama and Visual Arts to allow each unit’s outcomes and expectations to be clear. It is, however, up to the learner and the facilitator to put time aside each week for Creative Arts as a whole. The units are not designed to follow on each other, but to coincide. For example, Unit 1 (Drama) and Unit 2 (Visual Arts) may begin in the first week and develop over time. The units must be completed as follows: Term 1: Units 1 – 4 Term 2: Units 5 – 8 Term 3: Units 9 – 12 Term 4: Units 13 – 16
The suggested time allocation for Creative Arts Grade 9 Number of units per year
Total number of weeks available to study this content in Grade 9 Duration of each unit
Number of units (revision for final assessment excluded) Suggested time allocation per unit Number of lessons per unit Duration per lesson
Total suggested time allocation per year Impaq ©
16 units per year 40
To be determined by the facilitator. Four units per term: 2 x Visual Arts 2 x Drama 16
To be determined by the facilitator. 20 hours per term = 5 hours per unit
Depends on the unit (2 – 4 lessons per unit)
Suggested: 1 – 2 hours. Facilitator to determine the need. 80
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Weekly schedule The suggested weekly schedule for the full Grade 9 programme is as follows: Subject
1. Home Language 2. First Additional Language 3. Mathematics 4. Natural Sciences 5. Social Sciences 6. Technology 7. Economic and Management Sciences 8. Life Orientation 7. Creative Arts Total
Total lessons per week 6 6 6 5 5 5 5 2 2–3
Time allocation per week (hours) 5 4 4,5 3 3 2 2 2 2 27,5
Additional reading The Essential Theatre (11th edition), by Oscar G. Brockett, Robert Ball, John Fleming, Andrew Carlson. 200 Projects To Get You Into Art School, by Valerie Colston.
Read as many other books or articles on the subjects as possible. There are links to further reading on all the topics covered in the study guide. Read reviews about current art exhibitions, films, TV series, theatre productions and arts festivals.
Resources
What you will need: yy Impaq study guide yy Impaq portfolio book yy June examination yy November examination yy Art materials and consumables yy Appropriate space to create art (outside area, studio, study or other designated area) yy Drama texts yy Appropriate space to perform (outside area, classroom, lounge, community or church hall) yy Comfortable and suitable clothing and protective clothing
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Content and planning Content The study guide has been designed to provide the facilitator and learners with the necessary information and exposure for each topic as prescribed by the Curriculum and Assessment Policy Statement (CAPS). Facilitators must familiarise themselves with the content of each unit and lesson and learning outcomes. First study the background information and then do the practical and theoretical activities. Use the study guide, the facilitator’s guide and the suggested electronic resources to prepare lessons. Use pictures, videos, outings and lively discussions to teach Creative Arts. Encourage, engage and support the learners in exploring the wonder of Visual Arts and Dramatic Arts.
Planning The success of this subject relies on careful planning. Study the year plan to familiarise yourself with the objectives, outcomes, activities and needs. An artwork and performance cannot be constructed in one lesson. Preparation, research and working towards the outcome will differ for each lesson. Art, whether visual arts or drama, is a creative process; this creativity should be present in the entire process. Encourage the learners to discover and realise their creativity and artistic outputs through proper preparation. Visit an art gallery and attend theatre performances to provide them with an opportunity to apply the knowledge and experience to their activities. Engage the learners in discussions on art, artworks, theatre performances, TV and film. Provide them with the necessary equipment and space to realise their full potential. Briefly discuss the challenge at the beginning of the lessons and allow time for the learners to explore the content. Discuss the possible answers to the challenge at the end of the lesson. It is important to leave the discussion of the challenge for last. The learners will have a more meaningful learning experience if they have time to reflect on the content, the impact of the activities and their own observations. Records It is important to keep records of artistic outputs and for Visual Arts a portfolio is the preferred method. Date all the artworks and keep them in a file (A3 plastic sleeve file). Mount the artworks, including preparation pieces, to preserve them. Take photos of all the artworks and save them electronically. For Dramatic Arts, take photos, videos and voice clips and save these electronically.
Assessment Assessing artistic output is not always straightforward. Before evaluating any artwork, performance or reflection, review the learning objectives of the unit and lesson. Use the suggested rubric to streamline the assessment process. This is not the only way to assess creative and artistic output but should provide the facilitator with a basic framework on how to critically evaluate the learner’s output and to provide positive and well-considered feedback.
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Example of an assessment rubric: Visual Arts Assessment criteria
Not achieved Adequately (0) achieved (1)
Excellent achieved (2)
Research: The learner explored various sources and applied this by presenting various ideas and concepts. The learner can substantiate and defend their artistic choices.
Technical components: The learner demonstrates technical aptitude by using resources and applying appropriate artistic media, techniques and processes.
Creative process: The learner purposefully planned artistic components such as the elements of art and principles of design, the message of the artwork, the cultural significance, or the societal impact.
Presentation: The learner presented a creative, imaginative and original artwork. The final output is in line with the project brief and evident of effort and application. Personal growth: The learner displays continued personal growth in technical abilities and a deeper appreciation for the creative process.
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Example of an assessment rubric: Drama Assessment criteria
Not achieved Adequately (0) achieved (1)
Excellent achieved (2)
Research: The learner explored various sources and applied this by presenting various ideas and concepts. The learner can substantiate and defend their creative and artistic choices. Technical components: The learner demonstrates technical aptitude by using resources and applying appropriate dramatic devices, performance techniques and processes. [The assessor or moderator may list various elements such as voice (pitch, pace, tone, inflection, pauses, modulation, enunciation, projection, etc.), body (deliberate movement, spatial awareness, blocking, fluency, etc.) and technical elements (effective use of props, costumes, make-up, lighting, etc.)] Creative process: The learner purposefully incorporated drama components such as the elements of drama, the performance and delivery, the cultural significance, or the societal impact.
Presentation: The learner delivered a polished, creative, imaginative and original presentation. The final output is in line with the project brief and evident of effort and application. Personal growth: The learner displays continued personal growth in technical abilities and a deeper appreciation for the creative process.
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Example of an assessment rubric: Written reflective Assessment criteria
Not achieved (0)
Adequately achieved (1)
Excellent achieved (2)
Focus: The learner clearly states the purpose of the essay / reflective composition / oral discussion, retains focus and shows evidence of research and understanding of the content and context.
Organisation: The learner presents the reflection in a compelling, wellorganised manner. It includes a thorough introduction with a clear statement, efficient transitions (exploring the content and context) and a reflective conclusion.
Content: The learner displays a clear understanding of the content and demonstrates self-reflective analysis supported by substantiated details. The learner uses the given information and expands effectively. Presentation: The learner constructed a creative, imaginative and original written or oral presentation, using appropriate language, sophisticated word choice and sentence construction. Personal growth: The learner displays continued personal growth in written or oral reflective abilities and a deeper appreciation for the creative process.
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Target date* Content Unit 1: Drama 1.1 Performance skills development: Body and voice (15 minutes per week) 1.2 The media and careers (1 hour) Unit 2: Visual Arts 2.1 Visual literacy: Elements of art and design principles used in creating and appreciating art (1 hour) 2.2 Create in 2D: Paint (4 hours) Unit 3: Drama 3.1 Elements of drama in playmaking (5 hours, 30 minutes and rehearsal time) 3.2 Appreciation and reflection (1 hour and own research time) Unit 4: Visual Arts 4.1 Visual literacy: Visual arts disciplines and the arts as heritage (2 hours) 4.2 Visual literacy: The role of the artist in society (2 hours) 4.3 Visual literacy: Research findings (1 hour) Unit 5: Drama 5.1 Performance skills development (15 minutes per week) 5.2 The media: Stereotypes in film (2 hours and own research time) Unit 6: Visual Arts 6. Create in 3D: Construction / Sculpture (4 hours) Unit 7: Drama 7. Interpretation and performance of dramatic forms (5 hours, 30 minutes and rehearsal time) Unit 8: Visual Arts 8.1 Create in 2D: Paint a still life (4 hours) 8.2 Create in 2D: Design a logo (2 hours) Unit 9: Drama 9. Performance skills development (15 minutes every week) Unit 10: Visual Arts 10.1 Visual literacy: Printmaking (1 hour)
10.2 Create in 2D: Create a scraperboard (4 hours) Unit 11: Drama 11.1 Elements of drama in playmaking (7 hours and rehearsal time) 11.2 Appreciation and reflection (30 minutes) Unit 12: Visual Arts 12.1 Visual literacy: Popular culture and popular art (1 hour) 12.2 Create in 2D: Create a pop culture image (4 hours)
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Content Unit 13: Drama 13. Performance skills development (15 minutes per week) Unit 14: Visual Arts 14.1 Visual literacy: Puppets (1 hour) 14.2 Create in 3D: Create a puppet (4 hours) Unit 15: Drama 15.1 Interpretation and performance: Radio drama (7 hours and rehearsal time) 15.2 Appreciation and reflection (30 minutes) Unit 16: Visual Arts 16. Create in 2D: Life drawing (5 hours) Revision
Facilitator’s Guide
Target date*
*Complete the target date for each lesson, according to your year plan for this subject. The submission dates of the formal assessments, as stated in the portfolio book, must be strictly adhered to.
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Unit 1
Drama: Performance skills development; the media and careers The focus of this unit is on warm-up and cool-down exercises to prepare the body and voice for performances. Learners should be familiar with the work covered in Grades 7 and 8. These skills are necessary for any actor to ensure mental and physical focus, to prevent injuries, to relieve tension and anxiety, to prepare for and ultimately deliver good performances. This unit also explores the soap opera as television genre and how the media uses it as communication channel.
This lesson must be practised and repeated weekly, especially before a performance. Spend at least 15 minutes per week on this.
Learning objectives
After completing this unit, learners must be able to: yy explain the purpose of warm-up and cool-down exercises yy develop a warm-up and cool-down routine and complete it yy regulate their breathing yy execute body focus exercises yy explain the terms ‘media’ and ‘mass media’ yy identify the soap opera as a genre yy identify stock characters and their stereotypical traits
Lesson 1.1: Performance skills development: Body and voice (Topic 1) – 15 min.
Introduction In this lesson we focus on how to warm up the voice and body before a performance. Learners have to prepare and condition their bodies to make sure it performs at its peak. Warm-up exercises may help to reduce injuries and help actors to focus and prepare for the task ahead. Warm up with your fellow actors to strengthen your bond and improve communication.
Cool-down exercises will help to recharge your body and voice. It releases tension and helps you to return to a state of calm following the heightened emotions associated with performing. This lesson should take 15 minutes but must be repeated every week and especially before performances.
For Creative Arts, as prescribed by the Curriculum and Assessment Policy Statement (CAPS), Topic 1 refers to performance skills development.
Summary
Actors must always prepare before a performance. They must know the terms and movements, have good spatial awareness and focus. Warm-up exercises for the body and the voice, help actors to mentally and physically prepare. These exercises help to sharpen the senses and Impaq ©
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ensure the body and voice are ready, to prevent possible injury. The exercises or routines also help to relieve tension and anxiety. Remember to release tension and get rid of built-up energy and stress after a performance.
Allow for self-assessment
Determine how the learners’ bodies and voices react to warming up and cooling down exercises. yy yy yy
yy yy
Do a small experiment. Choose a short monologue or poem and present it to the class, a friend, family members or your facilitator without warming up. Record your feelings: yy How was the performance? yy Did you make any mistakes? yy How did your body feel after all the excitement? yy Was your breathing relaxed or rapid? yy Also ask your audience for feedback. On another day, present the same short monologue or poem to the same audience. However, this time you must first warm up for at least 15 minutes. Record your feelings as before. Compare your notes and reflect on whether the warmup routine made any difference to your delivery, focus, how prepared you were, diction and anxiety.
Tips for the facilitator Help the learners with the body and voice warming-up and cooling-down exercises. The exercises work best when done with someone else. Watch the videos suggested in the study guide. Encourage the learners to reflect and write down their findings. These need not be in a specific format or too long; a paragraph or two will suffice. The feedback from the facilitator or audience should also be recorded.
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Unit
Facilitator’s Guide
1
Solve the challenge LEARNERS MUST SOLVE THE CHALLENGE How do I keep my breathing normal during a performance?
Actors must focus on various elements while performing: the performance itself, movements and positioning, various technical elements and remembering their lines. On top of that, they must be aware of and considerate towards fellow performers and the audience.
Breathing should not get in the way of delivering a good performance and actors must be properly prepared in this regard. This makes a warm-up routine essential. Not only will the exercises increase an actor’s concentration, it will also ensure the brain receives enough oxygen to function optimally under stress.
Lesson 1.2: The media and careers (Topic 5) – 1 hour
Introduction This lesson focuses on the media of television, in particular soap operas and teleserials. We also look at how the media uses this genre as communication channel.
For Creative Arts, as prescribed by the Curriculum and Assessment Policy Statement (CAPS), Topic 5 refers to media. This lesson should be concluded in one hour, excluding own research time.
For the curious
Watch a few episodes of any South African soap opera or teleserial. Can you identify the stock- and stereotypical characters and scenarios? After identifying these characters, determine why and how they are used in the soapie.
Tips for the facilitator Let the learners watch a soap opera and discuss the characters. Use drama terminology, such as stock characters and flat characters. Encourage the learners to identify the types of characters in other media, such as films, or even people they interact with. Impaq ©
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Unit 2
Visual arts: The elements of art and design principles used in creating and appreciating art; painting In this unit we review the elements of art and the principles of design. You are familiar with these elements and principles, discussed and applied in Grades 7 and 8. Get to know the terminology and visual components used in creating and appreciating art. This unit also focuses on how to apply elements of art and design principles when creating a two-dimensional artwork (painting). You will explore a variety of painting techniques, brush applications, colour-mixing and combine it with personal interpretation and expression.
Tips for the facilitator Creating art takes time. Take this into consideration when planning your term and weekly timetable. Try to work on the practical tasks and theoretical work simultaneously. Understand the content and expected outcomes of this unit and plan accordingly. Paint takes time to dry; please do not wait for it to do so. Use the time to plan ahead.
Learning objectives
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After completing this unit, learners must be able to: yy name and explain the elements of art and principles of design yy identify and discuss the elements of art and principles of design in a variety of artworks (paintings) yy plan, execute and reflect on your own artwork (painting) yy identify and discuss artists and artworks of the Pre-Raphaelite Brotherhood yy identify and discuss impressionist artists and artworks yy copy the techniques of the impressionists yy apply knowledge of the elements of art and principles of design in creating an artwork yy apply knowledge of the elements of art and principles of design in the appreciation of art
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Lesson 2.1: Visual literacy: The elements of art and the principles of design (Topic 3) – 1 hour Introduction It is important you understand how the elements of art and principles of design are depicted in artworks. We will look at, analyse and discuss the paintings of the Pre-Raphaelite Brotherhood.
For Creative Arts, as prescribed by the Curriculum and Assessment Policy Statement (CAPS), Topic 3 refers to visual literacy. This lesson should be concluded in one hour.
Tips for the facilitator Discuss the elements of art and principles of design. Discuss the Pre-Raphaelite Brotherhood and look at as many examples of their work as possible. Study the Pre-Raphaelite paintings (Fig. 2.13, 2.23, 2.24 and 2.26) and try to identify the art elements and principles of design.
For the curious
yy yy yy
Identify the use of line, shape, form, space, value, colour and texture. Remember there are no specific answers; it is more valuable to talk about this and to see whether these elements are present. It might be that not all of the elements are visible in the paintings. Identify the presence of balance, contrast, emphasis, movement, pattern, rhythm and unity/variety. Can you think of a painting where any of the elements of art are very noticeable? You may look for pictures on the internet, in books, or anywhere around you.
Tips for the facilitator Appreciating art is a skill that learners can acquire. Read the short analysis and discussion on the painting ‘Isabella and the Pot of Basil’ by William Holman Hunt. It will help them to identify the elements of art and principles of design.
After studying the painting and reading the analysis, go back to the paintings of Rossetti, Millais and Waterhouse to see whether the learners can analyse and discuss the PreRaphaelite paintings against the criteria of elements of art and principles of design. Let the learners have the discussion with a fellow learner, a friend or a family member. Let them ask for their opinions but remember an opinion must always be justified and verified by producing evidence and references. Personal taste has no place in effective art discussion and analysis.
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The learners must make a checklist of the elements of art and principles of design. Once they get going, they will realise this type of analysis of an artwork is not that complicated. Intense observation is extremely important as well as an understanding that all of the elements of art and principles of design will not necessarily be present in every artwork. Some works of art only use two or three art elements, but that is exactly what makes it so memorable; think of artworks such as The Scream (1893) by Edvard Munch.
The learners can also discuss artworks using the conceptual framework. Subject matter
What is represented? Things observed/seen in the world? Imagined things?
Subject matter
Artwork
What kind of thing it is (form) What it is made of (materials) How it has been put together (techniques) What it is about (meaning)
Artist
Artwork
Who made the work (individual or group) Why they made it (purpose, intentions) What type of artist (painter, sculptor, etc.)
Audience
Audience THE CONCEPTUAL FRAMEWORK
Artist
People who look at the work People who explain or interpret what the work is about Critics, historians, other artists, etc.
Let the learners use the conceptual framework to discuss the artworks of the Pre-Raphaelite Brotherhood in the study guide. Refer to the example review in the study guide. Use the rubric for reflective writing in this guide to assess the learners’ artwork analysis.
Lesson 2.2: Create in 2D: Paint (Topic 1) – 4 hours Introduction This lesson looks at how the artistic factors (elements of art and design principles) can be incorporated in creating a 2D artwork using paint.
The aim of this lesson is to familiarise learners with various painting techniques. This includes using different materials (paints) and tools (brushes). Experiment with different painting techniques until they find one that works for them. The impressionsts will be the inspiration for this artwork.
For Creative Arts, as prescribed by the Curriculum and Assessment Policy Statement (CAPS), Topic 1 refers to creating in 2D. This lesson should be concluded in 4 hours. 20
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