GRADE: 6 SUBJECT: LIFE SKILLS- CREATIVE ARTS TERM TWO .

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GRADE: 6SUBJECT: LIFE SKILLSCREATIVE ARTSTERM TWOFORMAL ASSESSMENT TASK (FAT) 2Name:Class: Date:School:FATActivity/Form2Visual Arts: ExhibitionTeacher:Learner’smarkLearner’s %TOTALPlease note that either Performing Arts OR Visual Arts should beformally assessed in a term – not both streams.

LIFE SKILLS: CREATIVE ARTSFORMAL ASSESSMENT TASK: VISUAL ARTSGRADE 6TERM 2NOTE TO THE TEACHER:The Formal Assessment Task has been developed as a step by step guideline to learners. Theactivities are to be done in class, during the second term. It is important that teachers mediatethe various steps of the task with learners to ensure active, creative and critical participation byall learners.ACTIVITY 1:CREATE IN 2D, CREATIVE LETTERING AND/ORRADIATING PATTERN-MAKINGART MATERIAL:A3 paper, 2/3 B pencils, charcoal, coloured inks, oil pastels, dry pastels, tempera paint.Visual stimuli like photographs, real objects, artworks to identify and name relevant art elements inlettering and /or radiating patterns.Gr 6 FAT LS – Creative Arts: Visual Arts: Term 2Page 1

INSTRUCTIONS:You will be designing and creating your own radiating pattern.In this activity you will draw and use colour media exploring a variety of techniques. You willuse art elements like SHAPE, LINE, TONE and TEXTURE and design principles likeCONTRAST, PROPORTION and BALANCE. We will also explore the use ofCOMPLEMENTARY and MONOCROMATIC COLOUR.Discuss:Your teacher will give you a variety of photographs and pictures of patterns on plates, inflowers, on T-shirt designs, book covers, on toys, surfboards etc. Look carefully at all thedifferent images, patterns and lines radiating from the centre of the circle to the outside of it.You will also observe the repetition of the design elements in the patterns. Your teacher willhelp you to focus on the element of BALANCE in the different patterns.Let us start with the outlines of your pattern. Choose an image from the photographs/pictures provided. Look carefully at your image by observing every little detail. First trace the lines and circles of your chosen image in the air. On the A3 piece of paper using your 2/3 B pencil, begin to draw a large circle filling upmost of the page and touching the edges of your page. Use a ruler to draw lines through the middle of your big circle - horizontally,vertically and diagonally as you will notice in a compass. From North to South and East to West, Northeast to Southwest and Sout heast toGr 6 FAT LS – Creative Arts: Visual Arts: Term 2Page 2

Northwest. By doing this you will be able to keep your pattern symmetrical. You s hould end up with eight (8) lines. Now draw a s maller s hape like a circle, a s quare, a diamond ( motif) in themiddle of your big circle to form your centre. Draw three more circles outside the first middle shape towards the biggercircle. Now draw one last circle close to the big circle to form your boarder. Remember to focus on your centre motif while drawing the circles so thateverything can be perfectly balanced. Now you can start filling in the s paces in between and on the lines withdifferent images like stripes, circles, triangles, squares, diamonds or blocks. Ifyou really want to be creative you can draw birds, flowers, butterflies,teardrops, dolphins, etc. Remember you are busy with a patter n so focus onthe grouping of the motifs to make it a beautif ul balanced design.Let us finish our radiating pattern: Before adding colour to your pattern, carefully plan and decide which colour schemeand combinations you would like to use. If there are too many similar colours (monochromatic) like too many blues or greenstour pattern may look uninteresting and one-dimensional. On the other hand be careful to use too many colours (complementary) because thatcould make your pattern look as if you simply added colour to your motifs without anydiscretion. You should have a good balance in your colours. Ask your teacher to revise thecolour wheel again so that you could make an informed choice when selecting yourcolours.Gr 6 FAT LS – Creative Arts: Visual Arts: Term 2Page 3

At last – let us use colour! Start applying colour from the centre and work to the edges of your pattern. Now you can choose to make some motives brighter or lighter. Be careful not to letthe paint flow into another colour. Wait for the ink and paint to dry completely before starting with the next step. Now you can use your charcoal, oil pastels or dry pastels to highlight the shapes andlines to establish balance in your design. Look again at your pattern and add your final touches to ensure that you are satisfiedwith the application of your colour. When you feel that your pattern is finish, write your name on it and ask your teacherto display it on the wall. Your teacher will assess it by using the following criteria on the next page.Considering inclusivity: Learners with visual impairment: you could do the sameactivity by using dry textured material like crayons, koki’s, colouring pencils etc.For learners who experience cognitive barriers, break the activity down in smaller,more manageable steps. Ensure that all learners have an opportunity to complete allthe steps at their own pace.Gr 6 FAT LS – Creative Arts: Visual Arts: Term 2Page 4

CRITERIA1-23-45-67-8Colour hasbeen usedeffectively.Attempted tousecolour, but notable at all.Able to,but notconsistent.Needs morepractice.Has met thecriteria and canmove on to thenext level.Bold use ofcolour to depictthe images andits features.Composition: Thepage is used fullyand the drawing iswell situated.Less than half ofthe page iscovered by thecompositionApproximatelyhalf (40 - 55 %)of the page iscovered by thecompositionThree quarters(55 - 80 %) ofthe page iscovered by thecompositionMore than 80 %of the page iscovered by thecompositionThe art medium hasthe correctconsistency. It issuitably mixed.The paint has beenwell applied. Thelearner can use it inan appropriatemanner.The learner hasexpressedhim/herselfconfidently.Attempted, butnot able to mixpaint at all.Able to mixpaint,but not correctconsistency.Needs morepractice.Inappropriateapplication ofpaint.Able to applypaint,but notconsistent.Needs morepractice.Attempted toexpresshim/herself, butnot able attainthe desiredoutcome.Able to expresshim/herself in ameaningfulmanner. Needsmore practice.Has met thecriteria to mixpaint suitably.The paint hasthe correctconsistency andis mixed verywell.Has met thecriteria to applypaintappropriately.The paint hasbeen appliedcorrectly andenhances thepicture.Has met thecriteria toexpress him/herconfidently andin a meaningfulmanner.Exceedsexpectationsand criteria toexpress him/herconfidently.Subtotals:TOTALGr 6 FAT LS – Creative Arts: Visual Arts: Term 2/40Page 5

ACTIVITY 2: CREATE IN 3D, A RELIEF MANDALA/RADIATING PATTERNART MATERIAL:Recyclable materials: A3 size cardboard paper off-cuts, beads, sequins, ribbon, cotton,natural objects, and any other suitable materials such as wood glue, etc.INSTRUCTIONS:You will be creating / designing your own relief mandala incorporatingradiating patterns.In this artwork, you will use the elements of art called LIN E, SHAPE / FORM, the designprinciples called BALANCE, CONTRAST and PROPORTION, as well as SPATIALAWARENESS.You will be able to use skills and techniques like pasting, cutting, wrapping, tying, andjoining various recyclable materials in building up your own unique relief mandala.It is important to closely observe your pictures / photographs of different mandalas showingdifferent shapes like round, square, triangle or rectangle shapes. Pay attention to all theunique aspects of design, balance and compositionLet us prepare first: Your teacher will help you with the correct selection ofthe material to use. You will be working with your material on a hard, flatsurface. Your teacher will show you the different techniques that you can use to work withGr 6 FAT LS – Creative Arts: Visual Arts: Term 2Page 6

i.e. to tie or join or cut some of your material to get the desired effect. Try to work in a tidy way and share the working space, materials and equipment suchas scissors, glue brushes etc. with your classmates.Let us create our own unique relief mandala: Lightly draw your mandala design (use your 2D design as guide) onto your A3cardboard. Select and plan the different material that you will use on your design by roughlyputting the outlay on a separate A4 page from which you will be working from. Begin packing your recycled material pieces on the A3 design without gluing themtogether until you are satisfied that you could create the desired effect with thecombination of the different materials together. Now carefully glue them together and try not to make it too complicated by puttingtoo many different textured material pieces together on your mandala. Work meticulously with regards to your spacing of your materials. Remember to keep it simple, balanced and use the spaces between your differentmaterial in a structured way so that your symmetrical lines can emphasise the 3Drelief pattern. When you are done, wipe off any leftover glue pieces, paper, cotton etc. to makeyour mandala presentable and tidy looking. Spray your mandala with hairspray to protect it and write your name on the back ofyour artwork. Your teacher will exhibit your mandala in the class or any other suitable display area. The class will now have a discussion about the individual artworks by reflecting onthe process and the new techniques you have learnt. You can write your reflectionof the process in your art journal. Your artwork will be assessed by your teacher who will look at the following aspects.Gr 6 FAT LS – Creative Arts: Visual Arts: Term 2Page 7

CRITERIADifferent types oftechniques and skillshave been used to createthe desired art work.Elements of art anddesign principlesvisible in creating themandala.1-25-67-8Attempt to usedifferent types oftechniques, butnot able at all.Able to, but notconsistent.Needs morepractice.Has met thecriteria and canmove on to thenext level.Confident useof differenttypes oftechniques andskills to createthe art work.Attempted, butthere is anabsence in theproper use of theelements andprinciples.Able to applysome of thedesign principlesand artelements,but needs moreguidance.Has met thecriteria inapplication of artelements anddesign principles.Learner usesart elementsand designprinciplesconfidently andcreatively.Can concentrateand work onhis/her ownwithout anyassistance.Workplace tidyand cleaned up.Learnerprovidesassistance andadvice to otherlearners in apositive wayand contributestowards apositiveatmosphere inthe classroom.Work is tidily done,presentable and done inthe spirit of Ubuntu(caring and consideringother learners withregards to the use ofmaterials andconsumables.)Learner strugglesto work within thegroup on his /herown withoutdisturbing hisfellow learner.Materials used in aplanned and creative way.Materials withoutany plan glued tothe surface.Materials arewasted, such asglue.The learner succeeded increating a completed artwork, namely a reliefmandala.3-4Unable to createor present theartworkAble to workon his ownwithin thegroup butneeds somesupervision attimes.Trying to worksystematicallyaccording to aplan, but needssupport andsupervision inthe use ofmaterials.Attempted tocreate but needsome support.Able to use thematerials in aplanned andcreative way.Has met thecriteria to createa relief mandala.Innovative andauthentic way ofworking withmaterials. Worksystematicallyaccording to aplan.Exceedsexpectations andpresented anexcellent andunique reliefmandala.Subtotals:TOTALGr 6 FAT LS – Creative Arts: Visual Arts: Term 2/40Page 8

MARK ALLOCATIONACTIVITY 140 MARKSACTIVITY 2TOTALMARK FOR RECORDING40 MARKS40 40 8080 2 40Considering inclusivity: Learners with visual impairment: you could do the sameactivity using touch to determine the shape and form of the mandala.For learners who experience cognitive barriers, break the activity down in smaller,more manageable steps. Ensure that all learners have an opportunity to completeall the steps at their own pace.INTEGRATED LEARNING AND ASSESSMENT STRATEGYThe learning and assessment processes are integrated. Assessment is continuous andformative as the teacher will observe the progress of the learner towards the final artwork. The final art work is assessed formally by the teacher by means of a rubric.Gr 6 FAT LS – Creative Arts: Visual Arts: Term 2Page 9

Activity 1:2DRadiantpattern rFormativeassessmentFormal:TeacherSummativeA4 drawingClass list (just tobe ticked off)Final drawingcolouring /usinginks, paint andoil/dry pencilsRubric(provided)Activity 2:AssessmentAssessmentAssessmentAssessment3D ormal:Self/peer/teacherProcess towardsClass list (just toFormativeassessmentfinal articlebe ticked off)Formal:TeacherFinal 3D reliefmandalaRubric(provided)SummativeDISTRIBUTION OF COGNITIVE LEVELSREMEMBER ANDAPPLY AND ANALYSEUNDERSTANDVisual Arts elements andprinciples: complimentaryand monochromatic colour,EVALUATE ANDCREATEApplication of elements and principles Creating andin 2D and 3D art works. Continuouspresenting of thecritical reflection and application toimprove the art work during class time. 2D and 3D artbalance, line, shape,works.proportion, shape, form,texture, spatial awarenessand contrast.(According to the Adapted Blooms’ Taxonomy, 1990)Gr 6 FAT LS – Creative Arts: Visual Arts: Term 2Page 10

Gr 6 FAT LS – Creative Arts: Visual Arts: Term 2 Page 1 LIFE SKILLS: CREATIVE ARTS FORMAL ASSESSMENT TASK: VISUAL ARTS GRADE 6 TERM 2 NOTE TO THE TEACHER: The Formal Assessment Task has been developed as a step by step guideline to learners. The ac

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