2021 Annual Teaching Plan Template

SUGGESTED PLANNING of TEACHING and ASSESSMENT
Week 1
Term 1
27-29 January
45 days (3 days)
Visual literacy
CAPS topic Create in 2D & 3D
(Baseline & Orientation)
Do a baseline assessment:
could include, but not
limited to any of the
following activities:
• practical art activities
(exercises) exploring
different art elements
and design principles.
• classroom discussion
(verbal question and
answer, group
discussions) on basic art
elements and design
principles by referring to
various age appropriate
artworks.
• a quiz, online
game/competition.
• create a 2D / 3D artwork
focusing on drawing and
/ or colour media; and
design principles – in one
Concepts, Skills lesson.
And Values
• worksheets.
Week 2
1-5 February
Consolidation and
Introductory activities to
prepare for creative work
in Term 1:
Visual literacy
• Observe and discuss visual
stimuli like photographs
and real objects to
identify and name
contrast, balance, and
emphasis in
compositions.
Create in 2D & 3D, simple
paper construction:
• Drawing and / or colour
media: exploring a variety
of media and techniques.
• Art elements: line, tone,
mark-making, and texture
used in own lettering
and/or patternmaking;
drawing, cutting and
sticking shapes in series.
• Design principles: balance,
contrast, emphasis.
Week 3 Week 4
8-12 February 15-19 February
Visual literacy
Create in 2D
Drawing and painting: • Art elements: use in
Creative Lettering in Popular description of artworks -
Culture - exploring a variety shape, line, tone, texture,
of media and techniques complementary colour.
• Art elements: shape, line, • Design principles: use in
tone, texture, description of artworks -
complementary colour. contrast, proportion,
• Design principles: emphasis, unity, balance.
contrast, proportion, • Emphasis on personal
emphasis, unity, balance. verbal expression;
express, identify / name,
• Variation of paper size
question and reflect
and format: different
through looking, talking,
scale and degrees of
listening and writing
detail.
about the role of the artist
in popular culture:
lettering.
• Values development:
lettering in popular
culture to engage
discussions, to formulate
values and to learn
respect for the opinions
and visual expression of
others.
Two-week process towards 2D Visual
Art product.
Week 5 Week 6
22-26 February 1-5 March
Visual literacy
Create in 2D Formal Practical Assessment
(2D)
Drawing and painting: • Art elements: use in
Creative Lettering in Graffiti - description of artworks -
exploring a variety of media shape, line, tone, texture,
and techniques complementary colour.
• Art elements: shape, line, • Design principles: use in
tone, texture, description of artworks -
complementary colour. contrast, proportion,
• Design principles: contrast, emphasis, unity, balance.
proportion, emphasis, • Emphasis on personal
unity, balance. verbal expression; express,
identify / name, question
• Variation of paper size and
and reflect through
format: different scale and
looking, talking, listening
degrees of detail.
and writing about the role
of the artist in popular
culture: graffiti.
• Values development:
graffiti to engage
discussions, to formulate
values and to learn respect
for the opinions and visual
expression of others.
Two-week process towards 2D Visual
Art product.
Week 7
8-12 March
Create in 3D
Creating and constructing a
3D artwork inspired by
functional containers:
exploring a variety of media
and construction techniques
• Art elements and design
principles: conscious
application in own work.
• Imaginative
representation; Spatial
awareness: conscious
experience of working
with shapes in the
modelling process;
understanding of depth
and visual perspective.
• Develop craft skills in
modelling techniques,
joining, rolling, pinching,
scratching, surface
decoration (e.g. pinch pot
with lid detail).
Two-week process towards 3D Visual Art
product.
Grade 8 Creative Arts: Visual Arts 2021
Week 8
15-19 March
Visual literacy
• Art elements and design
principles: use in
description of artworks
(functional containers).
• Emphasis on the learner’s
personal expression and
interpretation of
functional containers.
• Express, identify / name,
question and reflect
through looking, talking,
listening and writing
about the visual world in
relation to functional
containers through
history.
• Careers in the arts and
design fields: role of the
artist in society: craft as
functional or decorative
design.
Week 9
23-26 March
(4 days)
Create in 3D
Creating and constructing
artwork inspired by
mythological containers:
exploring a variety of media
and construction techniques
• Art elements and design
principles: conscious
application in own work
(mythological containers).
• Imaginative
representation; spatial
awareness: conscious
experience of working
with shapes in the
modelling process;
understanding of depth
and visual perspective.
• Develop craft skills in
modelling techniques,
joining, rolling, pinching,
scratching, surface
decoration (e.g. pinch pot
with lid detail).
Two-week process towards 3D Visual Art
product.
Week 10
29-31 March
(3 days)
Visual literacy
Formal Practical Assessment
(3D)
• Art elements and design
principles: use in description
of artworks.
• Emphasis on the learner’s
personal expression and
interpretation of
myhological containers.
• Express, identify / name,
question and reflect through
looking, talking, listening
and writing about the visual
world in relation to
mythological containers
through history.
• Careers in the arts and
design fields: role of the
artist in society: craft as
functional or decorative
design.

Focus on consolidating & revising the Art Elements & Design Principles, as well as 2D / 3D skills, using short-term practical assessment tasks every fortnight, i.e. every two weeks. This will enable the teacher that dropped SP Creative
Arts to catch up and the learners to focus on the tasks at hand. The individual assessment tasks should be linked by a common theme and not necessarily form part of one larger assessment task.

3D: Craftsmanship – pasting, cutting, wrapping, tying, stitching using a variety of materials. Use of tools – safety, consideration of others, sharing resources.
2D: Emphasis on the interpretation of observational projects – photographs and / or examples from life, such as creative lettering in popular culture and graffiti. Variation of paper size and format: different scale and degrees of detail.

Requisite pre-
Basic understanding and ability to use art elements and principles in 2D and 3D work.
knowledge
Photographs in resource books and/or examples from life, such as creative lettering in popular culture and graffiti. Coloured inks, dyes, in full colour range; small brushes, small rectangles paper.
Visual stimuli for drawing, pencil, charcoal, wax crayons,
Photographs and/or examples from life, such as a variety of containers with different functions and forms; earthenware clay; any other appropriate material, scratching and modelling tools.
Resources (other colour inks. Self-reflection in workbooks.
than textbook) to
enhance learning Open, adequate classroom space, running water, flat surfaced tables, art material as required for assessment tasks, CD player, interactive whiteboard/ data projector & laptop; pictures, photographs, stories, poems, videos clips, appropriate electronic apps, i.e. EdPuzzle; PowToons; Canva; Book Creator, etc.
Lesson Plans: https://bit.ly/37WLphE Other Resources: https://bit.ly/32RpyXw
Continuous informal assessment through observation, classroom discussions, learners’ continuous reflection in workbooks (journals, worksheets, puzzles, quizzes, class tests, etc.) assessed by self, peer or teacher.
Informal Workbook: worksheet to Workbook: worksheet to Workbook: worksheet to Workbook: worksheet to Workbook: worksheet to
assessment; Workbook: self-reflection incrementally explore art incrementally explore art Workbook: self-reflection incrementally explore art Workbook: self-reflection incrementally explore art Workbook: self-reflection incrementally explore art Workbook: self-reflection
remediation worksheet. elements and design elements and design worksheet. elements and design worksheet. elements and design worksheet. elements and design worksheet.
principles, rough sketches. principles, rough sketches principles, rough sketches. principles, rough sketches. principles, rough sketches.
Formal Assessment: 2D artwork 25 marks assessed with a rubric Formal Assessment Task: 3D artwork 25 marks assessed with a rubric
SBA (Formal
(The focus of the assessment task is a 2D experience, therefore the final product should include Art Elements & Design (The focus of the assessment task is a 3D experience, therefore the final product may include relief elements or small-scale 3D
Assessment)
Principles on a small-scale. Enough to serve as revision and consolidation of the skills / concepts / content covered in class). elements. Enough to serve as revision and consolidation of the skills / concepts / content covered in class).
2021 Annual Teaching Plan Template

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11
Term 2
13 – 16 April 19 – 23 April 26 – 30 April 03 – 07 May 10 – 14 May 17 – 21 May 24 – 28 May 31 May – 04 07 – 11 June 14 – 18 June 21 – 25 June
51 days (4 days) (4 days) June
Visual literacy
CAPS topic Create in 2D Create in 2D Create in 2D Create in 3D Create in 3D Create in 3D Create in 3D Create in 3D Practical and Written Practical and Written
Create in 2D & 3D
Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Examinations Examinations
(Reflection & Recap)
Do reflection & recap of Create in 2D e.g. Create in 2D e.g. Drawing Create in 2D e.g. Create in 3D: fashion Create in 3D: fashion Create in 3D: fashion Create in 3D: fashion Create in 3D: fashion Create in 3D: fashion
previous term’s concepts / Drawing on societal on societal issues Drawing on societal objects objects objects objects objects objects
skills: including any of the issues • Art elements: shape, issues • Design: art elements • Design: art elements • Planning and • Design: art elements • Finalise artwork for • Complete and exhibit
following activities: • Planning and line, tone, texture. • Art elements: shape, and design principles in and design principles in preparation: collects and design principles in formal assessment. artwork for formative
• practical art activities preparation: collects • Design principles: line, tone, texture. three-dimensional three-dimensional resources, visual three-dimensional assessment.
(exercises) exploring resources, visual contrast, proportion, • Design principles: design projects. design projects. information and design projects
different art elements information, emphasis, unity. contrast, proportion, • Good craftsmanship, • Good craftsmanship, makes preliminary • Use of tools: safety, Practical Examination: Written Examination:
and design principles. preliminary drawings • Understanding of emphasis, unity. exploratory and known exploratory and known drawings and consideration of others: Individual - Terminology
• classroom discussion and sketches. images as symbols. • Understanding of techniques, stitching, techniques, stitching, sketches and selection shared resources, 2D art work: e.g. Drawing Art elements
(verbal question and • Art elements: shape, • Emphasis on the images as symbols. tying, pasting, tying, pasting, wrapping, of tools and materials concern for the on societal issues Design principles
answer, group line, tone, texture. observation and • Emphasis on the wrapping, etc. etc. in preparation for environment. 3D art work: fashion Symbolic language in
discussions) on basic art • Design principles: interpretation of the observation and • Planning and • Planning and final project). objects art
elements and design contrast, proportion, wider visual world – interpretation of the preparation: with preparation: with • Use of tools: safety, 50 marks Role of the artist in
principles by referring emphasis, unity. societal issues in South wider visual world – guidance, collects guidance, collects consideration of society
to various age • Understanding of Africa. societal issues in resources, visual resources, visual others: shared Careers in fashion
appropriate artworks. images as symbols. • Variation of paper size South Africa. information and makes information and makes resources, concern Reflection
Concepts, Skills, • a quiz, etc. • Variation of paper and format: different • Variation of paper size preliminary drawings preliminary drawings for the environment. 50 marks
And Values • create a 2D / 3D size and format: scale and degrees of and format: different and sketches and and sketches and Recommendation: exam
artwork focusing on different scale and detail. scale and degrees of selection of tools and selection of tools and slot on timetable to assess Cognitive levels:
drawing and / or colour degrees of detail. detail. materials in preparation materials in preparation practical examination. Lower order: 30%
media; and design for final project. for final project. Middle order: 40%
principles – in one Higher order: 30%
lesson.
• worksheets. Three-week process towards 2D Visual Art product. Five-week process towards 3D Visual Art product.

Visual literacy Visual literacy Visual literacy

• Art elements and design principles: use in description of artworks, e.g. societal • The role of the artist in society: careers in fashion. • Art elements and design principles: use in description of fashion then and now.
issues. • Values development: discuss fashion as an example of • Express, identify / name, question and reflect through writing about fashion.
• The role of the artist as contributor and social commentator in society; current popular culture to formulate values and to learn
events and how these are expressed in art, craft, design and popular culture. respect for the opinions of others.
• Interpret, analyse and recognise symbolic language.
Requisite pre- Basic understanding and ability to use art elements and principles in 2D and 3D work.
knowledge The examples in this template should be adapted to suit individual school contexts. While the core content is compulsory, the themes relevant to the learners may be selected.
Visual stimuli for drawing, Photographs in resource books and / or real examples of local craft (e.g. African
Resources pencil, charcoal, wax Photographs and / or examples from life, such as personal comment on societal Tempera paint in limited colour range, white and black. masks or other fashion object examples); Learners’ choice of
(other than crayons, colour inks. Self- issues in South Africa; 2 / 3 / 4B pencils squares of paper. A2 paper. recyclable materials Appropriate tools: scissors, craft knives, etc., glue,
textbook) to reflection in workbooks. cardboard strips for glue applicators.
enhance Open, adequate classroom space, running water, flat surfaced tables, art material as required for assessment tasks, CD player, interactive whiteboard / data projector & laptop; pictures, photographs, stories, poems, videos clips, appropriate electronic apps, i.e.
learning EdPuzzle; PowToons; Canva; Book Creator, etc.
Lesson Plans: https://bit.ly/39xn2Ka
Informal Continuous informal assessment through observation, classroom discussions, learners’ continuous reflection in workbooks (journals, worksheets, puzzles, quizzes, class tests, etc.) assessed by self, peer, or teacher
assessment; Workbook: worksheet to Workbook: worksheet to
Workbook: worksheet to Workbook: worksheet to Workbook: worksheet to
remediation incrementally explore incrementally explore art
Workbook: self-reflection incrementally explore art Workbook: self- incrementally explore art Workbook: self-reflection incrementally explore art Workbook: self-
Informal art elements and design elements and design
worksheet. elements and design reflection worksheet. elements and design worksheet. elements and design reflection worksheet.
assessment; principles, rough principles, rough
principles, rough sketches principles, rough sketches principles, rough sketches
remediation sketches. sketches.
Formal Assessment: 2D artwork 25 marks assessed with a rubric
Formal Assessment Task: 3D artwork 25 marks assessed with a rubric
SBA (Formal (The focus of the assessment task is a 2D experience, therefore the final product Equal weighting between Practical and Theory
(The focus of the assessment task is a 3D experience, therefore the final product may include relief elements or small-scale 3D elements.
Assessment) should include Art Elements & Design Principles on a small-scale. Enough to serve Examination.
Enough to serve as revision and consolidation of the skills / concepts / content covered in class).
as revision and consolidation of the skills / concepts / content covered in class).
2021 Annual Teaching Plan Template

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11
Term 3
13 – 16 July 19 – 23 July 26 – 30 July 02 – 06 Aug 10 – 13 Aug 16 – 20 Aug 23 – 27 Aug 30 Aug – 03 06 – 10 Sep 13 – 17 Sep 20 – 23 Sep
52 days (4 days) (4 days) Sep (4 days)
Visual literacy
CAPS topic Create in 2D Create in 2D Create in 2D Create in 2D Create in 3D Create in 3D Create in 3D Create in 3D Create in 2D & 3D Create in 2D & 3D
Create in 2D & 3D
Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy
(Reflection & Recap)
Do reflection & recap of Create in 2D: e.g. figure Create in 2D: e.g. figure Create in 2D: e.g. figure Create in 2D: e.g. figure Create in 3D: e.g. surface Create in 3D: e.g. Create in 3D: e.g. surface Create in 3D: e.g. Careers in visual arts and design
previous term’s concepts drawing / body drawing / body drawing / body drawing / body templates design / figure drawing / surface design / figure design / figure drawing / surface design / figure • Planning and preparation: with guidance, collects
/ skills: including any of templates templates templates • Observation and body templates (or similar drawing / body body templates (or drawing / body resources, visual information: the role of the artist
the following activities: • Observation and • Observation and • Observation and interpretation of the themes) templates (or similar similar themes) templates (or similar in society: careers in the arts and design fields.
• practical art activities interpretation of the interpretation of the interpretation of the figure. • Design: apply art themes) • Design: apply art themes) • Express, identify / name, reflect on careers in visual
(exercises) exploring figure. figure. figure. • Art elements: shape, elements and design • Design: apply art elements and design • Design: apply art arts and design.
different art elements • Art elements: shape, • Art elements: shape, • Art elements: shape, line, tone, texture. principles to three elements and design principles to three elements and design • Basic research skills:
and design principles. line, tone, texture. line, tone, texture. line, tone, texture. • Design principles: dimensional design principles to three dimensional design principles to three o Access (how find information): Enquire, locate,
• classroom discussion • Design principles: • Design principles: • Design principles: contrast, proportion, projects exploring dimensional design projects exploring dimensional design identify, observe, research.
(verbal question and contrast, proportion, contrast, proportion, contrast, proportion, emphasis, unity. surface decoration; projects exploring surface decoration; projects exploring o Process (the information): Arrange, compare,
answer, group emphasis, unity. emphasis, unity. emphasis, unity. • Exploration of wet fashion design, interior surface decoration; fashion design, interior surface decoration; evaluate, analyse, communicate.
discussions) on basic • Exploration of wet • Exploration of wet • Exploration of wet media (optional) for design, corporate fashion design, design, corporate fashion design, o Use Accept, reject, apply, choose.
art elements and media (optional) for media (optional) for media (optional) for drawing. design. interior design, design. interior design, Oral presentation: Careers in visual arts and design.
design principles by drawing. drawing. drawing. • Drawing and painting: • Spatial awareness: corporate design. • Spatial awareness: corporate design.
referring to various age • Drawing and painting: • Drawing and painting: • Drawing and exploring a variety of conscious experience of • Spatial awareness: conscious experience of • Spatial awareness: Finalise 2D & 3D art work and submit for formal
appropriate artworks. exploring a variety of exploring a variety of painting: exploring a appropriate media. working with shapes in conscious experience working with shapes in conscious experience assessment.
• a quiz, etc. appropriate media. appropriate media. variety of • Design: experiments the construction of working with the construction of working with
• create a 2D / 3D • Design: experiments • Design: experiments appropriate media. with art elements and process. shapes in the process. shapes in the
artwork focusing on with art elements and with art elements and • Design: experiments design principles in • Construction and construction process. • Construction and construction process.
drawing and / or colour design principles in design principles in with art elements design projects modelling techniques, • Construction and modelling techniques, • Construction and
media; and design design projects design projects and design principles exploring surface good craftsmanship, modelling techniques, good craftsmanship, modelling techniques,
principles – in one exploring surface exploring surface in design projects decoration; fashion unfamiliar and familiar good craftsmanship, unfamiliar and familiar good craftsmanship,
Concepts, Skills, lesson. decoration; fashion decoration; fashion exploring surface design, interior design, techniques (pasting, unfamiliar and techniques (pasting, unfamiliar and familiar
And Values • worksheets. design, interior design, interior decoration; fashion corporate design. cutting, modelling, familiar techniques cutting, modelling, techniques (pasting,
design, corporate design, corporate design, interior • Variation of paper size wrapping, tying, (pasting, cutting, wrapping, tying, cutting, modelling,
design. design. design, corporate and format: different stitching, joining, modelling, wrapping, stitching, joining, wrapping, tying,
• Variation of paper • Variation of paper size design. scale and degrees of scoring and other). tying, stitching, scoring and other). stitching, joining,
size and format: and format: different • Variation of paper detail. • Use of tools: safety, joining, scoring and • Use of tools: safety, scoring and other).
different scale and scale and degrees of size and format: consideration of others, other). consideration of others, • Use of tools: safety,
degrees of detail. detail. different scale and sharing resources. • Use of tools: safety, sharing resources. consideration of
degrees of detail. consideration of others, sharing
others, sharing resources.
resources.

Focus on combining 2D & 3D into ONE task, if possible, for the term by creating a mixed media activity that includes the above Art Elements & Design Principles: i.e. the exploratory drawings and sketches develop towards the integrated creation of Figures and Design – the
learners create artworks / designs out of recyclable materials for a presentation.
NB: The focus should be more on using any colour media as not all schools have paint / wet media resources.

Visual literacy:
Art elements and design principles: use in description of own and others’ artworks. Description of own and others’ artwork: Personal meaning and interpretation expressed in words. Develop critical thinking and response.
The role of the artist in society: careers in the arts and design fields.
Express, identify / name, question and reflect through researching careers in visual arts and design using various sources, e.g. books, libraries, internet; formal written response or class presentation (could be group work).
Planning and preparation: with guidance, collects resources, visual information and makes preliminary drawings and sketches in preparation for the final projects.
Requisite pre- Basic understanding and ability to use art elements and principles in 2D and 3D work.
knowledge The examples in this template should be adapted to suit individual school contexts. While the core content is compulsory, the themes relevant to the learners may be selected.
Visual stimuli for drawing, Visual stimuli. Photographs and/or examples from life, such as 3D products from world of work in learners’ contexts.
Resources Visual stimuli (e.g. seated model / figure); dry media (pencils, ballpoint pens, kokis or black wax crayons) and /
pencil, charcoal, wax Recyclable materials: fabric off-cuts, beads, cardboard, braids, ribbons, sequins, own selection, etc..
(other than wet drawing media: inks, dyes, food colouring, small brushes, etc., A2 paper.
crayons, colour inks. Self- Websites, HEI brochures, books, magazines articles, newspapers used as sources for careers in the arts, possible presentation by practising artists, video clips of design
textbook) to
reflection in workbooks. careers; appropriate applications for research and presentation.
enhance
Open, adequate classroom space, running water, flat surfaced tables, art material as required for assessment tasks, CD player, interactive whiteboard / data projector & laptop; pictures, photographs, stories, poems, videos clips, appropriate electronic apps, i.e. EdPuzzle; PowToons; Canva; Book Creator, etc.
learning
Lesson Plans: https://bit.ly/36nNNPa
Continuous informal assessment through observation, classroom discussions, learners’ continuous reflection in workbooks (journals, worksheets, puzzles, quizzes, class tests, etc.) assessed by self, peer, or teacher
Workbook: worksheet to Workbook: worksheet to Workbook: worksheet Workbook: worksheet Workbook: self-
Informal Workbook: worksheet to Workbook: worksheet to
incrementally explore art incrementally explore art to incrementally explore to incrementally explore reflection worksheet. Workbook: worksheet Presentation:Careers in
assessment; Workbook: self-reflection Workbook: self-reflection incrementally explore art incrementally explore art
elements and design elements and design art elements and design art elements and design Workbook: worksheet Artist as contributor to Visual Art and Design
remediation worksheet. worksheet. elements and design elements and design
principles, rough principles, rough principles, rough principles, rough Artist as contributor to society. fields
principles, rough sketches. principles, rough sketches.
sketches. sketches sketches. sketches society.
Practical Assessment: 2D Artwork 25 marks assessed with a rubric
Practical Assessment: 3D Artwork 25 marks assessed with a rubric
SBA (Formal (The focus of the assessment task is to Create in 3D; therefore, the final product may include relief elements
(The focus of the assessment task is to Create in 2D; therefore, the final product should include Art Elements & Design Principles on a small-scale. Enough to serve as
Assessment) or small-scale 3D elements.
revision and consolidation of the skills / concepts / content covered in class).
Enough to serve as revision and consolidation of the skills / concepts / content covered in class).
2021 Annual Teaching Plan Template

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Term 4
05 – 08 Oct 11 – 15 Oct 18 – 22 Oct 25 – 29 Oct 01 – 05 Nov 08 – 12 Nov 15 – 19 Nov 22 – 26 Nov 29 Nov – 03 Dec 06 – 08 Dec
47 days (4 days) (3 days)
Visual literacy
CAPS topic Create in 2D Create in 2D Create in 2D Create in 2D Create in 2D Create in 2D Create in 2D Practical and Written Practical and Written
Create in 2D & 3D
Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Visual literacy Examinations Examinations
(Reflection & Recap)
Do reflection & recap of Create in 2D, e.g. tonal Create in 2D, e.g. tonal Create in 2D, e.g. tonal Create in 2D, e.g. tonal Create in 2D, e.g. visuals Create in 2D, e.g. visuals Create in 2D, e.g. visuals Create in 2D, e.g. visuals Written Examination:
previous term’s concepts / drawing of crumpled fabric drawing of crumpled fabric drawing of crumpled fabric drawing of crumpled fabric from a chosen theme / from a chosen theme / from a chosen theme / from a chosen theme / Terminology
skills: including any of the / visuals from a chosen / visuals from a chosen / visuals from a chosen / visuals from a chosen scraperboard on a chosen, scraperboard on a chosen scraperboard on a chosen scraperboard on a chosen Art elements
following activities: theme, i.e. observational theme, i.e. observational theme, i.e. observational theme, i.e. observational i.e. observational projects theme, i.e. observational theme, i.e. observational theme Design principles
• practical art activities projects on learner’s projects on learner’s projects on learner’s projects on learner’s on learner’s interests, the projects on learner’s projects on learner’s • Complete and exhibit Symbolic language in art
(exercises) exploring interests, the social world / interests, the social world / interests, the social world / interests, the social world / social world / current events interests, the social world / interests, the social world / artwork for formative Role of the artist in society
different art elements current events / art, craft, current events / art, craft, current events / art, craft, current events / art, craft, / art, craft, design or popular current events / art, craft, current events / art, craft, assessment. Visual literacy
and design principles. design or popular culture. design or popular culture. design or popular culture. design or popular culture. culture. design or popular culture. design or popular culture. Careers
• classroom discussion • Planning and • Planning and • Planning and preparation: • Planning and preparation: • Planning and preparation: • Planning and preparation: • Planning and preparation: Practical Examination: Reflection
(verbal question and preparation: collects preparation: collects collects resources, visual collects resources, visual collects resources, visual collects resources, visual collects resources, visual Individual - 50 marks
answer, group resources, visual resources, visual information and makes information and makes information and makes information and makes information and makes 2D art work: e.g.
discussions) on basic art information and makes information and makes preliminary drawings and preliminary drawings and preliminary drawings and preliminary drawings and preliminary drawings and interpretation of crumpled Cognitive levels:
elements and design preliminary drawings preliminary drawings sketches. sketches. sketches. sketches. sketches. fabric / visuals from a Lower order: 30%
principles by referring to and sketches. and sketches. • Observation and • Observation and • Observation and • Observation and • Observation and chosen theme / Middle order: 40%
various age appropriate • Observation and • Observation and interpretation of crumpled interpretation of crumpled interpretation of crumpled interpretation of interpretation of crumpled scraperboard on a chosen Higher order: 30%
artworks. interpretation of interpretation of fabric / visuals from a fabric / visuals from a fabric / visuals from a crumpled fabric / visuals fabric / visuals from a theme
• a quiz, etc. crumpled fabric / visuals crumpled fabric / visuals chosen theme / chosen theme / chosen theme / from a chosen theme / chosen theme / 50 marks
Concepts, Skills, • create a 2D / 3D artwork from a chosen theme. from a chosen theme. scraperboard on a chosen scraperboard on a chosen scraperboard on a chosen scraperboard on a chosen scraperboard on a chosen
focusing on drawing and / • Art elements: shape, • Art elements: shape, theme. theme . theme. theme . theme.
And Values
or colour media; and line, tone, texture. line, tone, texture. • Art elements: shape, line, • Art elements: shape, line, • Art elements: shape, line, • Art elements: shape, line, • Art elements: shape, line,
design principles – in one • Design principles: • Design principles: tone, texture. tone, texture. tone, texture. tone, texture. tone, texture.
lesson. balance, proportion, balance, proportion, • Design principles: contrast, • Design principles: • Design principles: contrast, • Design principles: • Design principles: contrast,
• worksheets. harmony. harmony. balance, proportion, contrast, balance, balance, proportion, contrast, balance, balance, proportion,
• Use different approaches • Use different harmony. proportion, harmony. harmony. proportion, harmony. harmony.
to drawing: line, tone, approaches to drawing: • Use different approaches • Use different approaches • Simple etching • Simple etching Simple etching
texture; mark-making. line, tone, texture; mark- to drawing: line, tone, to drawing: line, tone, techniques: scraperboard techniques: scraperboard techniques: scraperboard
making. texture; mark-making. texture; mark-making. / etching drawing / / etching / drawing / / etching drawing /
scratching. scratching. scratching.

The focus should be more on drawing and not on etching & scratching as not all schools have the resources. Focus on combining the 2D activities into ONE task for the term by creating a mixed
media artwork that includes ALL the above Art Elements & Design Principles.
NB: The focus should be more on using any colour media as not all schools have paint / wet media resources.
(The focus is predominantly on 2D work as 3D work would have been covered in terms 1-3 this year)

Requisite pre- Basic understanding and ability to use art elements and principles in 2D and 3D work.
knowledge The examples in this template should be adapted to suit individual school contexts. While the core content is compulsory, the themes relevant to the learners may be selected.
Visual stimuli for drawing,
Resources Materials: Materials:
pencil, charcoal, wax
(other than Suitable visual stimuli (e.g. tonal drawing of crumpled fabric / visuals from a chosen theme), Suitable visual stimuli (e.g. visuals from a chosen theme / scraperboard on a chosen theme); white wax crayon, black waterproof ink, black tempera paint,
crayons, colour inks. Self-
textbook) to pictures / photographs; A3 - A2 sheet of paper; drawing pencils, coloured pencils, ball point pen, fine liner, ink. small amount of dishwashing liquid, simple etching tools sharp found objects: nails, pins, compass points, etc., stiff paper / board (approximately 20 x20 cm).
reflection in workbooks.
enhance
Open, adequate classroom space, running water, flat surfaced tables, art material as required for assessment tasks, CD player, interactive whiteboard / data projector & laptop; pictures, photographs, stories, poems, videos clips, appropriate electronic apps, i.e. EdPuzzle; PowToons; Canva; Book Creator, etc.
learning
Lesson Plans: https://bit.ly/3k7IRS2
Continuous informal assessment through observation, classroom discussions, learners’ continuous reflection in workbooks (journals, worksheets, puzzles, quizzes, class tests, etc.) assessed by self, peer, or teacher
Informal Workbook: worksheet to Workbook: worksheet to Workbook: worksheet to Workbook: worksheet to Workbook: worksheet to Workbook: worksheet to
assessment; Workbook: self-reflection incrementally explore art incrementally explore art Workbook: self-reflection incrementally explore art incrementally explore art incrementally explore art incrementally explore art Workbook: self-reflection Workbook: self-reflection
remediation worksheet. elements and design elements and design worksheet. elements and design elements and design elements and design elements and design worksheet. worksheet.
principles, rough sketches. principles, rough sketches. principles, rough sketches. principles, rough sketches. principles, rough sketches. principles, rough sketches.
Equal weighting between
SBA (Formal Practical Assessment: 2D Artwork 50 marks assessed with a rubric
Practical and Theory
Assessment) (The focus of the assessment task is to Create in 2D; therefore, the final product should include Art Elements & Design Principles on a small-scale. Enough to serve as revision and consolidation of the skills / concepts / content covered in class).
Examination.