PBHS

CREATIVE ARTS
FORM II – GRADE 9

2022 WORKBOOK
NAME: _______________________
CLASS: _______
 TERM 1 2022
8 teaching weeks (16 lessons)

Visual Art Theory

 Artists as social commentators in a global society
 Visual Literacy: Analysing artworks (Portraiture)
Visual Art Practical
 Portraiture analysis and drawing assessment (20 marks)
 Presentation of the role of the artist in a global society (30 marks)

Drama Theory
 Ritual and Ceremony in Drama
 Elements of Drama (Improvisation, movement and stage directions)
Drama Practical
 Polished Group Improvisation: Ritual and Ceremony (50 marks)

William Kentridge, “More Sweetly Play the Dance”, 2015. 8-channel video installation with four megaphones,
sound.
The artist refers to his video work as ‘filmed drawings’ and creates them by recording charcoal marks made on
paper, in this case overlaid with real figures. The backdrop of charcoal scratches flickers and judders, the
landscape is barren, across it a strange procession marches. A marching band plays a brassy tune. Likened to a
mediaeval procession, there is a spiritual and political ambiguity to this strange ritual.
 VISUAL ART

ARTISTS AS SOCIAL COMMENTATORS

IN A GLOBAL SOCIETY
The role of artists in society
Art related products like artworks, clothing, buildings, graffiti murals etc. have various functions. Architecture is
the most functional of the visual arts. Buildings serve a purpose as shelter, a place of work, a place of worship etc.
You studied some functions of other art forms such as paintings or sculpture in Grade 8. As you study different
societies and art movements you will encounter different functions of art in different times.

Let us revise some of the functions of art:

 To record and document history, culture and tradition

 To capture a moment in time
 To express the feelings and emotions of an individual or society
 To decorate
 For infrastructure e.g. buildings/monuments
 To entertain
 To advertise (propaganda)
 To protest or educate.

This term we will consider how fine artists, designers, photographers, and various other players in the creative
industry make art for social change or social commentry. They do this when they want to highlight or protest
something in society. They try to educate us or raise awareness about something. It is hard to imagine a world
without visual images; art plays a crucial role in our society. It allows us to comment on social issues that matter
to us all, as well as connect us to each other as human beings, reinforcing our beliefs and sense of community.

Artists sometimes need a great deal of courage

and self-belief to express their ideas publicly. Look
at the role of a newspaper cartoonist for example,
they express things we need to think about and
acknowledge – whats really going on in our
country or community.

We, as members of society, benefit from artistic

expression, and are sometimes motivated to
change our actions because of something an artist
has shown us. Apartheid was a subject that
angered many artists, and they showed this in
their artwork. They depicted violent and shocking
images to try and shock the viewer into action.

Even though freedom of expression is protected by the South African Constitution, this is often a dangerous
space for artists, because they can be blamed if the truth they try to speak is unpopular, even if it is true. The
truth is not always very welcome – and one person’s truth might not be another persons truth.

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 VISUAL ART

A language of symbols – Art that speaks to a global society

When artists want to send a message to society, they seldom use
words. They use images instead. We will study how we interpret
and analyse these images in our next section of theory. But let us
now examine what a ‘symbol’ is. We have national symbols that
are recognised easily, like the flag or the protea emblem, and then
we have symbols with a personal meaning that artists use to
express themselves.

Discussion topic How do you think a language of symbols

can be an advantage in a country like South Africa that has eleven
official languages?

In South Africa, during the years of Apartheid, art that had a

protest function was called resistance art. Artists were resisting
the power holders in South Africa at that time.

Photographers are also artists. This photograph (right) was taken

by Sam Nzima. It captures a moment in time during the Soweto
(Youth) uprisings of 1976.

Spanish artists Picasso created the artwork below in 1937 in response to the bombing of a town called Guernica.

Discussion topic Examine the two images and consider the following:
 What message does Picasso’s work contain about civil war?
 How would people from other countries respond to Sam Nzima’s image?
 Although we in South Africa have nothing to do with the town of Guernica, we are able to understand
suffering and protest, these are universal feelings. Is the theme of suffering and protest evident in both
images?
 Imagine that you had to read about these events, rather than see the images. What is the main
difference for you in these two situations?

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 VISUAL ART

VISUAL LITERACY: ANALYSING ARTWORKS

In this section of theory we will focus on the use of art elements and design principles to describe artworks. We
will do this through a process of looking, listening and talking about portraits made by various artists. Visual
Literacy is our ability to read signs, other than words, like images. Visual Literacy truly is the language of looking
and anlysing the visual images all around us.

Before we start, lets revise the art elements and design principles that you explored in Grade 8.

THE ELEMENTS OF ART

Line is a mark between two points in space; they have greater length than width. Lines can be horizontal,
vertical or diagonal, straight or curved, thick or thin, geometric or organic. Lines can be directional and can lead a
viewer’s eyes to the focal point of an artwork.

Shape is a closed line. Shapes can be geometric, like squares and circles; or organic, like free formed shapes
or natural shapes. Shapes are flat or 2D and can express length and width. NB! Forms are 3D shapes, expressing
length, width, and depth. Balls, cylinders, boxes and pyramids are all forms.

Space is the area between and around objects. The space around objects is often called negative space;
negative space has shape. Real space is 3D; in visual art when we can create the feeling or illusion of depth we call
it space. We use various special devices to create this illusion of space e.g. overlapping, the relative size of objects
in a picture and perspective (linear or atmospheric).

Colour is light reflected off of objects. Colour has three main characteristics: hue or its name (red, green,
blue, etc.), value (how light or dark it is), and intensity (how bright or dull it is). Last year you also learnt about
colour families and the colour wheel, we will revise this when you work on your practical.

Texture is the surface quality that can be seen and felt. Textures can be rough or smooth, soft or hard.
Textures do not always feel the way they look; for example, a drawing of a porcupine may look prickly, but if you
touch the drawing, the paper is still smooth.

Tone refers to the lightness or darkness of a colour or to a light tone used with a dark tone to create
CONTRAST.

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 VISUAL ART

PRINCIPLES OF DESIGN

Proportion is the feeling of unity created when all parts (sizes, amounts, or number) relate well with each
other. When drawing the human figure, proportion can refer to the size of the head compared to the rest of the
body.

Balance is created by using the art elements of line, shape and colour. An artwork can be symmetrical if
both sides of the piece are the same; asymmetrical if they are different but equal; or radial if the artwork comes
out from a central point.

Emphasis is the use of various art elements to draw the viewer’s eye to a particular focal point in their
artwork. Emphasis often results in movement or the path the viewer’s eye takes through the artwork, often to
focal areas. Such movement can be directed along lines edges, shape and colour within the artwork.

Contrast is used when different art elements are put next to each other to make something stand out. For
example, dark blue next to bright white or an organic shape next to a geometric shape.

Pattern is the repeating of an object, colour, shape or symbol all over the artwork. This repetition creates
rhythm in an artwork.

Unity is the feeling of harmony between all parts of the artwork creating a sense of completeness.

ANALYSING AND INTERPRETING PORTRAITS

Portraits are a subject matter in art and over the ages, many artists have been fascinated by the theme of
portraits. They have made paintings of themselves and of other people.

Portraiture is the recording of a person or animal’s appearance and personality, whether in a

photograph, a drawing or sculpture, or other medium. When the artist creates a portrait of him- or herself, it is
called a self-portrait. We can often tell a great deal about a person by looking at a portrait painted of
them.

George Pemba is a famous South African artist who lived

from 1912-2001. Pemba is an important artist because
he gave a specific view of the people in our country.
Look at the two paintings provided and consider the
discussion topic.

Discussion topic These two portraits are both by

George Pemba. The painting on the left’s medium is oil
paint and the painting on the right is a watercolour. In
each painting Pemba has painted quite detailed
backgrounds. Why do you think he has done that?

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 VISUAL ART

TOTAL: 50
FORM2/GRADE 9 CREATIVE ARTS
MARKS
DISTRICT 4 FORMAL ASSESSMENT COVER PAGE
TASK 1: 20 marks
TASK 2: 30 marks

ASSESSMENT TASK SET BY: Mrs J Jones

MODERATOR: Ms D Cloete
GENERAL INSTRUCTIONS:
1. The formal assessment paper consists of 5 pages (pg. 5, 6, 7, 8, 9).
2. Task 1 and Task 2 contribute towards your term mark for Visual Art.

CONCEPT AND OUTCOME:

For your visual art formal assessment this term

you will be revising your art elements and design
principles and using them in the description of
artworks (artwork analysis). We will be taking a
closer look at the subject matter portraiture and
will be looking at, drawing, talking and writing
about portraits made different styles. It is
important that we create our own portraits so
that we are not only able to interpret images
using the elements of art and design principles, but we are also able to apply these elements and
principles to our own work.

You will also be compiling a group presentation that examines the work of one South African artist
whose work has played a role in our global society. We will be exploring the use of different visual
materials and media that you could use to present your research to the class. Through this assessment
task you will develop your research skills and further your knowledge of the role of the artist in society.

Task 1 is an individual assignment and Task 2 is a group work assignment.

 TOTAL
MARK

Task 1: ____/20
 Task 2: _____/30
Note: Your teacher will use the assessment criteria provided on pg. 9 50
to mark your work.

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 VISUAL ART

TASK 1: Portraiture analysis & drawing assessment

VISUAL LITERACY ASSESSMENT

Examine figure 1 and answer questions 1.1.-1.2.

1.1. Is this a portrait or a self-portrait? Give a reason for your answer.

_____________________________________________________
_____________________________________________________
_____________________________________________________
[2]
1.2. Is her cylindrical headgear an example of the use of shape or
form? Give a reason for your answer.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
[2]
Examine figure 2 and answer questions 2.6.-2.7.
Figure 1: Thutmose, Bust of Nefertiti, 1345 BC

1.3. How has the artist created rhythm in the artwork?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
[2]
1.4. Has the artist used linear perspective or atmospheric perspective in
the artwork? Give a reason for your answer.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Figure 2: Salvador Dali. Gala Placidia. [2]
Galatea of the Spheres. 1952. Oil on canvas

ART ELEMENTS & DESIGN PRINCIPLES IN YOUR OWN WORK

1.5. Sit opposite a friend and try to copy their eye as
accurately as possible (you can also try to copy your
own eye using a mirror). Add form (illusion of 3D)
through the use of contrast and tone, but also
focus on the shape of the eye. It is a common
mistake to draw the eye as a rugby ball shape.

Do the drawing in the empty block (right).

[3]
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1.6. Using the grid method that you were taught in
Grade 8 to assist with proportion and accuracy,
copy the mouth in the empty block labelled 1.6.
Continuous line drawing. Portrait of a friend, or self-portrait. (1.7.) [4]
PBHS | GRADE 9 | CREATIVE ARTS TERM 1 | 2022
VISUAL ART
1.7. Look into a mirror and find a starting point. It is a
good idea to start in a shadowy area like the corner
of an eye. Start to draw the contours of your face,
like in a geography contour map. A contour marks
every change in depth (space), tone, texture and
light. Take your time . You can also sit opposite a
friend and copy their face if you don’t have mirrors.
Grid (1.6) [5]
Total: ____/20
PAGE 7
 VISUAL ART

TASK 2: Presentation on the role of the artist in global society

INSTRUCTIONS
Now that we have analysed and talked about some protest art, we are going to research a protest or resistance
artist. You will present this research to your class. Your presentation should be approximately 5 minutes long and
you should make use of visual resources in your presentation.

Step 1: Get into groups of two or three people.

Step 2: Your teacher will allocate one artist to each group. The list of artists has been provided below.

Willie Bester Helen Sebidi William Kentridge

Judith Mason Banksy Manfred Zylla
Vhils (aka Alexandre Farto) Mary Sibande Ricky Lee Gordon
Jane Alexander Norman Catherine Omar Badsha (took picture on this page)

Step 3: Using various sources like the internet, books in the school media centre, articles in the art class,
newspapers and magazines, you and your partner must start researching your artist. Your research should cover
the following;

 Brief background of your artist

 What they commented on and what they resisted
 A discussion of one of their artworks and how they used this artwork to make a social comment
 An analysis of how they used the art elements and design principles in the chosen artwork

Step 4: Decide how you are going to present your research to the class and practice doing the presentation.
Consider the following while refining your presentation;

 How will you introduce your artist to make sure that you grab the attention of your classmates? And how will you
make sure that your presentation stays interesting?
 What visuals will you be using? Are you going to print the artwork to show it to the class or are you going to make a
slideshow using PowerPoint? Does Ma’am have a computer and projector that you can use?
 How can you help your classmates to learn about their own histories by looking at the work of this artist?
 Think about the possibility of relating your artists work to current events by including things like newspaper articles
and magazine clippings in your presentation.
 Have you done enough research to teach your class for 5minutes?

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 VISUAL ART

Assessment Criteria:

Review the assessment criteria below. Your teacher will use it when marking task 2, so make sure that you
understand what is being marked.

Poor – 1-4 marks Fair/Good – 5-7 Excellent – 8-10 marks

Task 2
Research Not all the research topics
were covered by the group
and/or the presentation was
too short and/or the
research was not accurate.
Visuals and The group made use of no,
unclear or inappropriate
presentation
visual resources. The class
could not hear or
understand the group
teaching.
Group Work It was clear that not
everyone in the group
contributed towards the
content of the presentation
and the presentation was
not well planned.
marks
The group covered all the
research topics listed on
page 8. Their research was
well presented.
The group made use of
visual resources like printed
images or a slideshow
presentation. The
presentation was audible.
It was clear that everyone in
the group contributed
towards the content of the
presentation and the
presentation was well
planned and presented.
The group covered all the research
topics listed on page 8 and more. The
group did things like linking the
artist’s work to current social issues
and they were ready to answer
questions.
The group went above and beyond
what was expected and used extra
resources creatively. The group
considered their audience in their
presentation.
The members of the group worked
well together to present their
information to the class. And the
learners in the class reacted
positively and felt that they had
learnt something worthwhile by
listening to the presentation.

The article below makes for an interesting read. Read it and discuss it with your group members before beginning
the research about your protest artist. You will have to visit the website to read the full article.

The Power Of Street Art

Source: The Afropolitician
(https://www.afropolitan.co.za/articles/the-power-of-street-art-8409.html)
Street art was the first form of social media. Before Facebook,
Instagram and Twitter, there were walls – accessible to all, and not
restricted by the availability of technology such as smartphones and
the internet.

For centuries, "real" art was something only accessible to the

privileged, only visible to those who ventured into art galleries and
only available to those who could afford the hefty price tags. Graffiti,
on the other hand, was not “exclusive" enough for the upper crust
because it was available to all. But its value does not lie in the
opportunity to own it, but in its power to achieve change.
Graffiti became the voice of the oppressed, the disillusioned, the
socially and economically challenged. And while the elite harshly
condemned the art form as vandalism, street artists were using their talents to draw attention to social issues that plagued
society.

From the time of the earliest humans, walls were the blank canvases of communication, intimidation, complaint and
celebration. Walls were the original vehicles of change.

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 DRAMA

RITUAL & CEREMONY IN DRAMA

Rituals are events that take place according to certain rules, often at certain times of the day or year. For
example, weddings in most societies have certain conventions about how the bride and groom should dress, the
order that the ceremony should take place in, specific words that should be said, who should lead the ceremony
and so on. It is thought that in ancient times, drama and theatre grew out of the rituals of everyday life.

Activity Working in your groups use this table to discuss and fill in how each of the listed elements of drama
might be found in both cultural and social events. The first one has been done as an example for you.

Element Cultural or Social Event Drama

In a traditional Zulu wedding, the bride An actor in a play acting the
Costumes may wear the skirt known as isidwaba character of a doctor may wear
and the inkheli hat. doctors scrubs.

Space/Stage

Time

Props

Music or accompaniment

Movement or choreograhy

Chants, response or dialogue

PBHS | GRADE 9 | CREATIVE ARTS TERM 1 | 2022 PAGE 10

 DRAMA

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 DRAMA

THE ELEMENTS OF PLAYMAKING & DRAMA

Now that we have an idea of the elements of drama in The structure of a story
social and cultural practices, our next step is to work in Drama would not exist if it were not for people’s desire
groups to create our own improvisation. Sometimes, to entertain, communicate and to tell stories. The
improvisation means performing for an audience ‘story’ of a play or movie
without having time to prepare. When we refer to is called the script.
improvisation in Creative Art it is when we work out Whether the genre is
and plan a performance that did not have a script ‘comedy’ or ‘tragedy’, all
beforehand. good stories have the
same structure namely; a
Planning a polished improvisation plot, dramatic tension
and a climax.
Once we have a ritual to explore we need to consider
the elements of drama like stage space, characters,
time, story structure, costumes, props, movement and Plot The main outline or storyline of the drama.
choreography , when planning our performance. We Dramatic Tension The creation of suspense in a
need some sort of script for our group to work from. story or conflict/tension between characters.
This requires planning and rehearsal, which you will do Climax The turning point or high point in a drama or
as part of your formal assessment task for drama this the point at which events can go either way.
term.

GESTURE AND MOVEMENT

Characters are used to tell a story, and these characters are played by actors. Actors rely on their bodies and
voices as their primary means of communication and expression in storytelling. So the body and voice are an
actor’s tools of the trade and must be used safely and effectively.

Definitions

 Gestures are the movements you make with your hands, head or face.
 Posture is the position in which you hold your body when
doing an action.
 Body Movements are one you make with your body.

Warming up

Actors need to warm up their bodies correctly before acting their

part. They also need to rehearse (practice) the piece they are
going to perform and decide how they want to move their bodies
during the performance.

 Step 1: The Neutral Position

 Step 2: Curling through the spine
The Neutral Position
 Step 3: Warming up through swings

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 DRAMA

Stage Directions

In order to plan a performance we need to

understand stage directions so that we can plan the
placement of the actors and props in the stage space.
Whether you are acting on a proscenium stage or in a
created found place you should use stage directions in
your script and planning.

Long ago, the stage itself used to be raked (sloped up)

so that the people in the back could see the actors.
That is where we get the terms for stage positions
represented by the images on the left.

A director will also use some of the terms below when talking to his or her actors. Your teacher will guide a series
of whole body actions that demonstrate these movement instructions.

 Travelling
 Rising – sinking
 Opening – closing
 Advancing – retreating

Reflection Activity After doing your warm up and acting class, reflect
on the different types of body movements and gestures. Write down what you
did with your body for each movement listed below.

Warming up through swings

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Rising – sinking
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Opening – closing
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Advancing – retreating
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Travelling
_____________________________________________________________________________________________
_____________________________________________________________________________________________

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 DRAMA

TOTAL: 50
FORM2/GRADE 9 CREATIVE ARTS
MARKS
DISTRICT 4 FORMAL ASSESSMENT COVER PAGE
TASK 1 : 50 marks

ASSESSMENT TASK SET BY: Mrs J Jones

MODERATOR: Ms D Cloete
GENERAL INSTRUCTIONS:
1. The practical task paper consists of 3 pages (pg 14, 15,16).
2. This is a group work task.

POLISHED GROUP IMPROVISATION: RITUAL AND CEREMONY

CONCEPT AND OUTCOME:

Your teacher will put you into groups of 3-5 boys. This will become your cast and crew for your polished
improvisation performance. Each group will be given a scenario that relates to ritual and ceremony. The
group will then be tasked with planning a 3-5minute performance that explores that ritual or ceremony.
It is important to note that this is a silent performance focussed on body movements and the groups use
of the provided stage space. Although your performance will not use dialogue, you can have
accompaniment like music, sound effects or humming/chanting to enhance your performance.

By the end of this assessment task you would have;

 Understood how we warm up our bodies and understand why it is important to do so

 Thought about some of the key elements of drama that one should consider when planning an
improvisation
 Planned an improvisation that considers movement, choreography and the full use of the stage
space
 Further explored and understood a ritual or cultural practice in our world and community and
understood how the elements of drama could be found in this practice.

TOTAL
MARK

Note: Your teacher will use the assessment criteria provided on page
16 to mark your performance.

50

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 DRAMA

TASK 1: POLISHED GROUP IMPROVISATION

PREPERATION AND REHEARSAL
To prepare your performance you are going to go through a similar process to what we did in our earlier
classwork activity, but using YOUR groups’ scenario.

Scenario & basic plot_________________________________________________________________

_____________________________________________________________________________________________
_____________________________________________________________________________________________

Element Cultural or Social Event Drama

Costumes

Space/Stage

Time

Props

Music or accompaniment

Movement or choreograhy

Chants or sound effect.

Remember there is no
dialogue.

Don’t spend too much time sitting around and working out what you are going to do – get up and work it out in
action!!!

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 DRAMA

ROLES AND RESPONSIBILITIES

NAME CAST ROLE CREW RESPONSIBILITIES

Practice your performance a number of times until you are happy with the shape of it and the story it tells.
Remember to plan your use of the stage space and where you would like your audience to sit.

Assessment Criteria:

Poor – 1-4 Fair/Good – 5-7 marks Excellent – 8-10 marks

marks
Choreographed The actors had either rehearsed and planned their movements and worked well together as a
movement cast, or the movements appeared unplanned and unrehearsed. Groups that went above and
beyond what is considered ‘good’ may have choreographed group movements done in unison.
Characterisation Even though there is no dialogue the storytelling and storyline is clear as a result of considered
characterisation and character appropriate facial expressions, body language, props and
movements.
Use of space The use of the stage space and the possible manipulation of the classroom space to suit the
performance was well considered and enhanced the performance. It was clear that the cast
considered their stage positions and shaping when putting together their performance.
Overall impression The group clearly researched their ceremony or ritual and the performance was enjoyed by the
audience. Groups that went above and beyond what is considered ‘good’ may have included
audio, sound effects, costumes, make-up or audience participation in their performance.

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