GRADE 7 VISUAL ARTS TERM 2

WORKBOOK
Dear Grade 7 learners, welcome to your term 2 Visual Arts.
Please try to do the first 3 activities before the resumption of
school for this term.
Be safe and remember to wash your hands.

REVISION OF CONCEPTS
ELEMENTS OF ART: The visual components of colour, form, line,
shape, space, texture, and value.
Line An element of art defined by a point moving in space. Line
may be two-or three-dimensional, descriptive, implied, or
abstract.
Shape An element of art that is two-dimensional, flat, or limited to
height and width.
Form An element of art that is three-dimensional and encloses
volume; includes height, width AND depth (as in a cube, a
sphere, a pyramid, or a cylinder). Form may also be free
flowing (organic).
Value The lightness or darkness of tones or colours. White is the
lightest value; black is the darkest. The value halfway
between these extremes is called middle grey.
Space An element of art by which positive and negative areas are
defined or a sense of depth achieved in a work of art.
Colour An element of art made up of three properties: hue, value,
and intensity.
• Hue: name of colour
• Value: hue’s lightness and darkness (a colour’s value
changes when white or black is added)
• Intensity: quality of brightness and purity (high
intensity= colour is strong and bright; low intensity=
colour is faint and dull)
Texture An element of art that refers to the way things feel, or look
as if they might feel if touched.
 PRINCIPLES OF ART: Balance, emphasis, movement, proportion,
rhythm, unity, and variety; the means an artist uses to organize
elements within a work of art.
Rhythm A principle of design that indicates movement, created
by the careful placement of repeated elements in a work
of art to cause a visual tempo or beat.
Balance A way of combining elements to add a feeling of
equilibrium or stability to a work of art. Major types are
symmetrical and asymmetrical.
Emphasis A way of combining elements to stress the differences
(contrast) between those elements.
Proportion A principle of design that refers to the relationship of
certain elements to the whole and to each other.
Gradation A way of combining elements by using a series of
gradual changes in those elements. (large shapes to
small shapes, dark hue to light hue, etc.)
Harmony A way of combining similar elements in an artwork to
accent their similarities (achieved through use of
repetitions and subtle gradual changes)
Variety A principle of design concerned with diversity or
contrast. Variety is achieved by using different shapes,
sizes, and/or colours in a work of art.
Movement A principle of design used to create the look and feeling
of action and to guide the viewer’s eye throughout the
work of art.

NB. USE THESE CONCEPTS WHEN ANALYSING THE ART FROM

YOUR FAMOUS ARTIST RESEARCH (ACTIVITY 3)
 COLOUR:
Colour is created when light strikes an object and the image and light is
reflected back to the eye.
 PRIMARY COLOURS:
Are the 3 basic colours which cannot be made. They include red, blue
and yellow.
 SECONDARY COLOURS:
Are mixed from the primary colours. They are green= yellow + blue;
orange = yellow+ red; purple = red + blue.
 TERTIARY COLOURS:
Are a mix of a primary colour with a secondary colour, or a mix of two
secondary colours.
 COMPLEMENTARY COLOURS:
Are opposite each other on the colour wheel. If you put two
complementary colours together, the one will make the one look
brighter (pop). They are: orange/ blue; red/green; purple/yellow.
 ANALOGOUS COLOURS:
Are two primary colours and the secondary colours in between e.g.
blue/yellow (the primary parents) and all the greens in between
(children)
 WARM COLOURS:
Remind you of the sun: red, orange, yellow
 COOL COLOURS:
Remind you of water: blue, green and purple
 MONOCHROMATIC COLOUR:
Is a single colour and its tints and shades
 TINT:
Is when you add white to a colour
 TONE:
Is when you add black to a colour
 HUE:
Is the name of a colour
 INTENSITY:
Is the brightness or dullness of a colour
 VALUE (AND TONE):
Is the lightness and darkness of a colour
ACTIVTY 1
Complete the colour wheel below
 STILL LIFE ART:
As an artist what do you need to observe?
The world around you is filled with many interesting things. The more
closely you can look at something, observing all the details, the better
your drawing and painting skills will be. Use some or all of your senses
to help you observe the world around you. When you observe or look
closely at an artwork, focus on the art as a whole, then start to look at
the art elements and design principles. Look at details such as size,
decoration and how objects are placed together.

Still life is defined as a collection

of inanimate objects arranged
together in a specific way.
The magic of still life paintings is
that they can show us a new way
of looking at the ordinary objects
around us. Once they are placed into
a specific arrangement and then
captured in paint, ink, pastel, or
any other medium - the objects take
on a whole new meaning.
 The objects chosen for a still life painting often have a special meaning, either
on a personal, cultural, societal, religious or philosophical level. The themes
surrounding the artwork often provoke introspection and reflection in the
viewer. The way that the objects are depicted can evoke a wide variety of
emotions, depending on their arrangement, as well as the lighting, colour
choice, and handling of the art medium. These are all things to take into
account when viewing a still life artwork. They are especially important to
consider when you are creating one .

ACTIVITY 2: CREATE YOUR OWN STILL LIFE ART

 Find 3 everyday objects that are similar to the 3D shapes above.
 Arrange them in an interesting way so as to create hierarchy, overlap and
proportion
 Use charcoal or pencil for this project
 Use your sketch book or A4 paper
 Use the rubric below to guide you
Still Life Rubric
Composition
5 = The placement of the still life on the paper is interesting (at an angle, not straight
forward and/or not dead centre) and it fills a majority of the space. It appears realistic and
true to the actual still life. There is some negative space on the paper that allows the eye to
rest appropriately.
4 = The placement of the still life is in the middle of the page, although not at an interesting
angle, but nicely placed. It fills a majority of the space and appears realistic to the actual still
life.
3 = The placement of the still life is awkward. Either there is too much negative space around
it (in other words it is too small for the piece of paper) or it is too far to one side.
2/1 = The still life has too much negative space around it.
Drawing Accuracy
5 = The drawing is very accurate of the objects and is realistic to that of the actual objects.
All the details within the objects have been included.
4 = The drawing of the objects is realistic to that of the actual objects. Many details have
been included within the objects, but not all of them.
3 = The drawing of the objects resembles the real objects, although not realistically. Only a
few details have been included within the objects.
2/1 = The drawing of the objects do not resemble the still life. No details have been included.
Values
5 = The still life has been shaded with the whole range of values from black to white. Each
value gradually changes from one value to the next value. There are rich blacks and clean
whites. Each value is purposeful, in place and completes represents the original objects.
4 = The still life has been shaded with the whole ranges of values. 1-2 areas do not change
gradually from one value to the next value. OR all of the values change gradually, but do not
include the whole range of values from black to white. Values are represented from the
original objects, although they are not the same values in reality. 3 = The still life has been
shaded, but 3-4 areas need more range in values and gradual changes. OR there are very few
rich blacks and few clean whites. Values are represented from the original objects, but they
are neither in the right place nor the right shade.
2/1 = The still life has been shaded, but there are no obvious changes in value. None of the
values used represent the original objects.
Presentation
5 = The finished piece has no smudges or messy areas on the surface of the paper. It has
been signed by the artist in an interesting place.
4 = The finished piece has 1-2 smudges. It has been signed by the artist in an interesting
place.
3 = The finished piece has 3-4 smudges. The piece has been signed, but not in an interesting
place.
2/1 = The finished piece is very dirty and has not been signed.
Total = /20
THE ARTIST’S ROLE IN SOCIETY:

Artists are the most important members of the society because

they help us to envision our thought that may not be tolerated in the
social and political paradigm of our society. ―Art is the queen of all
sciences communicating knowledge to the generations of the world‖
(Leonardo da Vinci).

Art influences society by changing opinions, instilling values and

translating experiences across space and time. ... Art in this sense
is communication; it allows people from different cultures and
different times to communicate with each other via images, sounds
and stories. Art is often a vehicle for social change.

Every artist plays a different and necessary part in contributing to

the overall health, development, and well-being of our society.
Creative thinkers and makers provide their communities with joy,
interaction, and inspiration, but they also give thoughtful critique to
our political, economic and social system.

The Four Roles of the Artist

1. Artists help us to see the world in new or innovative ways.
2. Artists make a visual record of the people, places, and events of
their time.
3. Artists make functional objects and structures (buildings) more
pleasurable and, thereby, elevate them or imbue them with
meaning.
4. Artists give form to the immaterial— hidden or universal truths,
spiritual forces, and personal feelings.
 TRADITIONAL ART:

Shangaan beaded skirt

African craft is often associated with the production of

everyday objects – baskets, jars, pots, etc. but it is
also about beauty, sometimes in its humblest and
possibly purest form. This is especially true of pottery
where along with appreciation of perfect form, the
technical skill of crafting can also be admired
especially in the absence of even the simplest of
machines like a potter's wheel.
 AFRICAN MASKS
African masks are possibly the most admired and well known art form of Africa.

African masks are in high demand from art collectors and museums all over the world

Kuba masquerade, 1909, Kasai, Congo

1. Traditional African masks are made and used for rituals, marriages,
deaths and initiations.
2. Many of the masks are worn by tribesmen to communicate with their
ancestors.
3. These masks are often carved from natural materials like wood.
4. They are then painted with natural paints and dyes from nature and
decorated with beads, shells, raffia (a type of grass) and flattened
metal strips.
5. More elaborate masks are made from ivory and bronze for chiefs
and kings.
6. African masks can be a combination of animal and human forms.
7. Many of the masks are made symmetrically.
8. At the beginning of the 20th century, famous Cubist artists like Pablo
Picasso and George Braque were inspired by African masks when
they were brought to Europe for an exhibition.
9. The bold use of geometric shapes and patterned lines was of great
interest to them and inspired their artworks.
Roald Hazoume is an artist from West Africa. He was born in 1962
in Republic of Benin. He turns everything he lays his hands on into
works of art. He uses rubbish that other people discard and creates
masks and faces from them. These masks are artwork and
displayed in galleries all over the world.
ACTIVITY 3: FIND OUT ABOUT AN ARTIST

GRADE 7 TERM 2 VISUAL ARTS RESEARCH TASK:

―FAMOUS VISUAL ARTIST POSTER‖
 Choose one of the suggested famous artists on the list.
 Gather research about the artist.
 Create a poster that illustrates what you have found out.
 Your poster must include the following:
1. Name of the artist with a picture of the artist
2. The birth and death date (if applicable) of the artist
3. A brief biography that includes:
- Where they grew up
- Early years
- Where they studied
- Events leading up to their fame
4. An example of an artwork (picture) created by the artist.
5. An analysis of the chosen artwork (use the poster template
guidelines to help with the analysis).
6. Interesting information.
 Use the rubric given when doing your research and putting your
poster together.
 The research will be done at home, however, you will be required to
assemble the poster at school.
 All writing on the poster must be done by hand.
 You may decorate the poster.
 The poster which you will be required to bring from home must not
be bigger than A2 in size.
 POSTER TEMPLATE
PICTURE OF
NAME OF ARTIST
ARTIST
IN THIS SECTION FIND OUT SOME GENERAL INFORMATION ABOUT THE ARTIST
(BIOGRAPHY)
e.g.
 DATE OF BIRTH
 DATE OF DEATH
 THE ARTIST’S CHILDHOOD
 EARLY YEARS
 * WHERE THEY LEARNT THEIR SKILL?
IN THIS SECTION TALK ABOUT THE TECHNIQUES AND/ INSPIRATION USED BY THE
ARTIST. PUT IN YOUR OWN WORDS. DO NOT COPY AND PASTE
e.g.
 WHAT MEDIA DID THE ARTIST USE
 WHAT IS THE STYLE AND CHARACERISTICS OF THEIR WORK?
 WHAT/WHO INFLUENCED THEIR WORK?
INSERT A PICTURE HERE BY THE ARTIST IN THIS SECTION ANALYSE THE
ARTWORK:
 WHAT CAN YOU SEE IN THE
PICTURE?
 WHAT MEDIUM HAS BEEN USED
TO CREATE THE ARTWORK?
 THE COLOURS ARE …
 THE LINES/ SHAPES/ PATTERNS
ARE …
 THE MEDIUM HAS BEEN APPLIED
USING …(TYPE OF STROKES,
INSTRUMENTS USED)
 THE PICTURE MAKES ME FEEL …
(WHY?)

OTHER INTERESTING INFORMATION

BY (YOUR NAME) GRADE 7 ____
 THE FOLLOWING RUBRIC WILL BE USED TO ASSESS YOUR
POSTER:
1 Good 6/5
Information is clear and well
All key elements of the stated. Artist's name, date of
artist's life are included birth, death, and country of
origin are included. Interesting
and accurate.
childhood details and other
facts regarding the artist's life
are included.
2 Good 6/5
The student includes sufficient
The content is information and research to
comprehensive, and describe the artist's work. The
artist's work is discussed, as is
accurate.
his/her style, use of elements of
art, and mood of artwork.
3 Good 6/5
Student can identify one major
Major points are stated work by the artist, identify its
clearly; are supported by title and where it can be found.
The student will describe and
specific details,
analyse the artwork in great
examples, or analysis; detail, and will discuss in detail
and are organized what the artist says about the
artwork.
logically.
4 Good 6/5
Artists name is written in bold
Text and Images print at the top of the poster
board. Image of artist, image of
artist's work is included
5 Good 6/5
Student is well prepared and
Work ethic makes full use of the class time
given. There are no distractions
and the final poster is neat and
attractive
Average 4/3
Information is clear but some
information is missing or more
effort could have been put into
finding interesting details about
the artist's childhood/life.
Seems a little on the short side
Average 4/3
The student provides some
information about the artist’s
work, and can state some examples
of the artist’s style, use of elements
of art, and mood of artwork but
does not go into detail to give as
much information as he could
have.
Average 4/3
Student can identify one major
work by the artist, identify its title
and where it can be found. The
student will describe the artwork
and may discuss what the artist
says about the artwork.
Average 4/3
1 image is missing from the poster
board or the artist's name is not in
bold print.
Average 4/3
Student is prepared but lacks some
research to complete the poster in
the time given. Student is a little
distracted at times, however, work
is good, but could be neater with
more effort.
Poor 2/1
Is not clear.
Facts are incomplete, or
incorrect. Lacks effort
Poor 2/1
The information lacks
significant research which
supports the analysis/or
the information is
incomplete.
Poor 2/1
The student’s description
and analysis of the artist's
work is difficult to
understand or has no
flow.
OR
The work is incomplete.
Poor 2/1
Text has poor readability
quality. Graphics/ images
used are unnecessary or
do not support or relate
to the text and artist.
Or
2 or more items are
missing from poster board
Poor 2/1
Student has not done
much research and is
often distracted. There is
a lack of effort shown and
or an incomplete poster is
handed in. Did not follow
directions.
Revealing Objects using a Scraperboard:
The technique of wax reveal scraperboard consists of building up layers of colour and
white wax and then revealing it through etching the black-painted surface.

The act of creating is magical, especially when using the technique of scraperboard. Starting
with the simplest of lines and smallest of marks, the objects magically begin to emerge as you
work. This technique lends itself to fine detail based on careful observation of the shapes, forms
and textures. Broad areas can also be scraped away to create bold contrasts.
Scraperboard is a versatile and inexpensive medium, especially if you prepare your own boards
in class. Professional artists generally buy prepared boards which are made with white china
clay and black Indian ink. The very smooth surface of these boards makes it easy to work in a
detailed way. Remember that tip when you make your own one.

Thousands of years ago, the first engravings were made on ostrich egg shells, as well as on
bone and ivory. Engraving is a process of scratching a design onto a surface. An early example
of engraving (see above) shows various textural markings done by Albrecht Durer, a German
artist who lived in the 16th century. Walter Oltmann used similar techniques for his scraperboard
work of the coelacanth (see below)

ACTIVITY 4:
Your turn to make your own:
You will need the following:

 Black shoe polish/ black wax crayon or black pastel

 Thick cardboard
 White paper
 A variety of bright markers
 A scraping tool (e.g. tooth pick)
Method:
1. Stick the white paper onto the firm cardboard. Apply enough glue to avoid air bubbles.
2. Use the bright markers to colour the ―white board‖ in a striped pattern.
3. Cover over by colouring with the black.
4. Leave to set/dry.
5. Use your ―home-made‖ scraperboard to recreate the picture below.