GRADE: 5

SUBJECT: LIFE SKILLS –

CREATIVE ARTS

TERM ONE
FORMAL ASSESSMENT TASK (FAT) 1

Name: _____________________________________________________________

Class: ________________________________ Date: _______________________

School: __________________________ Teacher: _______________________

Learner’s Learner’s %
FAT Activity/Form
mark

1 Visual Arts: Exhibition

TOTAL

Please note that either Performing Arts OR Visual Arts should be formally assessed
in a term – not both streams.
 LIFE SKILLS: CREATIVE ARTS
FORMAL ASSESSMENT TASK: VISUAL ARTS
GRADE 5 TERM 1

NOTE TO THE TEACHER:

The Formal Assessment Task has been developed as a step by step guideline to learners.
The activities are to be done in class, during the first term. It is important that teachers
mediate the various steps of the task with learners to ensure active, creative and critical
participation by all learners.

ACTIVITY 1: CREATE IN 2D, IMAGES OF SELF AND OTHERS IN

LOCAL ENVIRONMENT, VISUAL LITERACY.

.
ART MATERIAL:
A3 & A2 paper, black wax crayons or koki’s, oil pastels or wax crayons, powder paints

INSTRUCTIONS:
You will be drawing a seated person and a standing one against a local background (for this
task it will be your classroom)!

In this artwork, you will use the elements of art called LINE, SHAPE and
COMPLEMENTARY COLOUR and the design principle called EMPHASIS (FOCAL POINT).

It is very important to look really closely at the person’s figure, as well as pictures /
photographs of other people (OBSERVATION). You must concentrate hard and look at all
the unique aspects of the human figure.

GR 5: FAT LS – Creative Arts: Visual Arts: Term 1 Page 1

Discuss:
 With the aid of your teacher explore what you already know of the concepts of
drawing and of the human figure.
 Look at all the different types of figures. Look at the shapes and forms. How is it
shaped? Is it more rounded, oval or square? Is it a long body or a short body? Are
the legs long or short, etc?
 Discuss the media with which you will be working.
 It is important for you to visualise your drawings e.g. a painting of a human figure is
very different from a line drawing in crayon.

Let us first set the scene:

 Your teacher will seat the one model in an interesting chair and position the standing
model next to the seated one so that you have to observe more closely.
 They will be positioned in an interesting corner / setting in your classroom.
 The figures should be dressed in clothing that has interesting patterns and one model
can even wear an interesting hat.
 You need to observe and draw from what you see rather than what you know.
 Discuss the models in detail with one another and your class teacher e.g.
proportions, the way the clothing falls, different patterns on the clothing, etc.

Let us practise first:

 First trace the lines of the figures in the air.
 Now, take a black wax crayon and on an A3 piece of paper, begin to draw the
models. Try not to take your eyes off the models’ figures as you should draw
exactly what you see. There is no right or wrong!
 Just draw what you see! Take your time and draw your lines slowly and carefully.

Now let us start the final artwork:

 Your teacher will now hand out a bigger sheet of paper (A2).
 You will have to use a viewfinder – make your own by cutting out a rectangle from the
inside of a small piece of paper.
 This will help you to position your drawing on paper and use the entire page.
 You will now draw the seated and standing models again.
 Your lines should be solid and reflect your view of the models.
 Make sure that you use most of the page. Be careful not to draw your picture just in
a corner of the page. Your drawing must cover the entire page.

GR 5: FAT LS – Creative Arts: Visual Arts: Term 1 Page 2

  Draw the models carefully using lines that are similar to what you see. Try not to take
your eyes off them for too long.
 Remember to include the background as well.
 Draw the scene / setting in the open spaces of the page, or in the background of the
picture.

Let’s add colour:

 Your picture is made up of different types of lines at this stage; you may have thick,
thin, smooth, jagged, little short lines or long smooth lines.
 Once the drawings are completed your teacher will discuss the use of colour in your
artwork, especially complementary colours.
 Add colour to your picture. Firstly, mix the colours that you feel would suit your
picture best.
 The paint should be as thick as toothpaste once you have mixed it.
 Be careful that your brush does not have too much paint on it.
 Look again at your picture and add your final touches to ensure that you are satisfied
with the use of colour and line.
 When the paint has dried, your teacher will ask you to write your name in the bottom
corner of the picture.
 Your teacher will mount your picture and display it on the wall.
 Your artwork will be assessed by your teacher who will look at the following aspects
of it.

GR 5: FAT LS – Creative Arts: Visual Arts: Term 1 Page 3

 CRITERIA 1-2 3-4 5-6 7-8
Attempted to Able to, Has met the Bold use of
use different but not criteria and different types
Different types of line have been
types of line, consistent. can move on of line to
used to depict the human figure.
but not able at Needs more to the next depict the
all. practice. level. human figure.
Approximately
Three quarters More than 80
Less than half half (40 - 55
Composition: The page is used (55 - 80 %) of % of the page
of the page is %) of the page
fully and the drawing is well the page is is covered by
covered by the is covered by
situated covered by the the
composition the
composition composition
composition
Able to mix
The paint has
paint,
Attempted, but Has met the the correct
The paint has the correct but not correct
not able to mix criteria to mix consistency
consistency. It is suitably mixed. consistency.
paint at all. paint suitably. and is mixed
Needs more
very well.
practice.
Able to apply
The paint has
paint , Has met the
The art medium has been well Inappropriate been applied
but not criteria to
applied. The learner can use it in application of correctly and
consistent. apply paint
an appropriate manner. paint. enhances the
Needs more appropriately.
picture.
practice.
Has met the
Attempted to Able to
criteria to Exceeds
express express
express expectations
him/herself, him/herself in
The learner has expressed him/her and criteria to
but not able a meaningful
him/herself confidently. confidently express
attain the manner.
and in a him/her
desired Needs more
meaningful confidently.
outcome. practice.
manner.
Subtotals:

TOTAL /40

Considering inclusivity: Learners with visual impairment: you could do the same activity
using touch to determine the shape and form of the models. Textured material like crayons
should be used when drawing.

For learners who experience cognitive barriers, break the activity down in smaller, more
manageable steps. Ensure that all learners have an opportunity to complete all the steps at
their own pace.

GR 5: FAT LS – Creative Arts: Visual Arts: Term 1 Page 4

ACTIVITY 2: CREATE IN 3D, SELF AND OTHERS IN LOCAL
ENVIRONMENT

ART MATERIAL:
Earthenware clay / play dough / Paper Mâché.

INSTRUCTIONS:
You will be sculpting the two figures that you have drawn – one seated and one
standing!

In this artwork, you will use the elements of art called SHAPE / FORM, the
design principles called EMPHASIS and PROPORTION, as well as SPATIAL
AWARENESS.

It is important to closely observe the two models, as well as pictures / photographs

of the human figure in different positions / stances. Pay attention to all the unique
aspects of the human figure.

Discuss:
Look at all the different types of figure. Focus on the shapes and forms of the
human figure. Pay attention to detail.

Let us first practise:

 Your teacher will help you with correct preparation of the medium (earthenware clay /
play dough / Paper Mâché).
 You will be working with your medium on a hard, flat surface.

GR 5: FAT LS – Creative Arts: Visual Arts: Term 1 Page 5

  Your teacher will show you the different techniques that you can use to work with
your medium.
 Start playing with the medium using just your hands. Create shapes / forms to see
how the medium can be adapted and changed into different things.
 Practise making different shapes. Observe the human figures carefully and pay
attention to the different features as you practise. There is no right or wrong!
 Shape what you see! Take your time!

Now let us start the final artwork:

 You will now start to mould the human figures again.
 Make sure that you use all of your medium, incorporating the different techniques
your teacher demonstrated to you.
 Your sculpture must be able to stand on its own without support and be able to be
observed from all sides (3-Dimensional).
 Be careful not to waste your medium and to use smaller pieces at a time if working
with a larger amount is hard to handle.
 Sculpt the figures carefully, paying attention to the different shapes / forms that you
observe on them.
 Your teacher will support and assist you as you progress with your sculpture by
giving you hints and advice on how to improve the areas that you struggle with or
techniques that you find difficult to master.
 Remember to concentrate on the details of the figures of the models. Try to keep
your sculpture as realistic as possible. Continuous observation is important!
 Pay special attention to the proportions of the features in relation to each other and to
the whole sculpture.
 Stand back and observe your artwork. See if there are changes that need to be made
or areas that you can improve on. Ask your teacher for input and advice.

GR 5: FAT LS – Creative Arts: Visual Arts: Term 1 Page 6

  Once you have repeated this a few times and are certain that your artwork is
complete, hand it in to your teacher who will store it appropriately.
 Your teacher will exhibit your sculpture in the class / any suitable display
area.
 The class will now have a discussion about the individual artworks and reflect on the
process.
 You can write down your reflection of the process in your art journal.
 Your artwork will be assessed by your teacher who will look at the following aspects
of it.

CRITERIA 1-2 3-4 5-6 7-8

Different types of Attempted to use Able to, Has met the Confident use of
different types of but not criteria and can different types of
techniques have been
techniques, but consistent. move on to the techniques to
used to depict the human not able at all. Needs more next level. depict the human
figure. practice. figure.
Proportion & Emphasis: Attempted, but Able to apply Has met the Proportion and
The features of the there is an proportion and criteria to apply emphasis have
absence of emphasis, proportion and been applied
human figures are in proportion and but needs more emphasis correctly and
correct relation to each emphasis. guidance. appropriately. enhance the
other. sculpture.
Attempted, but Able to use Has met the Shape / form has
The shape / form of the not able to use shape / form criteria to been applied
artwork adheres to the shape / form but inconsistent. incorporate successfully and
criteria of the activity. successfully. Needs more shape / form. enriches the
practice. sculpture.
Sculpture cannot Able to stand Sculpture can The sculpture can
The sculpture should be support itself. with minimal stand without stand perfectly on
able to stand on its own support. support but is its own.
without support. unevenly
balanced.
The learner succeeded in Unable to sculpt Attempted to Has met the Exceeds
the two figures. sculpt the two criteria to sculpt expectations and
sculpting two human
figures but the two figures. criteria to sculpt
figures in different needs more the two figures.
positions. practice.

Subtotals:

TOTAL /40
Considering inclusivity: Learners with visual impairment: you could do the same activity
using touch to determine the shape and form of the models.

For learners who experience cognitive barriers, break the activity down in smaller, more
manageable steps. Ensure that all learners have an opportunity to complete all the steps at
their own pace.

MARK ALLOCATION
MARK FOR
ACTIVITY 1 ACTIVITY 2 TOTAL
RECORDING
40 MARKS
40 MARKS 40+40=80 80÷2=40

GR 5: FAT LS – Creative Arts: Visual Arts: Term 1 Page 7

 INTEGRATED LEARNING AND ASSESSMENT STRATEGY

The learning and assessment processes are integrated. Assessment is continuous and
formative as the teacher will observe the progress of the learner towards the final art work.
The final art work is assessed formally by the teacher by means of a rubric.

Activity 1: Assessment Assessment Assessment Assessment

2D drawing Form Method Technique Instrument
Informal: Self/peer/teacher A3 drawing with Class list (just to
Formative assessment wax crayon be ticked off)
Formal: Teacher Final drawing with Rubric
Summative colour (A2)
Activity 2: Assessment Assessment Assessment Assessment
3D model Form Method Technique Instrument
Informal: Self/peer/teacher Process towards Class list (just to
Formative assessment final model be ticked off)

Formal: Teacher Final model Rubric

Summative

DISTRIBUTION OF COGNITIVE LEVELS

REMEMBER AND APPLY AND ANALYSE EVALUATE AND CREATE

UNDERSTAND

Visual Arts elements and Application of elements Creating and presenting of

principles: line, shape,
complementary colour,
emphasis /focus
dimension, proportion,
spatial awareness, etc.
and principles in 2D and the 2D and 3D art works.
3D art works. Continuous
critical reflection and
application to improve the
art work during class time.

(According to the Adapted Blooms’ Taxonomy, 1990)

GR 5: FAT LS – Creative Arts: Visual Arts: Term 1 Page 8