Design Grade 12 IEB Paper 1 2019 Question Paper

Downloaded from hlayiso.com TOTAL MARKS NATIONAL SENIOR CERTIFICATE EXAMINATION NOVEMBER 2019 DESIGN: PAPER I EXAMINATION NUMBER Time: 3 hours 100 marks PLEASE READ THE FOLLOWING INSTRUCTIONS CAREFULLY 1. This question paper consists of 32 pages and a Colour Addendum of 2 pages. Please check that your question paper is complete. 2. This paper consists of three sections: SECTION A Design Literacy – Language of Design 30 marks SECTION B Design in Context – Historical 30 marks SECTION C Design in Context – Contemporary 40 marks 3. Read through the paper carefully before answering any questions. 4. There are choices within some questions in this paper. Read your options carefully. 5. Ensure that you follow the instructions given in the questions. 6. Answer each question in the space provided. 7. Use the mark allocation to determine the time spent on each question. One mark is awarded for each substantiated fact. 8. Do NOT repeat the same facts and examples for different questions OR use examples presented in the question as part of your answers unless specifically asked to do so. 9. Underline the names of designers and their works in Sections B and C. 10. It is in your own interest to write legibly and to present your work neatly. IEB Copyright © 2019 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 2 of 32 SECTION A DESIGN LITERACY – LANGUAGE OF DESIGN QUESTION 1 THE PROCESS OF DESIGN 1.1 Discuss your understanding of the concept "de-othering". (1) 1.2 Which design process model would be best suited for a designer to use in the process of de-othering? (1) 1.3 Explain your answer in Question 1.2. (1) 1.4 Explain the importance of empathy in the process of de-othering. (2) [5] IEB Copyright © 2019

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 3 of 32 QUESTION 2 DESIGN COMMUNICATION 2.1 Refer to IMAGE A on the Colour Addendum sheet and read the extract regarding Benetton's campaign below. Italian fashion brand Benetton is now 50 years old, and it is still campaigning for a better, more caring, more sustainable world, writes Gilly Turney. But it is no longer out to shock; but taking a gentler, more mature approach. [Source: <http://www.italytravelandlife.com>] 2.1.1 Identify the stereotype in Image A, which the designers advocate against. (1) 2.1.2 Name and explain the symbolic language used to communicate the message of the campaign. (2) 2.1.3 Discuss the prominent use of the colour orange and how it strengthens the concept of de-othering. (2) IEB Copyright © 2019 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 4 of 32 2.2 Refer to IMAGE B on the Colour Addendum sheet and answer the questions that follow. 2.2.1 The Lean & Caviar advertising campaign makes use of a San-serif font. Discuss why the use of San-serif fonts are the most appropriate for advertisements. (2) 2.2.2 By identifying visual imagery in Image B, discuss if you believe the printed advertisement promotes or advocates against othering. (2) [9] IEB Copyright © 2019

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 5 of 32 QUESTION 3 VISUAL ANALYSIS Refer to IMAGE C on the Colour Addendum sheet and answer the questions that follow. Analyse the design, making sure you discuss the actual design and not the photograph per se. Refer to Image C and fill in the table that follows. 3.1 Identify and analyse THREE design principles that work with each of the given design elements. (You may only use a design principle once. You may not refer to any examples given in the question paper.) Design Elements: Identify and analyse THREE Design Principles. 3.1.1 Principle: Element: Line (1) Analysis: The zig-zag lines are densely combined in areas to create depth in the face. (1) IEB Copyright © 2019 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 6 of 32 Element: Colour 3.1.2 Principle: (1) The use of pink and Analysis: blue hues create different dimensions of the male face. (1) Element: Texture 3.1.3 Principle: The texture on the face (1) is created through Analysis: variations and layering of the line on the face. (1) IEB Copyright © 2019

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 7 of 32 3.2 Identify ONE Gestalt principle in Image C (Taking your pulse) and explain how it communicates the message of the advertisement. (2) [8] IEB Copyright © 2019 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 8 of 32 QUESTION 4 DESIGN IN A BUSINESS CONTEXT Refer to the extract and IMAGES D and E on the Colour Addendum sheet, to answer the questions that follow. 4.1 Explain why SPRING is a leader in a sustainable market with regards to de- othering. (2) 4.2 Define the term "entrepreneurship". (1) IEB Copyright © 2019

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 9 of 32 4.3 How does SPRING's brand philosophy promote entrepreneurship? (1) 4.4 Explain the concept of "extreme affordability". (1) IEB Copyright © 2019 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 10 of 32 4.5 SPRING promotes extreme affordability through projects such as EarthEnable in Image E. Why do you believe this project is an "ethical design" approach? Clarify the definition of "ethical design" in your answer. (1) 4.6 What is a "prosumer"? (1) 4.7 How does SPRING employ "corporate social responsibility" to promote de-othering? (1) [8] 30 marks IEB Copyright © 2019

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 11 of 32 SECTION B DESIGN IN CONTEXT – HISTORICAL QUESTION 5 Answer Question 5 in essay format. Three and a half pages is the suggested length of your essay, depending on your handwriting. Establish your viewpoint in the introduction and continue to address the question directly throughout your essay. Underline the names of designers and designs. SECTION B Question 5: Design in a Historical Context Logical flow of introduction, body, conclusion Structure Introduction/Conclusion Length (S) 2 0 1 0 1 Appropriate contextual relevance to the answer. 7 marks max:  Contextual characteristics of movement (3 marks max) Context  Thematic context related to the question (4 marks max) (C) Anti-Design / High-Tech / Memphis / Postmodernism / Deconstruction Movement (1) Movement (2) Movement (3) 7 Contextual 0 1 0 1 0 1 Thematic 2 3/max 2 3/max 2 3/max Names of Designers and Designs: Content/  3 marks max: Name of the designers (correctly spelt) Facts  6 marks max: 2 Names of works/designs (correctly spelt and (F) underlined) Movement (1) Movement (2) Movement (3) Designer 0 1 0 1 0 1 9 Designs 1 2 1 2 1 2 Detailed discussion of strategic works with regards to influences and characteristics applied to design examples  Specific visual literacy observations and application of characteristics of the movement / statement / context to designs Analysis  3 marks max per design: At least one work discussed in detail (A) per designer (2 designs per designer)  9 marks max Movement (1) Movement (2) Movement (3) 0 1 0 1 0 1 9 2 3 2 3 2 3 Relevant use and level of "design-speak" – superior terms Terminology underlined with bracketed definition (T) 1 2 3 3 TOTAL 30 IEB Copyright © 2019 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 12 of 32 Theme: Designs and people: Reflecting societal values STATEMENT As much as we may feel being "modernised" is the best option in this age of borderless hyper-connectivity, people often want to promote traditional and cultural markers to retain their unique identity. Discuss how designers working from 1970 onwards influenced social values to promote de-othering, while staying true to their traditions and cultural identity. In your essay discuss the work of at least THREE pertinent designers (from different movements) and TWO works by each of the chosen designers. IEB Copyright © 2019

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Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 17 of 32 SECTION C DESIGN IN CONTEXT – CONTEMPORARY Answer TWO questions from this section. Do not repeat the same information in different answers. Format all answers in paragraph format. Rubric applicable to Question 6.4, 7.4 and 8.4 Definition Local International Total N Name of designers – 1 1 2 F Titles and brief description of works – 1 1 2 Discussion of work / analysis of A – 4 design 1 2 1 2 R Definition / Relevant argument 1 4 max max QUESTION 6 DESIGN IN AN ENVIRONMENTAL CONTEXT 6.1 Explain how Porky Hefer's Tokara Nest illustrates "ecotarianism". Make clear the definition of "ecotarianism" in your answer. (2) IEB Copyright © 2019 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 18 of 32 6.2 How does "design for disassembly" promote D4S? In your answer, define "design for disassembly" and make reference to an appropriate designer and design that support your answer. (3) 6.3 Explain how the concept of "equitable access" is vitally important to a de-othered society. 6.3.1 Define "equitable access". (1) 6.3.2 Provide and discuss ONE appropriate designer and design to support your argument. (2) IEB Copyright © 2019

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 19 of 32 6.4 For too long, we have been at the bottom end of the food chain and many of us continue to live in survival mode. Discuss how designers employ "integrated design" to create an environment in which society can start enjoying and living in their environment instead of only trying to survive. 6.4.1 Name TWO designers (ONE local and ONE international) who employ "integrated design" to better the living environment for people. (2) 6.4.2 Name AND describe ONE design by each chosen designer to support your stance. (2) 6.4.3 Write a thematic analysis on ONE of your selected designs. Make clear which design you are analysing. (4) IEB Copyright © 2019 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 20 of 32 6.4.4 Briefly explain how EACH design (6.4.2) employs "integrated design" to create an environment in which society can start enjoying and living in their environment instead of only trying to survive. Clarify the definition of "integrated design" in your discussion. (4) [20] AND/OR IEB Copyright © 2019

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 21 of 32 QUESTION 7 DESIGN IN A SOCIAL CONTEXT 7.1 Explain how Jupiter Drawing Room's Children of Fire is "design activism". Clarify the definition of "design activism" in your answer. (2) 7.2 Explain why the concept of "co-design" is an important aspect of zeitgeist. In your answer make reference to an appropriate designer and design that support your argument. (3) IEB Copyright © 2019 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 22 of 32 7.3 Explain how the concept of "universal design" is vitally important to a de-othered society. 7.3.1 Define "universal design". (1) 7.3.2 Provide and discuss ONE appropriate designer and design to support your argument. (2) 7.4 When seen through the lens of technology, few resources are truly scarce; they're mainly inaccessible. Yet the threat of scarcity still dominates our worldview. Briefly explain how the concept of de-othering can be promoted through "inclusive design". Make clear the definition of "inclusive design" in your discussion. 7.4.1 Name TWO designers (ONE local and ONE international) who promote de- othering through "inclusive design". (2) IEB Copyright © 2019

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 23 of 32 7.4.2 Name AND describe ONE design by each chosen designer to support your stance. (2) 7.4.3 Write a thematic analysis on ONE of your selected designs. Make clear which design you are analysing. (4) IEB Copyright © 2019 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 24 of 32 7.4.4 Briefly explain how each design (7.4.2) strengthens the concept of de-othering through "inclusive design". Make clear the definition of "inclusive design" in your discussion. (4) [20] AND/OR IEB Copyright © 2019

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 25 of 32 QUESTION 8 DESIGN IN A CULTURAL CONTEXT 8.1 Explain how Iris van Herpen's Biopiracy embodies "consumption culture". Clarify the definition of "consumption culture" in your answer. (2) 8.2 Explain how "multiculturalism" can pay homage to various cultures. To support your answer clearly define "multiculturalism" AND make reference to an appropriate designer and design. (3) IEB Copyright © 2019 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 26 of 32 8.3 Explain how the concept of "indigenous knowledge" is vitally important to a de- othered society. 8.3.1 Define "indigenous knowledge". (1) 8.3.2 Provide and discuss ONE appropriate designer and design to support your argument. (2) 8.4 Superstition can be seen in certain African traditions and belief systems, but they are present in all human cultures. Their spread may even be linked to migration, colonialism and transference of customs between ethnic groups. Discuss how cultural heritage and traditions can be made more accessible and respected globally, by the new Afropolitan generations. 8.4.1 Name TWO designers (ONE local and ONE international) who makes cultural heritage and traditions more accessible and respected globally. (2) IEB Copyright © 2019

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 27 of 32 8.4.2 Name AND describe ONE design by each chosen designer to support your stance. (2) 8.4.3 Write a thematic analysis on ONE of your selected designs (make clear which design you are analysing). (4) IEB Copyright © 2019 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 28 of 32 8.4.4 Briefly explain how each design (8.4.2) promotes cultural heritage and traditions globally, through the new Afropolitan generations. Make clear the definition of "Afropolitan" in your discussion. (4) [20] 40 marks Total: 100 marks IEB Copyright © 2019

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 29 of 32 ADDITIONAL SPACE (ALL questions) REMEMBER TO CLEARLY INDICATE AT THE QUESTION THAT YOU USED THE ADDITIONAL SPACE TO ENSURE THAT ALL ANSWERS ARE MARKED. IEB Copyright © 2019 PLEASE TURN OVER

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Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: DESIGN: PAPER I Page 32 of 32 DATA CAPTURING Marker Moderator Checker Question 1 /5 /5 /5 Question 2 /9 /9 /9 Question 3 /8 /8 /8 Question 4 /8 /8 /8 TOTAL SECTION A (30) /30 /30 /30 SECTION A marker Initial Question 5 /30 /30 /30 TOTAL SECTION B (30) /30 /30 /30 SECTION B marker Initial Question 6 /20 /20 /20 Question 7 /20 /20 /20 Question 8 /20 /20 /20 TOTAL SECTION C (40) /40 /40 /40 SECTION C marker Initial TOTAL /100 /100 /100 IEB Copyright © 2019