Gr 10 Vis Arts ATP 2023 24

2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 10 -2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 10 (TERM 1) TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 Inland Cluster (IC): Free State, Gauteng, Limpopo, Mpumalanga and North-West Provinces Coastal Cluster (CC): Eastern Cape, KwaZulu-Natal, Northern Cape and Western Cape Provinces CAPS TOPIC Topic 1 & 2: Practical Topic 1 & 2: Practical Topic 1 & 2: Practical Topic 1 & 2: Topic 1 & 2: Practical Topic 1 & 2: Topic 1 & 2: Topic 1 & 2: Topic 1 & 2: Topic 1 & 2: Topic 1 & 2: Practical Topic 3: Theme 1 Topic 3: Theme 1 Topic 3: Theme 1 Practical Topic 3: Theme 1 Practical Practical Practical Practical Practical Topic 3: Theme 1 Topic 3: Theme 1 Topic 3: Theme 1 Topic 3: Theme 1 Topic 3: Theme 1 Topic 3: Theme 1 Topic 3: Theme 1 CORE Introduction to the THEME 1: Visual THEME 1: Visual THEME 1: Visual THEME 1: Visual THEME 1: Visual THEME 1: Visual THEME 1: Visual THEME 1: Visual THEME 1: Visual Consolidation, CONCEPTS, different topics in Visual analysis and analysis and analysis and analysis and analysis and analysis and analysis and analysis and analysis and reflection and SKILLS AND Arts interpretation – art interpretation – art interpretation – interpretation - media & interpretation – interpretation – visual interpretation - visual interpretation – visual interpretation – visual intervention VALUES elements and elements and different art techniques subject matter, analysis of specific analysis of specific analysis of specific analysis of specific principles principles disciplines themes, style examples examples e.g. Goya, examples examples 3rd of May, 1808 Topic 3: Theory – Note to teachers THEORY Theme 1 is compulsory and teachers can choose a minimum of 4 of the rest of the themes and at least four specific artworks/buildings from each theme. Theme 1: Visual analysis and interpretation (compulsory) ● For this teaching plan, certain artists have been chosen, BUT teachers must feel free to make their own selection of themes and artists. Theme 2: African art ● Selection of themes should be based on the context of the school. Theme 3: Non-western cultures from across the globe ● Whatever the theme chosen to be studied, teachers need to follow a similar week-by-week plan. Theme 4: Ancient civilisations ● Teachers should choose with the view of themes they will cover in Grade 11 and Grade 12 e.g. focusing on the portrayal of the figure. Theme 5: Classical world ● The emphasis should be on visual analysis of the examples studied to understand the historical content, style. Focus should be on elements and principles, media, style and meaning, message in Theme 6: Middle Ages and/or Islamic art context. Theme 7: Renaissance Theme 8: Baroque and Rococo Topic 1 & 2: Practical Task 1 – Topic 1 (conceptualising) and Task 6, PAT artwork 1 – Topic 2 (artwork) Recommendation is that focus be on drawing skills (different media, techniques and approaches) in the sourcebook experimentation, exploration, and investigation should be key for learners to master basic drawing skills. Teachers should guide the practical by mini deadlines. The result should be a number of drawings that could follow a theme, e.g. insects. A culmination of these activities should inform the final drawing (Artwork 1) allowing for creativity and a personal response. Conceptualisation should be a process started in Term 2. The artwork will be assessed (100 marks) but will not be a part of the term mark. It will be part of the continuous assessment of Task 6: PAT (25%). Suggested plan for drawing according to your chosen theme: Refer to the textbook for examples of techniques, or experiment and motivate play and exploration Line Form, shape, tonal Form, shape, tonal Texture Colour Colour Colour Making: Consolidation, e.g. blind contour value value e.g. mark making e.g. different e.g. different Wet media and ● Culmination of these activities by creating a final mixed media reflection and drawings e.g. geometric and e.g. hatching, stippling, e.g. charcoal techniques – techniques techniques e.g. artwork based on the theme given intervention e.g. pen organic shape gradient layering, scumbling e.g. colour pencils washes, ink, coffee, e.g. pencil e.g. pen, pencil e.g. oil or dry tea pastels REQUISITE Drawing aptitude, love to be creative and work with hands, basic knowledge of art elements PRE- KNOWLEDGE RESOURCES Practical: Learners must have a sourcebook for Topic 1 (it can be self-made). Drawing materials, art books and magazines, YouTube clips, any inspirational material TO ENHANCE Theory: PowerPoints, art videos, trips to art galleries and museums LEARNING INFORMAL Informal assessment is crucial in Visual Arts. Teachers need to facilitate and demonstrate the creative process from conceptualising to the final artwork. It should occur on a daily basis and be a substantive conversation between the teacher and learner to facilitate feedback and feed ASSESSMENT forward, especially of practical work. Learners must be guided towards helpful artwork examples, shown possible solutions and have promise or potential in the work recognised. Informal assessment is the daily monitoring of learners’ progress and can be done through conversation, critique sessions, skill development activities, questions and answers, short written activities completed during the lesson, open-book tests, homework exercises, etc. Informal assessment activities must develop creativity, critical thinking and innovation. SBA Task 1: Theory, test (Topic 3) – minimum 50 marks the test should cover theme 1 and must include: Task 2: Conceptualising, sourcebook (Topic 1) – 100 marks (FORMAL ● Visual literacy questions Explicit teaching of drawing skills to equip pupils to engage in the demands of drawing in later years ASSESSMENT) ● The test must cater for a range of cognitive levels and must include paragraph-type responses Time: 1 hour Downloaded from hlayiso.com 1

2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 10 2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 10 (TERM 2) TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 CAPS TOPIC Topic 1 & 2: Practical Topic 1 & 2: Topic 1 & 2: Practical Topic 1 & 2: Topic 1 & 2: Practical Topic 1 & 2: Topic 1 & 2: Practical Topic 1 & 2: Practical Topic 1 & 2: Topic 1 & 2: Topic 1 & 2: Practical Topic 3: Theme 2 Practical Topic 3: Theme 2 Practical Topic 3: Theme 2 Practical Topic 3: Theme 5 Topic 3: Theme 5 Practical Practical Topic 3: Theme 2 Topic 3: Theme 2 Topic 3: Theme 5 Topic 3: Theme 5 Topic 3: Theme 5 CORE Theme 2: African Art – Theme 2: African Art Theme 2: African Art – Theme 2: African art – Theme 2: African art – Theme 5: Classical Theme 5: Classical Theme 5: Classical Theme 5: Classical Theme 5: Classical Consolidation, CONCEPTS, pre-historic Art – SA rock Art African tribal art Lydenburg heads, African crafts world - world – Archaic world – Classical world – world – Ancient reflection and SKILLS AND Mapungubwe Geometric Greece Greece Greece Hellenistic Greece Rome intervention VALUES A minimum of FOUR specific artworks from this theme must be selected in an in-depth study to illustrate the working of these A minimum of FOUR specific artworks from this theme must be selected in an in-depth study to illustrate the working of artworks in the respective societies. these artworks in the respective societies. Topic 1 & 2: Practical Task 4 – Topic 1 (conceptualising) and Task 6, PAT artwork 2 – Topic 2 (artwork) A specialised practical option can now be introduced e.g. painting, sculpture, printmaking, photography, etc. or expose learners to more options for an informed specialisation later on. Teacher decides on manageable theme and breaks down the sourcebook activities for the conceptual development of imagery that relates to personalised ideas and visual imagery, focusing on experimentation, exploration and investigation of media. It is important to provide learners with mini-deadlines and give clear instructions on minimum requirements. The artwork will be assessed (100 marks) but will not be a part of the term mark. It will be part of the continuous assessment of Task 6: PAT (25%). REQUISITE Practical: Basic drawing skills developed in term 1 PRE- Theory: Visual analysis skills – art elements and principles, subject matter, techniques and styles and the ability to apply to artworks in the studied themes KNOWLEDGE RESOURCES Practical: Learners must have a sourcebook for Topic 1 (it can be self-made). Drawing materials, art books and magazines, YouTube clips, any inspirational material TO ENHANCE Theory: PowerPoints, art videos, trips to art galleries and museums LEARNING INFORMAL Informal assessment is crucial in Visual Arts. Teachers need to facilitate and demonstrate the creative process from conceptualising to the final artwork. It should occur on a frequent basis and be a substantive conversation between the teacher and every learner to facilitate feedback ASSESSMENT and feed forward. Necessary interventions should occur timeously. It is critical that pupils are supported this term as they start to engage with methodology for source work, learning necessary research skills and personalising ideas. Informal assessment is the frequent monitoring of learners’ progress and can be done through conversation, critique sessions, skill development activities, questions and answers, short written activities completed during the lesson, open-book tests, homework exercises, etc. Informal assessment activities must develop creativity, critical thinking and innovation. SBA Task 3: Theory, Mid-year examination (Topic 3) – minimum of 50 marks Task 4: Conceptualisation, sourcebook (Topic 1) – 100 marks (FORMAL The test must include: Learners should visually tell the 'story' of how their artwork was conceived, developed and produced through drawing, experimentation and writing. ASSESSMENT) ● Visual literacy questions It should reflect their individuality and creativity as a visual art learner. ● Specific artworks studied The test must cater for a range of cognitive levels and must include paragraph-type responses. Time: 1 hour Downloaded from hlayiso.com 2

2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 10 2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 10 (TERM 3) TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 CAPS TOPIC Topic 1 & 2: Topic 1 & 2: Topic 1 & 2: Topic 1 & 2: Topic 1 & 2: Topic 1 & 2: Topic 1 & 2: Topic 1 & 2: Topic 1 & 2: Topic 1 & 2: Practical Topic 1 & 2: Practical Practical Practical Practical Practical Practical Practical Practical Practical Practical Topic 3: Theme 5 Topic 3: Theme 7 Topic 3: Theme 7 Topic 3: Theme 7 Topic 3: Theme 7 Topic 3: Theme 7 Topic 3: Theme 7 Topic 3: Theme 8 Topic 3: Theme 8 Topic 3: Theme 8 CORE Theme 7: Theme 7: Theme 7: Theme 7: Theme 7: Northern Theme 8: Baroque Theme 8: Baroque in Theme 8: Baroque Theme 8: Baroque Theme 8: Baroque and Consolidation, CONCEPTS, Renaissance Renaissance Renaissance Renaissance, European and Rococo Flanders and Holland Dutch and Spanish and Rococo Rococo reflection and SKILLS AND Introduction Early Renaissance High Renaissance Mannerism Renaissance Baroque in Italy Baroque An understanding and Example of Rococo intervention VALUES Proto-Renaissance overview of Rococo European A minimum of FOUR specific artworks from this theme must be selected in an in-depth study to illustrate the working of these A minimum of FOUR specific artworks from this theme must be selected in an in-depth study to illustrate the working of artworks in the respective societies these artworks in the respective societies Topic 1 & 2: Practical Task 6: PAT retrospective exhibition – Learners have completed the two artworks during terms 1 & 2. This term they could use the opportunity to further develop and extend/re-visit their practical work into a cohesive and holistic body of work that is seen in the context of an exhibition environment. To express creativity and self-expression, learners may do more works relating to two themes they have investigated e.g. another drawing. Task 7: End of year exam – Paper 2, Conceptualisation (Topic 1) 50 marks Teachers provide grade appropriate brief, theme. Teacher facilitates a breakdown of sourcebook activities for the conceptual development of imagery that relates to personalised ideas and visual imagery focusing on experimentation, exploration and investigation of media. It is important to provide learners with mini-deadlines and give clear instructions on minimum requirements. Ask Learn Look Look Play Play Think Fuse Fuse Choose Consolidation, reflection Find the problem Gather related Acquire the Acquire the Incubation Incubation Generate ideas Combine ideas Successful creativity Select the best idea and intervention Engage with the information knowledge knowledge Experimentation of Experimentation of Find subject matter Start bouncing ideas never comes from Final composition theme, question of the Brainstorm – mind Collect: Material that Make sketches and media and, or media and, or Draw and, or around, looking for only one idea, rather, drawing(s) brief, theme maps, word games, is inspirational e.g. small drawings with different techniques different techniques photograph subject unexpected from a combination of personal reflections, photos, images, annotations (take inspiration from (take inspiration from matter combinations several research on artists collected poems, lyrics the artists you have the artists you have Connecting lots of Experiment further that have inspired etc. researched) researched) dots, eliminating with materials to you, etc. some and adding examine new others possibilities or extension of technique REQUISITE Practical: Improved technical skills in specialised options and ability to start conceptualising ideas based on the practical theme, knowledge of materials and techniques, self-expression and content PRE- Theory: Visual analysis skills – art elements and principles, subject matter, techniques and styles and the ability to apply to artworks, knowledge of studied themes in Term 2 KNOWLEDGE RESOURCES Practical: According to specialisation option(s) and available art materials and resources. Learners must have a sourcebook for Topic 1 e.g. can be self-made. Art books and magazines, YouTube clips, any inspirational material TO ENHANCE Theory: PowerPoints, YouTube videos, trips to art galleries and museums, virtual galleries, etc. LEARNING INFORMAL Informal assessment is crucial in Visual Arts. Teachers need to facilitate and demonstrate the creative process from conceptualising to the final artwork. It should occur on a frequent basis and be a substantive conversation between the teacher and every learner to facilitate feedback ASSESSMENT and feed forward. Necessary interventions should occur timeously. It is critical that pupils are supported this term as they start to engage with methodology for source work, learning necessary research skills and personalise ideas. Informal assessment is the frequent monitoring of learners’ progress and can be done through conversation, critique sessions, skill development activities, questions and answers, short written activities completed during the lesson, open-book tests, homework exercises, etc. Informal assessment activities must develop creativity, critical thinking and innovation. SBA Task 5: Theory, Test (Topic 3) – minimum of 50 marks (FORMAL The test must include: ASSESSMENT) ● Visual literacy questions ● Specific artworks studied The test must cater for a range of cognitive levels and must include paragraph-type responses. Time: 1 hour Downloaded from hlayiso.com 3

2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 10 2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 10 (TERM 4) TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6-10 CAPS TOPIC Topic 3 Topic 3 Topic 3 Topic 3 Topic 3 Task 6: PAT (retrospective exhibition) – 100 marks (weighting 30%) CORE Revision and preparation Revision and Revision and Revision and Revision and • Grade 10: The artworks (Topic 2) from the two practical tasks are compulsory. CONCEPTS, for Paper 1 preparation for Paper preparation for Paper preparation for preparation for • Learners have the opportunity to further develop and extend their practical work into a cohesive and holistic body of work that is seen in the context of SKILLS AND 1 1 Paper 1 Paper 1 an exhibition environment. Therefore, learners may exhibit more works that provide evidence of this process e.g. work done on their own. VALUES • The sourcebook(s), although already assessed, must be displayed. REQUISITE Content knowledge from Term 1, 2 and 3 • The retrospective exhibition need not be a physical exhibition, but can take the form of a catalogue, PowerPoint presentation, online portfolio, etc. PRE- Formal analysis skills and characteristics of the styles are critical in the revision process. Task 7: Paper 2 Practical examination - 100 marks (weighting 15%) KNOWLEDGE Paper 1: Topic 1 sourcebook – conceptualisation Topic 1: Completed in third term Topic 2: Learners will create the artwork based on the conceptualisation done in Term 3 (sourcebook). RESOURCES PRACTICAL: Art materials needed to complete the Paper 2 (final artwork) Recommended that the artwork is completed during contact time during the first 4 -5 weeks of term (Minimum 12 hours and maximum 24 hours). TO ENHANCE THEORY: PowerPoints, YouTube videos, trips to art galleries and museums, virtual galleries, etc. LEARNING Task 7: Paper 1 Written examination - 100 marks (weighting 15%) Cognitive levels: Lower order = 30%, Middle order = 40, Higher order = 30% INFORMAL Informal assessment is crucial in Visual Arts. Teachers need to facilitate and demonstrate the creative process from 5 Questions – Theme 1 is compulsory and one question on each of the other four studied themes. ASSESSMENT conceptualising to the final artwork. It should occur on a frequent basis and be a substantive conversation between the teacher and every learner to facilitate feedback and feed forward. Necessary interventions should occur timeously. It is critical It is important to follow the format of the Grade 12 NCS paper and Visual Literacy questions of ‘unseen’ images MUST be included in each question. that pupils are supported this term as they start to engage with methodology for source work, learning necessary research Time: 2 hours skills and personalise ideas. Informal assessment is the frequent monitoring of learners’ progress and can be done through Theme 1: Visual analysis and interpretation (compulsory) conversation, critique sessions, skill development activities, questions and answers, short written activities completed during Theme 2: African art the lesson, open-book tests, homework exercises, etc. Informal assessment activities must develop creativity, critical thinking Theme 3: Non-western cultures from across the globe and innovation. Theme 4: Ancient civilisations SBA Task 1 (50 marks) + Task 2 (100 marks) + Task 3 (50 marks) + Task 4 (100 marks) + Task 5 (50 marks) = 350 converted to Theme 5: Classical world (FORMAL 100 marks Theme 6: Middle Ages and, or Islamic art ASSESSMENT) Theme 7: Renaissance Theme 8: Baroque and Rococo Downloaded from hlayiso.com 4