Gr 11 Vis Arts ATP 2023 24

2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 11 2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 11 (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: Topic 1 & 2: Topic 1 & 2: 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 Practical Practical Practical Practical Topic 3: Theme 1 Practical Practical Practical Practical Practical Topic 3: Theme 2 Topic 3 Topic 3 Topic 3: Theme 1 Topic 3: Theme 1 Topic 3: Theme 1 Topic 3: Theme 1 Topic 3: Theme 2 Topic 3: Theme 2 Topic 3: Theme 2 CORE Introduction of topics Catch up – visual Theme 1: Overview of Theme 1: Overview of Theme 1: Overview of Theme 1: Overview Consolidation, Theme 2: Birth of Theme 2: Birth of Theme 2: Birth of Consolidation, reflection CONCEPTS, & baseline literacy the 19th century the 19th century the 19th century of the 19th century reflection and modernism – modernism modernism and intervention. SKILLS AND assessment neo-classicism – romanticism – romanticism – realism – Courbet or intervention impressionism impressionism – impressionism – VALUES David Delacroix Constable or Turner Daumier overview Manet, Monet or Neo-Impressionism Degas Recap Grade 10 how to analyse an artwork A minimum of FOUR specific artworks from at least two of the listed movements, style in this theme must be selected for an in- A minimum of FOUR specific artworks from at least two of the listed movements, styles in this theme depth study to illustrate the working of these artworks in the theme. Where possible, at least two Southern African examples must be selected for an in-depth study to illustrate the working of these artworks in the theme. Where should be linked. possible, at least two Southern African examples should be linked. TOPIC 3: Theory – note to teachers Theme 1. Overview of 19th century ● The first two weeks are set aside for visual literacy by applying art elements & principles, media, techniques, style, meaning, etc. to specific artworks. Theme 2. Birth of modernism ● It is recommended that teachers choose a minimum of 5 of the eight themes and 4 specific artworks per theme for in-depth study. Theme 3. Early 20th century ● For this teaching plan, certain themes and artists have been chosen, BUT teachers must feel free to make their own selection of themes. Theme 4. Architecture ● In this teaching plan under the various themes certain artists have been suggested, but teachers can make their own choices on the studied artists in Theme 5. Between the wars each theme. Theme 6. Survey of post-1945 ● Selection of themes should be based on the context of the school and should support themes studied in Grade 12 e.g. new media is important for Theme 7. New media contextual knowledge for theme 5 in Grade 12. Theme 8. The art world ● Whatever the theme chosen to be studied, teachers need to follow a similar week-by-week plan. Topic 1 & 2: Practical Task 1 – Topic 1 (conceptualising) and Task 6 , PAT retrospective exhibition Artwork 1 – Topic 2 (artwork) Teachers decide on theme in the specialised practical option and provide learners with a pacesetter and mini deadlines. Carefully consider an age-appropriate theme to allow for skills building e.g. drawing and specialised option technical skills, as well as the opportunity for self-expression and creativity. 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%). The pacesetter below must be followed: ● Ask ● Look ● Play ● Play ● Fuse ● Fuse Making Find the problem Acquire the Incubation Incubation Combine ideas Combine ideas ● When learners get stuck, advise that they go back to their sourcebook. Engage with the knowledge Experimentation of Experimentation of Start bouncing ideas Experiment further ● Learners must continue to work in their sourcebook to show their process, changing direction in their final, reflection, etc. theme, question of the Collect: Material that media and, or different media and, or different around, looking for with materials to ● An idea is only as good as its execution. Learners should have adequate technical skills. brief, theme is inspirational e.g. techniques (take techniques (take unexpected examine new photos, images, inspiration from the inspiration from the combinations. possibilities or ● Style: There are no specific prescriptions regarding the style of the work. It may be naturalistic, expressionistic, decorative, ● Learn collected poems, artists you have artists you have Connecting lots of extension of technique etc. exploitation of different styles should be encouraged. Gather related lyrics etc. researched) researched dots, eliminating some ● Choose ● Learners should be encouraged to be risk takers. They must not be afraid to take chances. They must embrace the chance information Make sketches and ● Think and adding others. to experiment and try new things. They should always strive to be creative and innovative. Brainstorm – mind Select the best idea small drawings with Generate ideas Successful creativity ● Personal: Encourage learners that the artwork should be an expression of their own experiences, ideas, feelings, etc. to maps, word games, Final composition annotations never comes from share with the viewer. Stereotypical works get average marks. personal reflections, Find subject matter drawing(s) only one idea, rather, ● Learners should work with their strengths – is it drawing or working with patterns or working with different materials? research on artists Draw and, or from a combination of that have inspired photograph subject ● They must enjoy what they are doing and create something with a visual interest and honesty. several you, etc. matter REQUISITE PRACTICAL: Developed technical skills in specialised options and ability to conceptualise ideas based on the practical theme, knowledge of materials and techniques, self-expression and content. These must be specifically addressed in the Grade 11 practical tasks e.g. concept PRE- development, creativity, etc. KNOWLEDGE THEORY: Visual analysis skills – art elements and principles, subject matter, techniques and styles and the ability to apply to artworks, knowledge of Grade 10 content Teachers will identify the ‘gaps’ resulting from the loss of content time in Grade 10 and fill in the loss content as it occurs in the study of the Grade 11 studied themes. RESOURCES PRACTICAL: According to specialisation option(s), e.g., art materials and equipment e.g., printing press, pottery oven, dark room, etc., sourcebook, art books and magazines, YouTube videos, any inspirational material TO ENHANCE LEARNING THEORY: PowerPoints, YouTube videos, social media, trips to art galleries and museums Downloaded from hlayiso.com 1

2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 11 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 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 of 50 marks Task 2: Conceptualising, 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 ASSESSMENT) ● Visual literacy questions writing. It should reflect their individuality and creativity as a Visual Arts 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 11 2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 11 (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: Topic 1 & 2: Topic 1 & 2: Topic 1 & 2: Practical Topic 1 & 2: Topic 1 & 2: Topic 1 & 2: Practical Topic 1 & 2: Topic 1 & 2: Topic 1 & 2: Topic 1 & 2: Practical Practical Practical Practical Topic 3: Theme 2 Practical Practical Topic 3: Theme 3 Practical Practical Practical Topic 3: Theme 3 Topic 3: Theme 2 Topic 3: Theme 2 Topic 3: Theme 2 Topic 3: Theme 3 Topic 3: Theme 3 Topic 3: Theme 3 Topic 3: Theme 3 Topic 3: Theme 3 CORE Theme 2: Birth of Theme 2: Birth of Theme 2: Birth of Consolidation, Theme 3: Early 20th Theme 3: Early 20th Theme 3: Early 20th Theme 3: Early Theme 3: Early Theme 3: Early 20th Consolidation, CONCEPTS, Modernism Modernism Modernism reflection and Century (Theme 3), Century (Theme 3): Century (Theme 3): 20th Century 20th Century Century (Theme 3): Reflection and intervention SKILLS AND Post-Impressionism – Post-Impressionism – Post-Impressionism – intervention Fauvism Die Brücke Der Blaue Reiter (Theme 3): (Theme 3): Cubism Futurism VALUES Cezanne Van Gogh Gauguin Cubism See Theme 1 and 2 in term 1 A minimum of FOUR specific artworks, architecture from at least two of the listed movements, styles in this theme must be selected for an in-depth study to illustrate the working of these artworks in the theme. Where possible, at least two Southern African examples should be linked. Topic 1 & 2: Practical Task 1 – Topic 1 (conceptualising) and Task 6, PAT retrospective exhibition Artwork 2 – Topic 2 (artwork) Teacher decides on theme in the specialised practical option and provide learners with a pacesetter and mini deadlines. Carefully consider an age-appropriate theme to allow for skills building e.g. drawing and specialised option technical skills, as well as the opportunity for self-expression and creativity. 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%). The pacesetter below must be followed: ● Ask ● Look ● Play ● Play ● Fuse ● Fuse Making Find the problem Acquire the Incubation Incubation Combine ideas Combine ideas ● When learners get stuck, advise that they go back to their sourcebook. Engage with the knowledge Experimentation of Experimentation of Start bouncing ideas Experiment further ● Learners must continue to work in their sourcebook to show their process, changing direction in their final, reflection, etc. theme, question of Collect: Material that media and, or media and, or around, looking for with materials to ● An idea is only as good as its execution. Learners should have adequate technical skills. the brief, theme inspires you e.g. different techniques different techniques unexpected examine new photos, images, (take inspiration from (take inspiration from combinations. possibilities or ● Style: There are no specific prescriptions regarding the style of the work. It may be naturalistic, expressionistic, decorative, ● LEARN collected poems, the artists you have the artists you have Connecting lots of extension of etc. Gather related lyrics etc. researched researched dots, eliminating technique ● Learners should be encouraged to be risk takers. They must not be afraid to take chances. They must embrace the chance to information. Make sketches and ● Think some and adding ● Choose experiment and try new things. They should always strive to be creative and innovative. Brainstorm – mind small drawings with Generate ideas others. Successful Select the best idea ● Personal: Encourage learners that the artwork should be an expression of their own experiences, ideas, feelings, etc. to share maps, word games, annotations creativity never with the viewer. Stereotypical works get average marks. personal reflections, Find subject matter Final composition comes from only one ● Learners should work with their strengths – is it drawing or working with patterns or working with different materials? research on artists Draw and, or drawing(s) idea, rather, from a that have inspired photograph subject ● They must enjoy what they are doing and create something with a visual interest combination of you, etc. matter several REQUISITE Practical: Developed technical skills in specialised options and ability to conceptualise ideas based on the practical theme, knowledge of materials and techniques, self-expression and content. These must be specifically addressed in the Grade 11 practical tasks e.g. concept PRE- development, creativity, etc. KNOWLEDGE Theory: Visual analysis skills – art elements and principles, subject matter, techniques and styles and the ability to apply to artworks, knowledge of Term 1 content Teachers will identify the ‘gaps’ resulting from the loss of content time in Grade 10 and fill in the loss content as it occurs in the study of the Grade 11 studied themes. RESOURCES Practical: According to specialisation option(s), e.g. art materials and equipment e.g. printing press, pottery oven, dark room, etc., sourcebook, art books and magazines, YouTube videos, any inspirational material TO ENHANCE Theory: PowerPoints, YouTube videos, social media, trips to art galleries and museums LEARNING INFORMAL Informal assessment is of utmost importance 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 ASSESSMENT feedback and feed forward especially of practical work. 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 and essay writing completed during the lesson, open-book tests, homework exercises, etc. Informal assessment activities must develop creativity, critical thinking and innovation. SBA Task 3: 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. It ASSESSMENT) ● Visual literacy questions 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 3

2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 11 2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 11 (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: Practical Topic 1 & 2: Practical Topic 1 & 2: Practical Topic 1 & 2: Practical Topic 1 & 2: Practical Practical Practical Practical Practical Practical Topic 3: Theme 6 Topic 3: Theme 6 Topic 3: Theme 6 Topic 3: Theme 6 Practical Topic 3: Theme 5 Topic 3: Theme 5 Topic 3: Theme 5 Topic 3: Theme 5 Topic 3: Theme 6 Topic 3: Theme 6 CORE Theme 5: Between Theme 5: Between Theme 5: Between Consolidation, Theme 6: A survey of Theme 6: A survey of Theme 6: A survey of Theme 6: A survey of Theme 6: A survey of Consolidation, Consolidation, CONCEPTS, the wars the wars the wars reflection and post-1945 (Theme 6): post-1945 (Theme 6): post-1945 (Theme 6): post-1945 (Theme 6): post-1945 (Theme 6): reflection and reflection and SKILLS AND Dada - Duchamp Surrealism – Miro Frida Kahlo intervention Abstract Pop Art Superrealism Op Art & Minimalism Neo-Expressionism intervention intervention VALUES and, or Dali Expressionism Topic 1 & 2: Practical Task 6 – learners have completed the two artworks during terms 1 & 2. This term they should use 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 an exhibition environment. To express creativity and self-expression, learners can do more works relating to two themes they have investigated. Task 7 – End of year exam – Paper 2 Topic 1 Conceptualisation Teacher sets the brief on an advanced stage similar to a Grade 12 brief. Introduce a practical theme that encourages pupils to experiment with materials widely, gaining confidence with a variety of materials. 50 marks Consolidation of PAT Retrospective ● Ask ● Look ● Play ● Play ● Think ● Fuse ● Fuse ● Choose Consolidation, exhibition Find the problem Acquire the Incubation Incubation Generate ideas Combine ideas Combine ideas Select the best idea reflection and ● Re-visit artworks to improve and finalise Engage with the knowledge Experimentation of Experimentation of Find subject matter Start bouncing ideas Successful creativity Final composition intervention artworks theme, question of Collect: Material that media and, or media and, or Draw and, or around, looking for never comes from only drawing(s) ● Plan the retrospective exhibition the brief, theme inspires you e.g. different techniques different techniques photographs unexpected one idea, rather, from a ● Learn photos, images, (take inspiration from (take inspiration from combinations. combination of several. Gather related collected poems, the artists you have the artists you have Connecting lots of dots, Experiment further information lyrics etc. researched researched eliminating some and with materials to Make sketches and subject matter adding others examine new Brainstorm – mind small drawings with possibilities or maps, word games, annotations extension of technique personal reflections, research on artists that have inspired you, etc. REQUISITE Practical: Developed technical skills in specialised options and ability to conceptualise ideas based on the practical theme, knowledge of materials and techniques, self-expression and content. These must be specifically addressed in the Grade 11 Practical Tasks e.g. concept PRE- development, creativity, etc. KNOWLEDGE Theory: Visual analysis skills – art elements and principles, subject matter, techniques and styles and the ability to apply to artworks, knowledge of Term 1 and 2 content Teachers will identify the ‘gaps’ resulting from the loss of content time in Grade 10 and fill in the loss content as it occurs in the study of the Grade 11 studied themes. RESOURCES Practical: According to specialisation option, e.g. art materials and equipment e.g., printing press, pottery oven, dark room, etc., sourcebook, 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. 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 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 4

2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 11 2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 11 (TERM 4) TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEKS 6-10 CAPS TOPIC Topic 1 & 2: Topic 1 & 2: Topic 1 & 2: Topic 1 & 2: Topic 1 & 2: Task 6: PAT (Retrospective exhibition) – 100 marks (weighting 30%) Practical Practical Practical Practical Practical • Grade 11: The artworks (Topic 2) from the two practical tasks are compulsory. Topic 3 Topic 3 Topic 3 Topic 3 Topic 3 • 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 an CORE Revision on studied Revision on studied Consolidation: Visual Consolidation: Visual Revision and exhibition environment. Therefore, learners may exhibit more works that provide evidence of this process e.g. work done on their own. CONCEPTS, themes themes literacy analysis with focus preparation: • The sourcebook(s), although already assessed, must be displayed. SKILLS AND on styles Practice • The retrospective exhibition need not be a physical exhibition, but can take the form of a catalogue, PowerPoint presentation, online portfolio, etc. VALUES questions from Task 7: Paper 2 Practical examination – 100 marks (weighting 15%) past papers Topic 1: Completed in third term REQUISITE By this stage of the year, pupils have been exposed to different art movements up to contemporary art. The study of the Topic 2: Learners will create the artwork based on the conceptualisation done in Term 3 (sourcebook) PRE- different movements should sensitise pupils to the stylistic characteristics of each movement and how they relate to the Completed during contact time (Maximum 24 hours) KNOWLEDGE context in which they are produced. Formal analysis and characteristics of the styles are critical in the revision process. Task 7: Paper 1 Written examination – 100 marks (weighting 15%) Paper 2: Topic 1 – Conceptualisation (sourcebook) 5 questions – one question on each of the five studied themes RESOURCES PRACTICAL: According to specialisation option, e.g., art materials and equipment e.g., printing press, pottery oven, dark Each question on a theme: (OTHER THAN room, etc., sourcebook, art books and magazines, YouTube clips, any inspirational material • Must follow the prescribed cognitive distribution: Lower order = 30%, Middle order = 40, Higher order = 30% TEXTBOOK) TO THEORY: PowerPoints, art videos, trips to art galleries and museums ENHANCE • Must include ‘unseen’ visual examples for visual analysis and studied content LEARNING • It is important to follow the format of the Grade 12 NCS paper Time: 2½ hours INFORMAL Informal assessment is crucial in Visual Arts. Teachers need to facilitate and demonstrate the creative process from ASSESSMENT conceptualising to the final artwork. It should occur on a daily basis and be a substantive conversation between the Theme 1: Overview of 19th century teacher and learner to facilitate feedback and feed forward especially of practical work. Informal assessment is the daily Theme 2: Birth of modernism monitoring of learners’ progress and can be done through conversation, critique sessions, skill development activities, Theme 3: Early 20th century questions and answers, short written activities completed during the lesson, open-book tests, homework exercises, etc. Theme 4: Architecture Informal assessment activities must develop creativity, critical thinking and innovation. Theme 5: Between the wars SBA Task 1 (50 marks) + Task 2 (100 marks) + Task 3 (50 marks) + Task 4 (100 marks) + Task 5 (50 marks) = 350 Theme 6: Survey of post-1945 (FORMAL converted to 100 marks Theme 7: New media ASSESSMENT) Theme 8: The art world Downloaded from hlayiso.com 5