Gr 12 Vis Arts ATP 2023-24.pdf

2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 12 2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 12 (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: 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: Topic 1 & 2: Practical Topic 3: Theme 1 Practical Practical Practical Practical Practical Topic 3: Theme 2 Topic 3: Theme 2 Topic 3: Theme 2 Practical Topic 3: Theme 2 Topic 3: Theme 1 Topic 3: Theme 1 Topic 3: Theme 1 Topic 3: Theme 1 Topic 3: Theme 2 Topic 3: Theme 2 CORE Catch up – visual literacy Theme 1: The voice Theme 1: The voice Theme 1: The voice Theme 1: The voice Consolidation of Theme 2: SA Artists Theme 2: SA Artists Theme 2: SA Artists Theme 2: SA Artists Consolidation of CONCEPTS, of emerging artists – of emerging artists – of emerging artists – of emerging artists – Theme 1 influenced by African influenced by African influenced by African influenced by African Theme 2 SKILLS AND introduction of theme overview of theme e.g. Gerard Sekoto e.g. George Pemba and, or indigenous art and, or indigenous art and, or indigenous art and, or indigenous art VALUES forms – introduction of forms – overview of forms – e.g. Irma Stern forms – e.g. Walter theme theme Battiss Topic 3: Theory – note to teachers Theme 1: The Voice of emerging artists ● For this teaching plan, certain themes and artists have been chosen, BUT teachers must feel free to make their own selection of themes. Theme 2: SA Artists influenced by African and, or Indigenous art forms ● 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 each theme as long as they are in the textbook Theme 3: Socio-political art and, or published. Theme 4: Art, craft & spiritual works mainly from rural SA ● Select a minimum of two artists, architects and two specific artworks, buildings from each artist, architect for an in-depth study to illustrate the working of these artworks in the respective societies and Theme 5: Multi- & new media relating to the theme. Theme 6: Post-1994 democratic identity in SA ● Selection of themes should be based on the context of the school e.g. Theme 5 with multi- & new media consists of more conceptual works. Theme 7: Gender issues ● Whatever the theme chosen to be studied, teachers need to follow a similar week-by-week plan. Theme 8: SA architecture Topic 1 & 2: Practical Task 2 – Topic 1 (conceptualising) and Task 5, PAT Phase 1– Topic 2 (artwork) Teacher decides on the theme in the specialised practical option and provide learners with a pacesetter and mini deadlines for sourcebook and artwork. Guidelines: ● Teacher must set own brief considering the context of the school. ● The brief must allow creativity and diverse responses, and not a set and predictable outcome. 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 5: PAT (25%) Teachers MUST study the 2023 Visual Arts PAT document for guidelines in managing the practical process and see that learners have access to the learner guidelines in the document that provide information on the conceptualising process in the sourcebook. Teachers may use the exemplar practical task in the document for one of their practical tasks. ● 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 your sourcebook. Engage with the theme, 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 your final, reflection, etc. question of the brief, Collect: material 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. theme that inspire you different techniques different techniques unexpected examine new e.g. photos, (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 images, collected the artists you have the artists you have Connecting lots of extension of etc. Gather related information. poems, lyrics etc. researched researched dots, eliminating technique ● Learners should be encouraged to be a risk taker. They must not be afraid to take chances. They should embrace the chance Brainstorm – mind maps, to experiment and try new things. Always strive to be creative and innovative. Make sketches ● Think some and adding ● Choose word games, personal and small Generate ideas others. Successful Select the best idea ● Personal: Encourage learners that the artwork be an expression of their own experiences, ideas, feelings, etc. to share with reflections, research on drawings with creativity never the viewer. Stereotypical works get average marks. artists that have inspired Find subject matter Final composition annotations comes from only one ● Learners should work with their strengths – is it drawing or working with patterns or working with different materials. you, etc. Draw and, or drawing(s) idea, rather, from a photograph subject ● They must enjoy what they are doing and create something with a visual interest and honesty. combination of matter several REQUISITE Practical: Advantaged technical skills in specialised option and ability to conceptualise 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 Grades 10 and 11 content e.g. African Art, German Expressionism, Surrealism, etc. to apply to South African Art KNOWLEDGE Teachers will identify the ‘gaps’ resulting from the loss of content time in Grade 11. Practical: These must be specifically addressed in the Grade 12 Practical Tasks e.g. concept development, skill buildings, creativity, etc. Theory: Fill in the loss content as it occurs in the study of the Grade 12 studied themes. These will be mainly addressed in overviews of the themes and influences on artists studied in Grade 12. Ensure that learners understand style – Naturalism, Expressionism, Abstract, Surrealism etc. 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 Downloaded from hlayiso.com 1

2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 12 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. 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: 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 ASSESSMENT) ● Visual literacy questions writing. 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 12 2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 12 (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: Topic 1 & 2: Topic 1 & 2: Topic 1 & 2: Topic 1 & 2: Practical Topic 1 & 2: Topic 1 & 2: Practical Topic 1 & 2: Practical Topic 1 & 2: Practical Topic 3: Theme 3 Practical Practical Practical Practical Practical Topic 3: Theme 4 Practical Topic 3: Theme 4 Topic 3: Theme 4 Topic 3: Theme 3 Topic 3: Theme 3 Topic 3: Theme 3 Topic 3: Theme 3 Topic 3: Theme 4 Topic 3: Theme 4 CORE Theme 3: Socio- Theme 3: Socio- Theme 3: Socio- Theme 3: Socio- Consolidation, Theme 4: Art, craft & Theme 4: Art, craft & Theme 4: Art, craft & Theme 4: Art, craft & Consolidation, Consolidation, CONCEPTS, Political Art – Political Art – Political Art – e.g. Political Art – e.g. reflection, and spiritual works mainly spiritual works mainly spiritual works mainly spiritual works mainly reflection and reflection and SKILLS AND Introduction of theme & overview of Jane Alexander Manfred Zylla intervention from rural SA – from rural SA – from rural SA – e.g. from rural SA – e.g. intervention intervention VALUES historical background Resistance Art introduction of theme overview of theme e.g. Jackson Hlungwani John Muafangejo ceramics, printing, etc. Topic 1 & 2: Practical Task 2 – Topic 1 (conceptualising) and Task 5, PAT Phase 1 – Topic 2 (artwork) Teacher decides on the theme in the specialised practical option and provide learners with a pacesetter and mini deadlines for sourcebook and artwork. Guidelines: ● Teacher must set own brief considering the context of the school. ● The brief must allow creativity and diverse responses, and not a set and predictable outcome. 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 5: PAT (25%). Teachers MUST study the 2023 Visual Arts PAT document for guidelines in managing the practical process and see that learners have access to the learner guidelines in the document that provide information on the conceptualising process in the sourcebook. Teachers may use the exemplar practical task in the document for one of their practical tasks. ● 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 your 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 your final, reflection, etc. theme, question of the 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. brief, theme inspire 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, collected poems, the artists you have the artists you have Connecting lots of extension of decorative, etc. ● Learn lyrics etc. researched researched dots, eliminating technique ● Learners should be encouraged to be a risk taker. They must not be afraid to take chances. They should embrace the Gather related chance to experiment and try new things. Always strive to be creative and innovative. Make sketches and ● Think some and adding information. small drawings with Generate ideas others. Successful ● Choose ● Personal: Encourage learners that the artwork be an expression of their own experiences, ideas, feelings, etc. to share Brainstorm – mind creativity never with the viewer. Stereotypical works get average marks. annotations Find subject matter Select the best idea maps, word games, comes from only one ● Learners should work with their strengths – is it drawing or working with patterns or working with different materials. personal reflections, Draw and, or idea, rather, from a Final composition research on artists that photograph subject drawing(s) ● They must enjoy what they are doing and create something with a visual interest and honesty. combination of have inspired you, etc. matter several REQUISITE Practical: Advantaged technical skills in specialised option and ability to conceptualise 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 Grades 10 and 11 content e.g. African art, German Expressionism, Surrealism, etc. to apply to South African Art KNOWLEDGE Teachers will identify the ‘gaps’ resulting from the loss of content time in Grade 11. Practical: These must be specifically addressed in the Grade 12 practical tasks e.g. concept development, skill buildings, creativity, etc. Theory: Fill in the loss content as it occurs in the study of the Grade 12 studied themes. These will be mainly addressed in overviews of the themes and influences on artists studied in Grade 12. Ensure that learners understand style – Naturalism, Expressionism, Abstract, Surrealism etc. 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 3: Theory examination or controlled test (Topic 3) – 100 marks Task 4: Conceptualisation sourcebook (Topic 1) – 100 marks (FORMAL One question on each of the 4 studied themes (must include visual literacy and studied content) Learners should visually tell the ‘story’ of how their artwork was conceived, developed and produced through drawing, experimentation and ASSESSMENT) Suggested: 25 x 4 = 100 writing. It should reflect their individuality and creativity as a visual art learner. Cognitive levels: Lower order = 30%, Middle order = 40, Higher order = 30% 100 Marks Total: 100 marks Downloaded from hlayiso.com 3

2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 12 2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 12 (TERM 3) TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9-11 CAPS TOPIC Topic 1 & 2: Practical Topic 1 & 2: Practical Topic 1 & 2: Topic 1 & 2: Practical Topic 1 & 2: Topic 1 & 2: Practical Topic 1 & 2: Topic 1 & 2: PRELIMINARY EXAMINATION Topic 3: Theme 7 Topic 3: Theme 7 Practical Topic 3: Theme 7 Practical Topic 3 Practical Practical PAPER 1 Topic 3: Theme 7 Topic 3: Theme 7 Topic 3 Topic 3 ● The time allocation for this paper is 3 hours. ● The examination format must consist of 8 questions. The learner will CORE Theme 7: Gender Theme 7: Gender Theme 7: Gender Theme 7: Gender Consolidation of Revision e.g. Visual analysis (unseen works), exam questions from select five [5] that they have studied in Grade 12. CONCEPTS, Issues – Introduction of Issues – Overview of Issues – e.g. Penny Issues – e.g. Lisa Brice Theme 7 past NSC examination question papers, etc. theme theme, artworks Siopis ● Each question will be 20 marks with a total of 100 for the paper. SKILLS AND VALUES ● All questions are to be answered in essay style, using full sentences Topic 1 & 2: Practical and paragraphs according to the instructions for each question. Lists 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 of facts must be severely penalised. 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. ● Questions will consist of short and longer essay-type questions. ● Questions would consist of visual literacy and content that has been Task 7 – End of year exam – Paper 2 Topic 1 Conceptualisation studied. Schools receive the NCS Visual Arts November Paper 2 early in this term. Teacher must introduce theme set by DBE and facilitate Topic 1: Sourcebook. Learners must complete the conceptualisation at Format of paper: school and at home during this term. Question 1: The voice of emerging artists 50 marks Question 2: SA Artists influenced by African and, or indigenous art forms Revisited, improve PAT Revisited, improve PAT ● Ask ● Look ● Play ● Play ● Fuse ● Fuse Question 3: Socio-political art Find the problem Acquire the Incubation Incubation Combine ideas Combine ideas Question 4: Art, craft & spiritual works mainly from rural SA Engage with the knowledge Experimentation of Experimentation of Start bouncing Experiment further Question 5: Multi- & new media theme, question of the Collect: Material media and, or different media and, or different ideas around, with materials to Question 6: Post-1994 democratic identity in SA brief, theme that inspires you techniques (take techniques (take looking for examine new Question 7: Gender issues ● Learn e.g. photos, images, inspiration from the artists inspiration from the unexpected possibilities or Question 8: SA architecture Gather related collected poems, you have researched artists you have combinations. extension of It is important to set a full paper including questions on themes not information. lyrics etc. researched Connecting lots of technique studied to prepare learners for answering the correct questions in Make sketches and ● Think dots, eliminating ● CHOOSE Brainstorm – mind November. small drawings with Generate ideas some and adding Select the best idea maps, word games, Cognitive levels: Lower order = 30%, Middle order = 40%, Higher annotations others. Successful personal reflections, Find subject matter Final composition order = 30% in each question creativity never research on artists that Draw and, or drawing(s) comes from only have inspired you, etc. photograph subject (Learners may one idea, rather, matter from a combination continue working on of several their sourcebooks until the 24-hour examination ends) REQUISITE Practical: Advantaged technical skills in specialised option and ability to conceptualise 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 Grades 10 and 11 content e.g. African Art, German KNOWLEDGE Expressionism, Surrealism, etc. to apply to South African Art. Fill in the loss content as it occurs in the study of the Grade 12 studied themes. These will be mainly addressed in overviews of the themes and influences on artists studied in Grade 12. Ensure that learners understand style – Naturalism, Expressionism, Abstract, Surrealism etc. 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 TO ENHANCE material LEARNING Theory: PowerPoints, art videos, trips to art galleries and museums 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 ASSESSMENT conversation between the teacher and learner to facilitate 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 completed during the lesson, open-book tests, homework exercises, etc. Informal assessment activities must develop creativity, critical thinking and innovation. SBA TASK 5: PRELIMINARY THEORY EXAMINATION (TOPIC 3) – 100 marks (FORMAL ASSESSMENT) Downloaded from hlayiso.com 4

2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 12 2023/24 ANNUAL TEACHING PLANS: VISUAL ARTS: GRADE 12 (TERM 4) TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4-10 CAPS TOPIC Topic 1 & 2: Practical Topic 1 & 2: Practical Topic 1 & 2: Practical Task 6: PAT (Retrospective exhibition) – 100 marks Topic 3 Topic 3 Topic 3 • Grade 12: The artworks (Topic 2) from the two practical tasks are compulsory. • 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 exhibition environment. Therefore, learners may exhibit more works that provide evidence of this process e.g. work done on their own. CORE Revision e.g. visual analysis (unseen works), exam questions from past NSC examination question papers, etc. • The sourcebook(s), although already assessed, must be displayed. CONCEPTS, SKILLS AND • Marking must be done according to the DBE rubrics by the teacher and an external panel on-site or digital presentations. Topic 1 & 2: Practical VALUES • All learners must be face moderated by Provincial officials and, or persons appointed by the province to verify the process, artworks and marks. Task 6: PAT (Retrospective exhibition) • The Provincial Education Department manages this process. Exhibition, digital presentation dates for marking & moderation determined by Task 7: Paper 2 Practical examination - 100 marks the Provincial Education Department Topic 1: Must be completed at school and at home during term 3 TASK 7: Paper 2 Topic 2: The 24-hour examination on dates determined by school up to deadline as indicated on the paper The 24-hour examination on dates determined by school and submitted to NCS Face moderation of Paper 2, Retrospective exhibition, and SBA – Timetables compiled by PED PED Marking must be done according to the DBE rubrics by a panel (peer teachers or external panel) on-site or digital presentations. Prepare the Paper 2 for marking & moderation according to PED instructions e.g. as part of PAT exhibition, submitting to a central venue or digital portfolios All learners must be face moderated to verify the process, products, and marks. This moderation must be done by Provincial officials and, or persons appointed by the province The Provincial Education Department manages this process. SBA Task 1 (50 marks) + Task 2 (100 marks) + Task 3 (100 marks) + Task 4 (100 Task 7: Paper 1 written examination - 100 marks (FORMAL marks) + Task 5 (100 marks) = 450 converted to 100 marks See format of paper under preliminary examination. ASSESSMENT) Downloaded from hlayiso.com 5