# Creative Arts Grade 8 Paper 1 November Mock 2026 Memo

> Grade 8 Creative Arts Paper 1 memorandum from the November Mock Exam 2026, 14 pages. Read online or get the free PDF download, question paper linked when available.

- Page: https://www.hlayiso.com/library/grade-8-creative-arts-2026-november-mock-exam-memorandum/1afaf247-63c9-4fbe-8d12-8def36cdbe34
- Updated: 2026-10-26
- Subject: Creative Arts
- Grade: Grade 8
- Document type: Memorandum
- Year: 2026
- Exam period: November Mock Exam
- Paper: 1
- Publisher: Hlayiso
- Curriculum: CAPS
- Pages: 14

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## About this document

Creative Arts · Grade 8 · November Mock Exam · 2026. Memorandum, 14 pages. Read online or download the PDF.

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### Page 1

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Mock
hlayiso mock exams
Practice Series:
Grade 8 Exam Preparation
WWW.HLAYISO.COM
SENIOR PHASE
END-OF-YEAR EXAMINATION
GRADE 8
CREATIVE ARTS
NOVEMBER 2026 (MOCK)
MARKING GUIDELINES
MARKS: 100
These marking guidelines consist of 14 pages.

### Page 2

Creative Arts
2
Senior Phase – Marking Guidelines
Hlayiso/Mock 2026
NOTES TO MARKERS
• Candidates answer TWO of the FOUR sections (each 50 marks). If more than two
sections were answered, mark only the FIRST TWO sections answered.
• Each ✓represents ONE mark. These marking guidelines are not exhaustive: accept
any other relevant, correct answer and use professional judgement, especially for
open-ended and creative questions.
• Where a set number of answers is asked for (e.g. TWO), mark only the FIRST answers
given, up to that number.
• Multiple-choice and matching questions: accept only ONE letter per item. Accept the full
answer written out instead of the letter, if it is clearly correct. True/False: accept T/F.
• Spelling: accept phonetically recognisable spelling of terms, except where the term itself
is being tested in a matching item.
• Do not penalise the same error twice.
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### Page 3

Creative Arts
3
Senior Phase – Marking Guidelines
Hlayiso/Mock 2026
SECTION A: DANCE
QUESTION 1
1.1.1 B ✓
1.1.2 B ✓
1.1.3 B ✓
1.1.4 B ✓
1.1.5 A ✓
1.2.1 False ✓
1.2.2 True ✓
1.2.3 False ✓
1.2.4 True ✓
1.2.5 False ✓
(10 x 1) [10]
QUESTION 2
2.1 B ✓
2.2 C ✓
2.3 A ✓
2.4 D ✓
2.5 E ✓
F (a leap) is the extra option.
(5 x 1) [5]
QUESTION 3
3.1
The correct placement of the body parts (head, shoulders, hips,
knees and ankles) in a straight line above each other ✓, so that the
body is balanced, the weight is evenly spread and the joints and
back are protected from injury ✓
(2)
3.2
Always warm up before dancing ✓
Wear clothes in which you can move freely, and remove
jewellery/watches; tie long hair back ✓
Dance barefoot or in proper dance shoes, not in socks on a slippery
floor ✓
Make sure the floor/space is clean, dry and free of objects ✓
Respect the personal space of others; keep a safe distance ✓
Listen to the teacher; do not attempt movements beyond your
ability ✓
Do not chew gum/eat while dancing; drink water ✓
Cool down at the end of the class ✓
[ANY THREE]
(3 x 1) (3)
3.3
Cold muscles are stiff/less elastic ✓
Stretching them can cause injuries, e.g. pulled or torn
muscles/sprains ✓
(2)
3.4
Brings the heart rate and breathing gradually back to normal ✓
Prevents dizziness/fainting ✓
Prevents stiffness and sore muscles the next day ✓
Stretches the warm muscles to improve flexibility ✓
Helps the body and mind to relax ✓
[ANY TWO]
(2 x 1) (2)
3.5
Eating healthy, balanced meals/enough energy foods ✓
Getting enough sleep/rest ✓
Exercising regularly/building strength and stamina ✓
Not smoking/avoiding alcohol and drugs ✓
[ANY ONE]
(1)
[10]
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Creative Arts
4
Senior Phase – Marking Guidelines
Hlayiso/Mock 2026
QUESTION 4
4.1
A – low level ✓
B – medium level ✓
C – high level ✓
(3 x 1) (3)
4.2.1
Space: the area in which the dancer moves (personal and general
space) ✓
Example: changing levels, directions, pathways, the size of the
movement or formations, e.g. moving from a low to a high level ✓
(2)
4.2.2
Time: the speed/tempo, rhythm and duration of movements ✓
Example: dancing faster or slower, moving in slow motion, using
sudden or sustained movements, using stillness/pauses ✓
(2)
4.2.3
Force (energy): the amount of effort/strength/energy used to
perform a movement ✓
Example: changing from strong/heavy to light/soft movements, from
sharp to smooth movements ✓
(2)
4.3
Open-ended creative question. Award marks for ideas that are
clear, practical, safe and clearly linked to the theme. Examples:
4.3.1 A clear starting shape or formation ✓, e.g. the four dancers
stand in a straight line, frozen like commuters waiting in a queue for
a taxi.
(1)
4.3.2 Two correct locomotor movements, EACH linked to the taxi
rank ✓✓, e.g. running (rushing to catch a taxi); walking in a zigzag
pathway (weaving through the crowd); skipping/jumping over
puddles; leaping into the taxi.
(2)
4.3.3 Unison correctly applied ✓AND canon correctly applied ✓,
e.g. all four dancers sway together as if sitting in a moving taxi
(unison); the dancers wave for a taxi one after the other, two counts
apart (canon).
(2)
4.3.4 A clear ending ✓, e.g. the dancers sit close together on a low
level and freeze as the “taxi” drives away; or they exit the stage one
by one.
(1)
(6)
[15]
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### Page 5

Creative Arts
5
Senior Phase – Marking Guidelines
Hlayiso/Mock 2026
QUESTION 5
5.1
Indlamu ✓
Xibelani ✓
(2 x 1) (2)
5.2
The Tsonga (Shangaan/VaTsonga) people ✓
(1)
5.3
Drums ✓
Whistles ✓
Hand clapping ✓
Singing ✓
[ANY TWO]
(2 x 1) (2)
5.4
The elders showed/demonstrated the steps and the learners copied
them until they got them right (oral tradition: learning by watching,
imitating and practising, not from books) ✓
(1)
5.5
Costume item named ✓AND how it adds to the dance ✓, e.g.:
Layered skirts (xibelani): they swing and flare with the hip
movements, making the movements more visible/exciting ✓✓
Shields and sticks: they make the dance look powerful/strong and
show the warrior history of the dance ✓✓
Animal-skin skirts/beaded necklaces: they show the culture/identity
of the dance and add colour/sound/movement ✓✓
(2)
5.6
To celebrate special occasions, e.g. weddings, harvests, Heritage
Day ✓
To tell stories/pass on history and values to the next generation ✓
To preserve/respect culture and heritage; to build identity and pride
✓
To bring people together/build unity in the community ✓
For rituals/initiation ceremonies ✓
For exercise, fitness and entertainment ✓
[ANY TWO]
(2 x 1) (2)
[10]
TOTAL SECTION A: 50
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Creative Arts
6
Senior Phase – Marking Guidelines
Hlayiso/Mock 2026
SECTION B: DRAMA
QUESTION 6
6.1.1 D ✓
6.1.2 C ✓
6.1.3 A ✓
6.1.4 B ✓
6.1.5 B ✓
6.2.1 False ✓
6.2.2 False ✓
6.2.3 True ✓
6.2.4 False ✓
6.2.5 True ✓
(10 x 1) [10]
QUESTION 7
7.1
Main muscle: the diaphragm ✓
Intercostal muscles (between the ribs) ✓
Abdominal (stomach) muscles ✓
Also accept: back muscles/muscles of the ribcage for one of the
two marks.
(3)
7.2.1
Pace: the speed at which a person speaks (fast or slow) ✓
(1)
7.2.2
Pause: a short silence/stop in speech, used for effect, to create
suspense or to let an idea sink in ✓
(1)
7.2.3
Projection: making the voice strong/loud enough to be heard clearly
at the back of the audience, without shouting ✓
(1)
7.2.4
Articulation: pronouncing words clearly and precisely, using the lips,
teeth and tongue ✓
(1)
7.3
An exercise described clearly ✓and how it relaxes/focuses the
actor ✓, e.g.:
Lying on the floor and tensing and relaxing each body part from the
toes to the head (relaxation) ✓✓
Deep, slow breathing in through the nose and out through the
mouth while counting ✓✓
Mirror exercise: copying a partner’s movements exactly
(concentration) ✓✓
Counting game in a circle/passing a clap around the circle without
losing the rhythm (focus) ✓✓
[ANY ONE]
(2)
7.4
Poetry
Prose
Written in lines and stanzas
(verses) ✓
Written
in
sentences
and
paragraphs ✓
Often uses rhythm, rhyme and
repetition ✓
Ordinary/everyday
language;
no set rhythm or rhyme ✓
Uses
few
words;
many
images/figures
of
speech
(condensed language) ✓
Usually longer; tells a story or
gives information directly ✓
Mark in pairs: 1 mark for the poetry point and 1 mark for the
matching prose point. [ANY TWO differences]
(2 x 2) (4)
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### Page 7

Creative Arts
7
Senior Phase – Marking Guidelines
Hlayiso/Mock 2026
7.5
Praises a person (e.g. a chief, leader, hero), an animal, a clan or an
event ✓
Performed orally by a praise poet (imbongi), usually from
memory/improvised ✓
Uses repetition, metaphors and comparisons, e.g. comparing the
person to a strong animal ✓
Recited loudly, quickly and with energy, often with
gestures/movement ✓
Tells of the history, deeds and family/clan names (izithakazelo) of
the person ✓
[ANY TWO]
(2 x 1) (2)
[15]
QUESTION 8
8.1
1 – Downstage right (DSR) ✓
2 – Upstage centre (USC) ✓
3 – Stage left/centre stage left (SL/CSL) ✓
4 – Upstage left (USL) ✓
Stage right and left are named from the actor’s point of view, facing
the audience. Accept abbreviations.
(4 x 1) (4)
8.2
Comedy: funny/humorous; makes the audience laugh ✓; happy
ending ✓; often uses exaggerated characters,
misunderstandings/mistaken identity, jokes ✓; light-hearted mood ✓
Tragedy: serious, sad mood ✓; unhappy ending, often with the
death or downfall of the main character ✓; the main character (hero)
has a weakness/fatal flaw ✓; the audience feels pity/sympathy ✓
[ANY TWO for each]
(4 x 1) (4)
8.3
Costumes show who the character is, e.g. age, job, personality,
culture, time period or status ✓
Props are objects the actor uses to show what the character is
doing and make the actions real/believable ✓
They help the actor to get into character and help the audience to
understand the story/setting ✓
[ANY TWO]
(2)
8.4
Positive: educate teenagers about social issues, e.g. bullying, HIV,
substance abuse ✓; entertain/relax ✓; teach values and show role
models ✓; promote languages and cultures ✓; develop imagination
and listening skills (radio) ✓
Negative: may show violence, crime or bad language that
teenagers copy ✓; too much screen time/less time for homework,
sport and family ✓; may create unrealistic expectations/stereotypes
✓
Award 2 marks for two positive effects and 1 mark for one negative
effect.
(3)
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### Page 8

Creative Arts
8
Senior Phase – Marking Guidelines
Hlayiso/Mock 2026
8.5
Glove (hand) puppet ✓
Finger puppet ✓
Rod puppet ✓
Shadow puppet ✓
Sock puppet ✓
Ventriloquist puppet ✓
[ANY TWO]
(2 x 1) (2)
[15]
QUESTION 9
9.1
A (small) kitchen in a house in Mamelodi, on a Saturday morning ✓
(1)
9.2
Lwazi wants to go to his soccer final, but Zanele insists that he must
first wash the dishes because it is his turn ✓
Zanele refuses to do his chores again because he broke his
promise last Saturday ✓
The conflict is between the brother and sister (chores vs soccer).
(2)
9.3
Dialogue ✓
It is a conversation between two characters (Lwazi and Zanele) ✓
(2)
9.4
Any correct stage direction quoted, e.g. (stops sweeping, points at
the sink); (She folds her arms.); (Pause.); (They rush to the sink.
Lights fade.) ✓
Stage directions tell the actors/director how to move, act, speak or
feel, and describe the setting, props, lighting and sound ✓
(2)
9.5
Voice described ✓AND linked to the feeling of the character ✓, e.g.
a soft/low volume and slow pace with a sad, worried tone, because
Lwazi is disappointed and afraid of losing his place; a slightly
shaking voice with a pause before “Tumi” to win his sister’s
sympathy.
(2)
9.6
Broom ✓
Soccer ball ✓
Soccer boots ✓
Dishes ✓
Dishcloth ✓
Chair ✓
Clock ✓
[ANY ONE]
Accept chair/clock (set items used by the actors) only if no better
prop is given.
(1)
[10]
TOTAL SECTION B: 50
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### Page 9

Creative Arts
9
Senior Phase – Marking Guidelines
Hlayiso/Mock 2026
SECTION C: MUSIC
QUESTION 10
10.1.1 B ✓
10.1.2 C ✓
10.1.3 B ✓
10.1.4 B ✓
10.1.5 C ✓
10.2.1 True ✓
10.2.2 False ✓
10.2.3 False ✓
10.2.4 False ✓
10.2.5 False ✓
(10 x 1) [10]
QUESTION 11
11.1 A ✓
11.2 D ✓
11.3 B ✓
11.4 E ✓
11.5 C ✓
F (pianissimo) is the extra option.
(5 x 1) [5]
QUESTION 12
12.1
C major ✓
Do not accept A minor: the melody begins and ends on C (doh).
(1)
12.2
There are 4 beats in every bar ✓
Each beat is a crotchet (quarter note) ✓
(2)
12.3
Semibreve (whole note) ✓
4 beats ✓
(2)
12.4
(a) C (middle C) ✓
(b) B ✓
(c) F ✓
(3 x 1) (3)
12.5
At a walking pace/moderately slow ✓
(1)
12.6
Play/sing softly (piano), softer than the mezzo forte beginning ✓
(1)
12.7
1½ beats (one and a half beats) ✓
(1)
12.8
f l s (fa – la – so/soh) ✓
All three correct for the mark.
(1)
[12]
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Creative Arts
10
Senior Phase – Marking Guidelines
Hlayiso/Mock 2026
QUESTION 13 (ANNEXURE A)
13.1
Correct notes C D E F G A B C ascending, as semibreves ✓✓(1
mark if one note is wrong/missing; 0 if more)
Semitone E–F marked ✓
Semitone B–C marked ✓
(4)
𝄞
13.2
(a) A crotchet (1 beat) ✓
(b) A minim (2 beats) ✓
(c) A quaver (½ beat) ✓
Any pitch is acceptable; the note value must be correct.
(3 x 1) (3)
𝄞4
4
(a)
𝄞4
4
(b)
𝄞4
4
(c)
13.3
(a) G on the second line ✓
(b) middle C on a ledger line below the staff ✓
(c) E in the top space ✓
The notes must be crotchets (filled-in note heads with stems).
(3 x 1) (3)
𝄞
(a) G on the second line
𝄞
(b) middle C
𝄞
(c) E in the top space
13.4
(a) 2
4 ✓
(b) 3
4 ✓
(c) 4
4 (also accept C, common time) ✓
(3 x 1) (3)
𝄞
2
4
(a)
𝄞
3
4
(b)
𝄞
4
4
(c)
[13]
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### Page 11

Creative Arts
11
Senior Phase – Marking Guidelines
Hlayiso/Mock 2026
QUESTION 14
14.1
Leads/directs the choir: shows the tempo, dynamics and entries,
and rehearses/trains the singers ✓
(1)
14.2
Soprano, alto, tenor, bass ✓✓(in the correct order: 2 marks;
correct parts in the wrong order: 1 mark)
(2)
14.3
Singing without instrumental accompaniment (voices only) ✓
(1)
14.4
Learners who cannot read staff notation can still read the sol-fa
names and learn their part/it is easy to read ✓
(1)
14.5
Call and response ✓
(1)
14.6
Accompanist/pianist ✓
Sound engineer ✓
Soloist/singer ✓
[ANY TWO]
(2 x 1) (2)
14.7
Teaches teamwork/co-operation ✓
Teaches discipline/commitment ✓
Builds confidence ✓
Keeps young people off the streets/away from crime and drugs ✓
Develops musical skills and opportunities, e.g. competitions,
careers ✓
Builds friendships/sense of belonging ✓
[ANY TWO]
(2 x 1) (2)
[10]
TOTAL SECTION C: 50
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### Page 12

Creative Arts
12
Senior Phase – Marking Guidelines
Hlayiso/Mock 2026
SECTION D: VISUAL ARTS
QUESTION 15
15.1.1 B ✓
15.1.2 C ✓
15.1.3 C ✓
15.1.4 B ✓
15.1.5 A ✓
15.2.1 False ✓
15.2.2 True ✓
15.2.3 False ✓
15.2.4 True ✓
15.2.5 True ✓
(10 x 1) [10]
QUESTION 16
16.1 C ✓
16.2 A ✓
16.3 E ✓
16.4 B ✓
16.5 D ✓
F (complementary colours) is the extra option.
(5 x 1) [5]
QUESTION 17
17.1
Foreground: the large tree, the aloe, the grass, the front of the path
✓
Middle ground: the two larger rondavels/huts, the path, the fence ✓
Background: the mountains, the two small rondavels on the hill, the
sun, the birds, the sky ✓
Any ONE correct object for each; do not award the same object
twice. Accept the path in the foreground or middle ground
(depending on the part named); accept the two small rondavels on
the hill as middle ground or background.
(3)
17.2
Size: objects further away are drawn smaller, e.g. the rondavels
and fence posts get smaller ✓
The path becomes narrower as it goes into the distance ✓
Overlapping: the tree crown overlaps the mountains/hill; the large
rondavels overlap the hill line ✓
Placement: distant objects are placed higher up on the picture
plane ✓
Less detail and thinner lines in the distance ✓
[ANY TWO]
(2 x 1) (2)
17.3
Type of line AND where it is found, e.g.:
Curved lines – path, hill, tree crown ✓
Diagonal/zigzag lines – mountains, thatch roofs, aloe leaves ✓
Vertical lines – fence posts, aloe flower stem ✓
Horizontal lines – fence wires, ground line ✓
Radiating lines – sun rays, thatch roof ✓
[ANY TWO]
Both the line type and a correct place are needed for the mark.
(2 x 1) (2)
17.4
The same bird shape (V-shape) is repeated several times ✓
at regular/similar intervals and heights, which leads the eye across
the sky and creates a visual beat/sense of movement ✓
(2)
17.5
Place ✓AND how ✓, e.g.:
Tree trunk – repeated curved lines suggest rough bark ✓✓
Thatch roofs – many fine lines suggest grass thatch ✓✓
Grass in the foreground – short, repeated strokes ✓✓
Tree crown – small curved marks suggest leaves ✓✓
(2)
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### Page 13

Creative Arts
13
Senior Phase – Marking Guidelines
Hlayiso/Mock 2026
17.6
Asymmetrical (informal) balance ✓
The two halves are not the same: the large tree on the left is
balanced by the rondavels, fence, aloe and sun on the right ✓
(2)
17.7
TWO warm colours (red, orange, yellow, red-orange,
yellow-orange) used in suitable places ✓✓, e.g. yellow and orange
for the sun and sky; orange/red-brown for the ground, path and
mountains; yellow for dry grass.
1 mark for each warm colour with a suitable place. Do not accept
cool colours.
(2)
[15]
QUESTION 18 (ANNEXURE B)
18.1
Use the rubric below. Award marks for the learner’s own creative
ideas; neatness and planning count more than drawing talent.
(8)
Criterion
2 marks
1 mark
0 marks
Lettering
Title SPEAK UP! large,
clear, decorative and
easy to read
Title present but small,
untidy or hard to read
No title
Image/symbol
Simple, original
image/symbol that
clearly shows the
anti-bullying message
(e.g. a megaphone,
raised hands, a broken
chain)
Image present but not
clearly linked to the
message
No image
Composition and
focal point
Clear focal point; title,
image and information
well arranged; good
use of space
Some arrangement,
but crowded/no clear
focal point
Poorly
planned/elements
scattered
Information (1): date, time AND venue all given ✓.
Colour/contrast and neatness (1): contrasting
colours/tones used effectively and neat finish ✓.
18.2
How the focal point was created ✓and why it draws attention ✓,
e.g. the title is the largest element, in a bright colour against a dark
background (contrast), placed in the centre so that the eye goes
there first; or lines/arrows lead to the image.
(2)
[10]
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### Page 14

Creative Arts
14
Senior Phase – Marking Guidelines
Hlayiso/Mock 2026
QUESTION 19
19.1
A graffiti tag is a name/signature/symbol sprayed or written on a
wall, often quickly and without permission ✓
A mural is a large, planned painting/artwork made directly on a wall,
usually with permission, often showing a picture or message ✓
(2)
19.2
Brushes ✓
Rollers ✓
Acrylic paint ✓
Spray cans/spray paint ✓
Paper (for the design) ✓
[ANY TWO]
(2 x 1) (2)
19.3
Beautify/brighten the streets; make people proud of their street ✓
Give messages/raise awareness about social issues, e.g. water
saving, bullying, HIV ✓
Celebrate township life and local heroes/heritage ✓
Attract tourists, which brings money into the area ✓
Give young people skills and an income (they help paint and sell
their designs) ✓
Reduce illegal tagging/vandalism ✓
[ANY TWO]
(2 x 1) (2)
19.4
Opinion ✓with a suitable motivation ✓, e.g.:
Positive: when it is done with permission it is a form of
art/self-expression that brightens dull walls and can carry social
messages ✓✓
Negative: when it is done without permission it is vandalism/illegal,
damages property and makes an area look dirty and unsafe ✓✓
Accept a balanced answer (both) with motivation.
(2)
19.5
To plan the composition/colours/size and get the community’s
approval before painting, so that he avoids mistakes and wasting
paint on the wall ✓
(1)
19.6
Painter, graphic designer, illustrator, art teacher, fashion/T-shirt
designer, photographer, sculptor, cartoonist, animator, curator,
potter/ceramicist, sign writer ✓
[ANY ONE]
(1)
[10]
TOTAL SECTION D: 50
GRAND TOTAL (TWO SECTIONS): 100
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