Grade 7 Visual Arts Term 2 Task 1 2
Grade 7 Visual Arts Term 2 Task 1 2
Grade 7 Visual Arts Term 2 Task 1 2
WORKBOOK
Dear Grade 7 learners, welcome to your term 2 Visual Arts.
Please try to do the first 3 activities before the resumption of
school for this term.
Be safe and remember to wash your hands.
REVISION OF CONCEPTS
ELEMENTS OF ART: The visual components of colour, form, line,
shape, space, texture, and value.
Line An element of art defined by a point moving in space. Line
may be two-or three-dimensional, descriptive, implied, or
abstract.
Shape An element of art that is two-dimensional, flat, or limited to
height and width.
Form An element of art that is three-dimensional and encloses
volume; includes height, width AND depth (as in a cube, a
sphere, a pyramid, or a cylinder). Form may also be free
flowing (organic).
Value The lightness or darkness of tones or colours. White is the
lightest value; black is the darkest. The value halfway
between these extremes is called middle grey.
Space An element of art by which positive and negative areas are
defined or a sense of depth achieved in a work of art.
Colour An element of art made up of three properties: hue, value,
and intensity.
• Hue: name of colour
• Value: hue’s lightness and darkness (a colour’s value
changes when white or black is added)
• Intensity: quality of brightness and purity (high
intensity= colour is strong and bright; low intensity=
colour is faint and dull)
Texture An element of art that refers to the way things feel, or look
as if they might feel if touched.
PRINCIPLES OF ART: Balance, emphasis, movement, proportion,
rhythm, unity, and variety; the means an artist uses to organize
elements within a work of art.
Rhythm A principle of design that indicates movement, created
by the careful placement of repeated elements in a work
of art to cause a visual tempo or beat.
Balance A way of combining elements to add a feeling of
equilibrium or stability to a work of art. Major types are
symmetrical and asymmetrical.
Emphasis A way of combining elements to stress the differences
(contrast) between those elements.
Proportion A principle of design that refers to the relationship of
certain elements to the whole and to each other.
Gradation A way of combining elements by using a series of
gradual changes in those elements. (large shapes to
small shapes, dark hue to light hue, etc.)
Harmony A way of combining similar elements in an artwork to
accent their similarities (achieved through use of
repetitions and subtle gradual changes)
Variety A principle of design concerned with diversity or
contrast. Variety is achieved by using different shapes,
sizes, and/or colours in a work of art.
Movement A principle of design used to create the look and feeling
of action and to guide the viewer’s eye throughout the
work of art.
African masks are in high demand from art collectors and museums all over the world
1. Traditional African masks are made and used for rituals, marriages,
deaths and initiations.
2. Many of the masks are worn by tribesmen to communicate with their
ancestors.
3. These masks are often carved from natural materials like wood.
4. They are then painted with natural paints and dyes from nature and
decorated with beads, shells, raffia (a type of grass) and flattened
metal strips.
5. More elaborate masks are made from ivory and bronze for chiefs
and kings.
6. African masks can be a combination of animal and human forms.
7. Many of the masks are made symmetrically.
8. At the beginning of the 20th century, famous Cubist artists like Pablo
Picasso and George Braque were inspired by African masks when
they were brought to Europe for an exhibition.
9. The bold use of geometric shapes and patterned lines was of great
interest to them and inspired their artworks.
Roald Hazoume is an artist from West Africa. He was born in 1962
in Republic of Benin. He turns everything he lays his hands on into
works of art. He uses rubbish that other people discard and creates
masks and faces from them. These masks are artwork and
displayed in galleries all over the world.
ACTIVITY 3: FIND OUT ABOUT AN ARTIST
Information is clear and well Information is clear but some Is not clear.
All key elements of the stated. Artist's name, date of information is missing or more Facts are incomplete, or
artist's life are included birth, death, and country of effort could have been put into incorrect. Lacks effort
origin are included. Interesting finding interesting details about
and accurate.
childhood details and other the artist's childhood/life.
facts regarding the artist's life Seems a little on the short side
are included.
The student includes sufficient The student provides some The information lacks
The content is information and research to information about the artist’s significant research which
comprehensive, and describe the artist's work. The work, and can state some examples supports the analysis/or
artist's work is discussed, as is of the artist’s style, use of elements the information is
accurate.
his/her style, use of elements of of art, and mood of artwork but incomplete.
art, and mood of artwork. does not go into detail to give as
much information as he could
have.
Student can identify one major Student can identify one major The student’s description
Major points are stated work by the artist, identify its work by the artist, identify its title and analysis of the artist's
clearly; are supported by title and where it can be found. and where it can be found. The work is difficult to
The student will describe and student will describe the artwork understand or has no
specific details,
analyse the artwork in great and may discuss what the artist flow.
examples, or analysis; detail, and will discuss in detail says about the artwork. OR
and are organized what the artist says about the The work is incomplete.
artwork.
logically.
Artists name is written in bold 1 image is missing from the poster Text has poor readability
Text and Images print at the top of the poster board or the artist's name is not in quality. Graphics/ images
board. Image of artist, image of bold print. used are unnecessary or
artist's work is included do not support or relate
to the text and artist.
Or
2 or more items are
missing from poster board
Student is well prepared and Student is prepared but lacks some Student has not done
Work ethic makes full use of the class time research to complete the poster in much research and is
given. There are no distractions the time given. Student is a little often distracted. There is
and the final poster is neat and distracted at times, however, work a lack of effort shown and
attractive is good, but could be neater with or an incomplete poster is
more effort. handed in. Did not follow
directions.
Revealing Objects using a Scraperboard:
The technique of wax reveal scraperboard consists of building up layers of colour and
white wax and then revealing it through etching the black-painted surface.
The act of creating is magical, especially when using the technique of scraperboard. Starting
with the simplest of lines and smallest of marks, the objects magically begin to emerge as you
work. This technique lends itself to fine detail based on careful observation of the shapes, forms
and textures. Broad areas can also be scraped away to create bold contrasts.
Scraperboard is a versatile and inexpensive medium, especially if you prepare your own boards
in class. Professional artists generally buy prepared boards which are made with white china
clay and black Indian ink. The very smooth surface of these boards makes it easy to work in a
detailed way. Remember that tip when you make your own one.
Thousands of years ago, the first engravings were made on ostrich egg shells, as well as on
bone and ivory. Engraving is a process of scratching a design onto a surface. An early example
of engraving (see above) shows various textural markings done by Albrecht Durer, a German
artist who lived in the 16th century. Walter Oltmann used similar techniques for his scraperboard
work of the coelacanth (see below)
ACTIVITY 4:
Your turn to make your own:
You will need the following: