Teaching the unit

VISUAL ARTS Activity 1: Discuss the use of graffiti in popular culture

• Make sure that your learners have their textbooks as well as paper
and pencils.
• Try to collect extra images from the Internet or books, this will
make your discussion more interesting.
Visual literacy: Describe creative • Discuss the questions in the Learner’s Book as a group. Ask the
Unit learners to write down their answers. This should go in their visual
lettering
1 Learner’s Book pages 58—64 Duration: 1 hour
diary or file.

Answers
Activity 1
2. a. Line: used to create the letters
Topic: 3. Visual literacy Shape: to form the letters, i.e. each letter has its own shape
Colour: used to create interest and impact
Term and week/s Curriculum and Assessment Policy Statement Space: used between letters and around the design
Term 1, Week 1 (CAPS) content Tone: used to make the letters look three-dimensional
Pattern: can be used to decorate the letters
Resources See the ‘Grade 8 Term (teaching) Plans’ on pages 14–64 in the Balance: used to create a pleasing design
Learner’s Book ‘Introduction’ of this Teacher’s Guide for the topics in this unit. Unity: used to make the design work
pages 58–64; paper, b. Personal responses from learners. Encourage them to use
pencils
New words and concepts descriptive language.
art elements; line; tone; texture; shape; two-dimensional; form; three- c. contrast, balance, proportion
dimensional; space; tint; tone; hue; intensity; value; design principles; d. Yes, in order to create good graffiti with a pleasing or
balance; symmetrical; asymmetrical; radial; contrast; emphasis; focal interesting design, you need to understand all the art elements
point; middle ground; pattern; rhythm; unity; variety; proportion; and design principles. Someone trained in design and art will
background; middle ground; pattern create well thought-out and planned graffiti.
e.–f. Learner’s own answers.
Preparation g. Tagging is illegal and can make a space look messy. In order
• Read through the unit and familiarise yourself with the content for graffiti art to become well respected in a community, the
that you will need to teach. Think about what learners may artist needs to make sure that he or she has permission to
already know about the topics, what skills they already have and create his or her art in a public space.
any areas of difficulty that you think they may encounter.
• These art elements and design principles come into every part of For information
Informal assessment 1
the curriculum. Make sure that you understand each one and that on Informal
your learners understand them. assessment, refer Activity 1: Make sure that all the learners get a chance to answer
to the generic
• As learners progress through each activity their understanding of
assessment tools
or speak. Informal assessment happens through listening to learners
the art elements and design principles should deepen. By the end using the art elements and design principle vocabulary while they
for observation,
of Grade 8 they should be able to use each one with confidence, are talking.
practicals,
both in their practical work and when doing visual literacy. You can check your learners understanding by going through the
performance,
• When you talk to the learners about their work, or when they talk correspondence answers that they have written into their visual diaries or journals.
about their own or each other’s work, encourage the use of the and peer assessment
correct terms. templates in Consolidation
Section 4:
• Make sure that you have lettering examples ready to pin up.
Resources on pages
Encourage learners to keep looking at graffiti. If learners are struggling
• Make sure that you have enough equipment and materials for
350–353 of this
to name the art elements and design principles, print them out and
your learners. Teacher’s Guide. put up on the wall. Choose one and ask the group if they can find
an example of it in the work. The more often you go over it and use
the correct terminology, the easier it becomes for your learners to
understand.

VISUAL ARTS TERM 1 111 112 LESSON–BY–LESSON TERM 1

 Extension For information
Informal assessment 2
• Ask learners to look for examples of graffiti in their community on Informal
and, if possible, take pictures and bring to class. assessment, refer Activity 1: Pin the learner’s work up on the board.
to the generic Ask learners to look at their work and to decide on what they like
• Provide examples of well thought-out designs and tagging. Discuss assessment tools
the difference between planned design and vandalism. about it and what they would change about it.
for observation,
Remind learners that everyone has a different way of working,
practicals,
some enjoy design projects and can work neatly and carefully, others
performance,
would prefer to work more expressively in paint while others would
UnitUnit
Create
1 in 2D: Creative lettering correspondence
and peer assessment prefer to work in clay.

2 Learner’s Book page 65 Duration: 2 hours

templates in
Section 4:
Consolidation
Resources on pages
350–353 of this • If learners are struggling with the painting process, they could use
Teacher’s Guide. pencil crayon or koki.
Topic: 3. Visual literacy • Encourage learners who struggle with the actual lettering to keep
their letter shapes very simple.
Term and week/s
Curriculum and Assessment Policy Statement • Move around the class at the beginning of the activity to make
Term 1, Weeks 2–3 (CAPS) content sure that the learners understand the concept of filling the space
with their letters. You will be able to see who is struggling. Do
Resources See the ‘Grade 8 Term (teaching) Plans’ on pages 14–64 in the not draw on their work, but you can demonstrate the lettering
Learner’s Book ‘Introduction’ of this Teacher’s Guide for the topics in this unit. technique on a piece of paper so that they can see how it is done.
page 65; any
interesting Preparation Extension
examples of
lettering that you
• Learners will create their own graffiti. If learners are enjoying the design process and are working quickly,
can find in books • They will use line to create letters with shape and work with they could add some pattern making to some or all of the letters. This
or on the Internet; complementary colour to create tone. could be done once the colour has been added. Use a ballpoint pen,
paper and pencils pencil or fine liner on top of the ink colour.
Teaching the unit
New words Activity 1: Explore creative lettering
and concepts • Make sure that your equipment is organised and ready for the
font; typeface; learners to use. Unit Visual literacy: Describe functional
graffiti; tagging
containers
• Hand out paper and pencils.
• Ask the learners to divide their page into sections. 3
• Demonstrate how to create the lettering. It should be double Learner’s Book pages 66—67 Duration: 1 hour
lettering so that learners can add colour to it. Emphasise that the
lettering must touch the top and bottom line, i.e. f ill the space.
Each letter should follow the next fairly closely but not overlap. Topic: 3. Visual literacy
• Once the design is complete, hand out the inks and small brushes. Term and week/s
Make sure that your ink is already divided into small containers, Term 1, Week 4 Curriculum and Assessment Policy Statement
so that learners do not have to wait while you do this. (CAPS) content
• Remind your learners about the difference between warm colours Resources
and cool colours. Learner’s Book See the ‘Grade 8 Term (teaching) Plans’ on pages 14–64 in the
pages 66–67; any
• Demonstrate to the learners how to use the brush to apply ink other examples
‘Introduction’ of this Teacher’s Guide for the topics in this unit.
carefully to their design.
of functional
• Encourage learners to work as neatly as possible. containers that you
Preparation
may find, pictures • Read through the unit and familiarise yourself with the content
from books, that you will need to teach. Think about what learners may
magazines and the already know about the topics, what skills they already have and
Internet any areas of difficulty that you think they may encounter.

VISUAL ARTS TERM 1 113 114 LESSON–BY–LESSON TERM 1