Visual Arts: Learner Book

Term 1 - 2024
Grade 7

NAME OF LEARNER
CLASS
TEACHER

Elements of Art. (Line)

We use different lines in visual arts, for example straight lines, curved lines,

1
dotted lines and zig-zag.
Use a pen or pencil to draw different types of lines in the spaces provided.

Elements of Art.
The elements of Art.

2
3
Colour. Can you still remember the primary and secondary colours?

Write down the 3 primary colours.

Red Blue Yellow

We can mix the primary colours to get secondary colours. Complete the
following:
Red + Yellow = Orange
Red + Blue = Purple
Yellow + Blue = Green

Primary Colours: These colours cannot be created, nor can they be

mixed by a combination of other colours.
Secondary Colours: The secondary colours are a mixture of 2 primary
colours.
Complementary colours: These colours lie opposite each other in the colour
wheel. Choose only 1 pair of complementary colours.
Cold colours: Colour gives a feeling of temperature: Cold colours are:
NNNNNN
Symbolic colours: Colours can also have a symbolic meaning. Fill in the
letter with a colour that symbolises “Life”.

4
WEEK 1 : BASELINE ASSESSMENT PRACTICAL NO 1

⦁ Complete the following by drawing as many different lines as you

can. You may use a pen or pencil(s).

5
 WEEK 1 : BASELINE ASSESSMENT WORKSHEET NO 1

⦁ Shape is an element of Art. How many of these shapes can you

identify? Write down in the space provided.
star triangle square rectangle Heart circle

Shapes

------------------------- ---------------------------- ----------------------------------------

------------------------- -------------------------- ---------------------------------

⦁ Name the 3 primary colours.

--------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------

------------------------Texture can be smooth, rough, hard or soft. What will be

the texture of the following objects? Write down in the column.

6
(Hard/soft/rough/smooth)

A blanket
A brick
A t-shirt
The skin of an elephant

WEEK 2 PRACTICAL NO 2

Tone:
Tonal values refer to the degree of light and dark. Fill in the letter below with
tones from light to dark. Start on the top with a light tone and make it darker
downwards.

Texture:
Texture refers to the surface quality or feel of an object. In visual art, texture
can be visual (seen) or tangible (felt).Use your pencil. Complete the letter A
with a rough texture, and the letter S with a smooth texture.

7
Space:
Space refers to the way in which artists create the illusion of depth on a two-
dimensional (flat) surface. This type of space is often referred to as
perspective.

Pattern: Create a pattern with the given letters.

STPA

Emphasis: Circle the focal point in the two artworks

8
WEEK 2 WORKSHEET
NO 2
Reflect on an Art Work

⦁ Briefly describe the scene in the painting.

⦁ What will you name this painting?

⦁ Describe any lines you see in the artwork.

9
 ⦁ Composition means how people, buildings and / or other elements are
arranged within the space or format of a painting. Describe it in your
own words.

⦁ What do you think is the deeper message in this painting?

WEEK 3 Creating an Artwork from a Still

Life
Choose a theme: My world/ My family/ My ancestry/ My community
Introduction: Discuss images of Cezanne’s water colour still life paintings with the learners.
Look at the use of chancy (random) lines and repetition of colours. Remind learners that there
is no such thing as a mistake in art, but only happy accidents!

10
WEEK 3 STILL LIFE PRACTICAL NO
3

11
WEEK 3 WORKSHEET
NO 3
Elements of Art : Colour. Use the words provided to complete the
sentences.
Primary Colours Secondary Colours
Complementary Colours Cold Colours
Symbolic Colours

A mixture of two primary colours

These colours cannot be created, nor

can they be mixed by a combination of
other colours.
Colours that have meaning: Green is for
Life.
These colours lie opposite each other in
the colour wheel.
Green and Blue

Principles of Design.
Use the words provided to help you determine which principle of design is in
each picture. Write it down on the line provided.
contrast balance Proportion Repetition

12
 ………………………. ………………………

………………………….
………………………….

WEEK 4 CRAFTS WORKSHEET

NO 4

Picture 1 Picture 2 Picture 3 Picture

4

⦁ Look at the 4 pictures. Which one do you like most and why?

⦁ What materials used in these crafts can you identify? Name 3.

13
Picture 1 Picture 2 Picture 3 Picture 4

⦁ Look at the above claypots. What was used to decorate them? Choose
the correct answer:
⦁ Flowers
⦁ Patterns
⦁ Vetgetables
⦁ Would you consider all the crafts on this page as own to South Africa?
Give a reason for your answer.
---------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------
----------------------

WEEK 5 Crafts in South Africa WORKSHEET

NO 5
The most recognizable forms of traditional South African crafts are beading,
basket weaving and pottery. Often, specific traditional crafts flourish in a
particular area of the country, with the skills handed down through families for
generations.
Basket Weaving
For centuries, the Zulu have been famous for the sturdy and beautiful baskets
they weave from grasses and palm leaf. People living in Free State and
Limpopo have also developed their own tradition of basket weaving.
The primary role of traditional basketry is functional. Baskets were made for
storing food such as grain and vegetables.
Pottery, like basket weaving, traditional pottery primarily had a functional
purpose. The pots were used for cooking, serving food and drinks, as well as
for storing water and grain.
Beading

14
The Zulu people are noted for the beautiful beaded jewellery and garments,
while Ndebele are praised for their charming beaded dolls. Although the
cultural or magical meaning of beaded artefacts is still alive in some areas of
the country (for example, the Zulu “love letters” and Ndebele “fertility” dolls),
today they are primarily made to satisfy the tourist demand.

⦁ What are the recognizable forms of traditional South African crafts?

…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
………………………
⦁ Who are famous for the sturdy and beautiful baskets they make?
…………………………………………………………………………………………
…………………………………………………………………………………………
………………
⦁ What were baskets used for?
…………………………………………………………………………………………
………
⦁ What were pots used for?
…………………………………………………………………………………………
………
⦁ Is it possible to make money from crafts in South Africa? Give a reason
for your answer.
…………………………………………………………………………………………
…………………………………………………………………………………………
………………

WEEK 6 WORKSHEET
NO 6
Design principles: Description of artworks: balance, contrast, emphasis,
proportion.

15
African Beaded Girl by Sian Mccallagh.

⦁ Look at the painting and describe the mood. How does it make you
feel?

…………………………………………………………………………………………
…………………………………………………………………………………………
………………

⦁ Is this a well-balanced painting? Give a reason for your answer.

…………………………………………………………………………………………
…………………………………………………………………………………………
………………

⦁ Did the artist use contrast in this painting?

…………………………………………………………………………………………
…………………………………………………………………………………………
………………

⦁ Is the style realistic or abstract?

…………………………………………………………………………………………
………

⦁ What emotions are captured in the piece? What are the expressions of
this lady?

16
…………………………………………………………………………………………
…………………………………………………………………………………………
………………

WEEK 7 3D ASSESSMENT
Masks have been used throughout the ages to change the way we act and feel. Masks can also be
used for protection. During the next two weeks the learners will create a fictional animal mask. • To
choose a theme for the mask, ask the learners the following three questions:

1. If you were an animal, what would you look like? Do you have a long neck like a giraffe, big eyes like
a deer, a sharp nose like a bird’s beak, etc. Choose one animal.

2. How do you feel and what animal would represent your feelings? Are you scared like a rabbit, brave
like a lion or sneaky like a snake? Choose a second animal.

3. What quality would you like to acquire? Would they like to be strong like an elephant, agile like a
monkey or fast like a cheetah? What animal will represent this skill or feeling. Choose a third animal. •
The learners will now have three different animals to use as inspiration for creating a new mask.
Teachers might provide pictures of different animals.

OPTION 1 OPTION 2

17
SIMPLE CARD MASK BOX MASK
• Choose the different features of your three • Another type of mask we can make a box
animals and combine these features to create a mask.
completely new animal. • Create your imaginary animal. Draw the
• Draw the outline of the face. Make sure you outlines of the face of the animal on A3 card.
use the whole page. Take care to use symmetry and balance
• Cut holes for the eyes, nose and the mouth. when drawing your imaginary face.
• Create the ears. Cut a pair of ears out of • Features can also be distorted for instance the
construction paper or cardboard. Glue them in nose and eyes can be drawn bigger, the mouth
place. can be from a different animal,
• Add colour or paint your animal. Add spots, etc.
patterns and add any other embellishments to • Cut out the face that you drew on the card. Cut
complete your mask. out holes for the eyes, nose and mouth (nose
• Punch holes on the side of the mask and tie and eyes are optional), taking care
strings to the mask to tie around their heads. that they fit over your eyes.
• Use a shoebox or any other suitable box that
fits over your face. Cut in a circle as large as
your face in the box.
• Attach the A3 face of your imaginary animal
onto the box using masking tape and staples.
Create the ears/ horns. Cut a pair of ears/ horns
out of construction paper or cardboard. Glue
them in place.
• Add colour or paint your animal’s face. Add
spots, patterns and add any other
embellishments like wool for hair, feathers for a
headrest, etc. to complete your mask.
• Punch holes on the side of the box and tie
strings to the mask to tie around their heads.

WEEK 7 PRACTICAL NO
4
Planning your Mask.

18
WEEK 7 WORKSHEET
NO 7

A box Mask A simple card Mask

⦁ Name at least 3 materials that can be used to make a mask.

19
 ⦁ Look at the following masks and describe the emotions of each.

……………………………………………………
……………………………………………………

...…………………………………………………
……………………………………………………

……………………………………………………
……………………………………………………

WEEK 8 WORKSHEET NO 8
Masks are objects that cover the face for variety of reasons. They are used
for protection, disguise, entertainment or ritual practices and are made from
various materials, depending of use. Earliest use of masks was for rituals and
ceremonies, and the oldest found mask is from 7000 BC. Art of making
masks could be older but because of the materials used for making them
(leather and wood), they did not survive to this day.
In Africa, ritual masks are used in many different ways. In West Africa, they
are used in ceremonies which purpose is to communicate with ancestral
spirits. They are made out of wood, with great skill and such masks are used
in ritual masquerades of Edo, Yoruba and Igbo cultures.
Beside human faces, many African masks are made in the shapes of the
animals. It is believed in some African tribes that they make possible to

20
communicate with animals spirits of savannas and forests.

Complete the following sentences:

⦁ Masks are objects that cover the……………….. for a variety of

reasons.
⦁ Earliest use of masks was for……………….. and ceremonies, and the
oldest found mask is from …………………BC.
⦁ Beside human faces, many …………………………. are made in the
shapes of the animals.
⦁ In Africa, …………………….. are used in many different ways.

State whether the following statements are True of False

Many African masks are made in the shapes of
the animals.
Masks are objects that cover the face for variety
of reasons.
Earliest use of masks was for rituals and
ceremonies.

What are masks used for?

…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
………………………

FORMAL ASSESSMENT PRACTICAL 50 MARKS

Create in 3D A Mask
Masks are used in theatres and ritual in many cultures.
HOW TO PREPARE:
⦁ Create a fictional animal mask. Choose one animal.
⦁ Draw an expressive face for this character. (Planning)
⦁ Collect waste materials to make your mask, for example empty envelopes, paperboards, wool, glue,

21
 plastic tape, off cuts materials, empty boxes, paint etc.
⦁ Use the Rubric provided to create your mask.

RUBRIC
CRITERIA 0-3 Marks 4-5 Marks 6-7 Marks 8-10 Marks
DESIGN ORIGINALITY The learner does not Learner tries to apply Learner applies design Learner applies design
appear to be design principles principles
able to apply most principles (such as (such as unity, contrast, (such as unity, contrast,
design unity, contrast, balance, balance,
principles to his/ her balance, symmetry). symmetry) with fair skill symmetry) with great
own work. Some Most of the skill. Totally
The mask is a copy of a aspects of the mask are mask elements are original design, no
mask seen unique, unique, but 1 element is an
in source material or but several elements element may be copied exact copy of designs
one made by are copied from seen in
another learner (80% or from source materials or source material. source material.
more of other
elements are copied). learners
ATTRACTIVENESS/ Little evidence of care The design and The mask shows that The mask shows that
CRAFTMANSHIP taken to construction were the creator the creator
create the mask. Feels planned. The item has took pride in his/her was took great pride in
rushed. It several work. The his/her
appears that little design flaws (unwanted bumps, design and construction work. The design and
or drips, look construction
planning was done. marks, tears), that planned. The item has a look carefully planned.
Craftmanship detract from the few flaws The item is
is poor overall look (unwanted bumps, neat (free of unwanted
drips, marks, bumps,
tears), but these do not drips, marks, and tears)
detract
from the overall look
DETAILS Most of the mask’s Most mask details are Most mask details are Mask details are all
details are too easily easily easily viewed
small or are not clear identified when the viewed and identifiable and identifiable from
mask is seen from across the
close-up. across the classroom classroom
SOURCES The learner has fewer The learner has 2 The learner has 3 – 4 The learner has 5 or
than 2 sources of sources of more sources
sources of inspiration inspiration correctly inspiration correctly of inspiration correctly
correctly cited. cited cited
cited.
TIME AND EFFORT Class time was not used Class time was not Class time was used Class time was used
wisely and always used wisely. Learner wisely. Much
the learner put in no wisely, but learner did could have spent more time and effort went into
additional do some time and the
effort. additional work at home effort at home planning and design of
the mask.
It is clear the learner
worked at
home as well as at
school

TOTAL MARK:
50
MARK
OBTAINED:……………………….

22