GRADE 7 VISUAL ARTS TERM 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 (contrast)

A way of combining elements to stress the differences 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.

NB. USE THESE CONCEPTS WHEN ANALYSING THE ART FROM

YOUR FAMOUS ARTIST RESEARCH (ACTIVITY 3)

COLOUR:

Colour is created when light strikes an object and the image and light is

reflected back to the eye.

PRIMARY COLOURS:

Are the 3 basic colours which cannot be made. They include red, blue

and yellow.

SECONDARY COLOURS:

Are mixed from the primary colours. They are green= yellow + blue;

orange = yellow+ red; purple = red + blue.

TERTIARY COLOURS:

Are a mix of a primary colour with a secondary colour, or a mix of two

secondary colours.

COMPLEMENTARY COLOURS:

Are opposite each other on the colour wheel. If you put two

complementary colours together, the one will make the one look

brighter (pop). They are: orange/ blue; red/green; purple/yellow.

ANALOGOUS COLOURS:

Are two primary colours and the secondary colours in between e.g.

blue/yellow (the primary parents) and all the greens in between

(children)

WARM COLOURS:

Remind you of the sun: red, orange, yellow

COOL COLOURS:

Remind you of water: blue, green and purple

MONOCHROMATIC COLOUR:

Is a single colour and its tints and shades

TINT:

Is when you add white to a colour

TONE:

Is when you add black to a colour

HUE:

Is the name of a colour

INTENSITY:

Is the brightness or dullness of a colour

VALUE (AND TONE):

Is the lightness and darkness of a colour

ACTIVTY 1

Complete the colour wheel below

STILL LIFE ART:

As an artist what do you need to observe?

The world around you is filled with many interesting things. The more

closely you can look at something, observing all the details, the better

your drawing and painting skills will be. Use some or all of your senses

to help you observe the world around you. When you observe or look

closely at an artwork, focus on the art as a whole, then start to look at

the art elements and design principles. Look at details such as size,

decoration and how objects are placed together.

Still life is defined as a collection

of inanimate objects arranged

together in a specific way.

The magic of still life paintings is

that they can show us a new way

of looking at the ordinary objects

around us. Once they are placed into

a specific arrangement and then

captured in paint, ink, pastel, or

any other medium - the objects take

on a whole new meaning.

The objects chosen for a still life painting often have a special meaning, either

on a personal, cultural, societal, religious or philosophical level. The themes

surrounding the artwork often provoke introspection and reflection in the

viewer. The way that the objects are depicted can evoke a wide variety of

emotions, depending on their arrangement, as well as the lighting, colour

choice, and handling of the art medium. These are all things to take into

account when viewing a still life artwork. They are especially important to

consider when you are creating one.

ACTIVITY 2: CREATE YOUR OWN STILL LIFE ART Find 3 everyday objects that are similar to the 3D shapes above.

Arrange them in an interesting way so as to create hierarchy, overlap and

proportion

Use charcoal or pencil for this project

Use your sketch book or A4 paper

Use the rubric below to guide you

Still Life Rubric Composition

5 = The placement of the still life on the paper is interesting (at an angle, not straight

forward and/or not dead centre) and it fills a majority of the space. It appears realistic and

true to the actual still life. There is some negative space on the paper that allows the eye to

rest appropriately.

4 = The placement of the still life is in the middle of the page, although not at an interesting

angle, but nicely placed. It fills a majority of the space and appears realistic to the actual still

life.

3 = The placement of the still life is awkward. Either there is too much negative space around

it (in other words it is too small for the piece of paper) or it is too far to one side.

2/1 = The still life has too much negative space around it.

Drawing Accuracy

5 = The drawing is very accurate of the objects and is realistic to that of the actual objects.

All the details within the objects have been included.

4 = The drawing of the objects is realistic to that of the actual objects. Many details have

been included within the objects, but not all of them.

3 = The drawing of the objects resembles the real objects, although not realistically. Only a

few details have been included within the objects.

2/1 = The drawing of the objects do not resemble the still life. No details have been included.

Values

5 = The still life has been shaded with the whole range of values from black to white. Each

value gradually changes from one value to the next value. There are rich blacks and clean

whites. Each value is purposeful, in place and completes represents the original objects.

4 = The still life has been shaded with the whole ranges of values. 1-2 areas do not change

gradually from one value to the next value. OR all of the values change gradually, but do not

include the whole range of values from black to white. Values are represented from the

original objects, although they are not the same values in reality. 3 = The still life has been

shaded, but 3-4 areas need more range in values and gradual changes. OR there are very few

rich blacks and few clean whites. Values are represented from the original objects, but they

are neither in the right place nor the right shade.

2/1 = The still life has been shaded, but there are no obvious changes in value. None of the

values used represent the original objects.

Presentation

5 = The finished piece has no smudges or messy areas on the surface of the paper. It has

been signed by the artist in an interesting place.

4 = The finished piece has 1-2 smudges. It has been signed by the artist in an interesting

place.

3 = The finished piece has 3-4 smudges. The piece has been signed, but not in an interesting

place.

2/1 = The finished piece is very dirty and has not been signed.

Total = /20

THE ARTIST’S ROLE IN SOCIETY:

Artists are the most important members of the society because

they help us to envision our thought that may not be tolerated in the

social and political paradigm of our society. ―Art is the queen of all

sciences communicating knowledge to the generations of the world‖

(Leonardo da Vinci).

Art influences society by changing opinions, instilling values and

translating experiences across space and time. ... Art in this sense

is communication; it allows people from different cultures and

different times to communicate with each other via images, sounds

and stories. Art is often a vehicle for social change.

Every artist plays a different and necessary part in contributing to

the overall health, development, and well-being of our society.

Creative thinkers and makers provide their communities with joy,

interaction, and inspiration, but they also give thoughtful critique to

our political, economic and social system.

The Four Roles of the Artist

1. Artists help us to see the world in new or innovative ways.

2. Artists make a visual record of the people, places, and events of

their time.

3. Artists make functional objects and structures (buildings) more

pleasurable and, thereby, elevate them or imbue them with

meaning.

4. Artists give form to the immaterial— hidden or universal truths,

spiritual forces, and personal feelings.

TRADITIONAL ART:

Shangaan beaded skirt

African craft is often associated with the production of everyday objects – baskets, jars, pots, etc. but it is also about beauty, sometimes in its humblest and possibly purest form. This is especially true of pottery where along with appreciation of perfect form, the technical skill of crafting can also be admired especially in the absence of even the simplest of machines like a potter's wheel.

AFRICAN MASKS

African masks are possibly the most admired and well known art form of Africa.

African masks are in high demand from art collectors and museums all over the world

Kuba masquerade, 1909, Kasai, Congo

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

GRADE 7 TERM 2 VISUAL ARTS RESEARCH TASK:

―FAMOUS VISUAL ARTIST POSTER‖

Choose one of the suggested famous artists on the list.

Gather research about the artist.

Create a poster that illustrates what you have found out.

Your poster must include the following:

1. Name of the artist with a picture of the artist

2. The birth and death date (if applicable) of the artist

3. A brief biography that includes:

- Where they grew up

- Early years

- Where they studied

- Events leading up to their fame

4. An example of an artwork (picture) created by the artist.

5. An analysis of the chosen artwork (use the poster template

guidelines to help with the analysis).

6. Interesting information.

Use the rubric given when doing your research and putting your

poster together.

The research will be done at home, however, you will be required to

assemble the poster at school.

All writing on the poster must be done by hand.

You may decorate the poster.

The poster which you will be required to bring from home must not

be bigger than A2 in size.

POSTER TEMPLATE PICTURE OF ARTIST

NAME OF ARTIST

IN THIS SECTION FIND OUT SOME GENERAL INFORMATION ABOUT THE ARTIST (BIOGRAPHY) e.g.

DATE OF BIRTH

DATE OF DEATH

THE ARTIST’S CHILDHOOD

EARLY YEARS

* WHERE THEY LEARNT THEIR SKILL?

IN THIS SECTION TALK ABOUT THE TECHNIQUES AND/ INSPIRATION USED BY THE ARTIST. PUT IN YOUR OWN WORDS. DO NOT COPY AND PASTE e.g.

WHAT MEDIA DID THE ARTIST USE

WHAT IS THE STYLE AND CHARACERISTICS OF THEIR WORK?

WHAT/WHO INFLUENCED THEIR WORK?

INSERT A PICTURE HERE BY THE ARTIST IN THIS SECTION ANALYSE THE ARTWORK:

WHAT CAN YOU SEE IN THE PICTURE?

WHAT MEDIUM HAS BEEN USED TO CREATE THE ARTWORK?

THE COLOURS ARE …

THE LINES/ SHAPES/ PATTERNS ARE …

THE MEDIUM HAS BEEN APPLIED USING …(TYPE OF STROKES, INSTRUMENTS USED)

THE PICTURE MAKES ME FEEL … (WHY?)

OTHER INTERESTING INFORMATION

BY (YOUR NAME) GRADE 7 ____

THE FOLLOWING RUBRIC WILL BE USED TO ASSESS YOUR

POSTER:

1

All key elements of the

artist's life are included

and accurate.

Good 6/5

Information is clear and well

stated. Artist's name, date of

birth, death, and country of

origin are included. Interesting

childhood details and other

facts regarding the artist's life

are included.

Average 4/3

Information is clear but some

information is missing or more

effort could have been put into

finding interesting details about

the artist's childhood/life.

Seems a little on the short side

Poor 2/1

Is not clear.

Facts are incomplete, or

incorrect. Lacks effort

2

The content is

comprehensive, and

accurate.

Good 6/5

The student includes sufficient

information and research to

describe the artist's work. The

artist's work is discussed, as is

his/her style, use of elements of

art, and mood of artwork.

Average 4/3

The student provides some

information about the artist’s

work, and can state some examples

of the artist’s style, use of elements

of art, and mood of artwork but

does not go into detail to give as

much information as he could

have.

Poor 2/1

The information lacks

significant research which

supports the analysis/or

the information is

incomplete.

3

Major points are stated

clearly; are supported by

specific details,

examples, or analysis;

and are organized

logically.

Good 6/5

Student can identify one major

work by the artist, identify its

title and where it can be found.

The student will describe and

analyse the artwork in great

detail, and will discuss in detail

what the artist says about the

artwork.

Average 4/3

Student can identify one major

work by the artist, identify its title

and where it can be found. The

student will describe the artwork

and may discuss what the artist

says about the artwork.

Poor 2/1

The student’s description

and analysis of the artist's

work is difficult to

understand or has no

flow.

OR

The work is incomplete.

4

Text and Images

Good 6/5

Artists name is written in bold

print at the top of the poster

board. Image of artist, image of

artist's work is included

Average 4/3

1 image is missing from the poster

board or the artist's name is not in

bold print.

Poor 2/1

Text has poor readability

quality. Graphics/ images

used are unnecessary or

do not support or relate

to the text and artist.

Or

2 or more items are

missing from poster board

5

Work ethic

Good 6/5

Student is well prepared and

makes full use of the class time

given. There are no distractions

and the final poster is neat and

attractive

Average 4/3

Student is prepared but lacks some

research to complete the poster in

the time given. Student is a little

distracted at times, however, work

is good, but could be neater with

more effort.

Poor 2/1

Student has not done

much research and is

often distracted. There is

a lack of effort shown and

or an incomplete poster is

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:

Black shoe polish/ black wax crayon or black pastel

Thick cardboard

White paper

A variety of bright markers

A scraping tool (e.g. tooth pick)

Method:

1. Stick the white paper onto the firm cardboard. Apply enough glue to avoid air bubbles.

2. Use the bright markers to colour the ―white board‖ in a striped pattern.

3. Cover over by colouring with the black.

4. Leave to set/dry.

5. Use your ―home-made‖ scraperboard to recreate the picture below.