ACTIVITY 1

TO IDENTIFY PATTERNS IN THE ENVIRONMNET IN PREPARING TO WRITE AN ESSAY (INDIVIDUAL OR GROUP)

[LO 4.6]

Before we can start with the activity we will have to look at different patterns in our own environment. You can look for them at home, at the school, on your way between the school and home, at your local café, supermarket or shopping centre. If you cannot find enough examples, you may also look in magazines, the library or on the Internet.

When you have gathered enough examples, you can start writing an essay or research task. The essay must be approximately ten pages long, and at least five of those pages must be written or typed. The rest of the pages can be used for pictures or illustrations of the patterns you are discussing in your essay.

Look at the pattern examples you have chosen and write about the following:

 the use of colour in each example;

 the designs of the various patterns – are there shapes like circles, triangles, etc, for example?

 the possible inclusion of signs and/or symbols representing something; and

 the possibility of cultural differences in the various patterns.

ASSESSMENT

ACTIVITY 2

TO PREPARE AND PRESENT A REPORT ON VARIOUS PATTERNS (GROUP WORK)

[LO 4.6]

Once you have completed your research essay you will be given the opportunity in class to share your information with each other in groups. Thereafter each group will get a chance to give a summary to the rest of the class.

While each group is busy with feedback to the class you must listen to their findings and assess the group according to the table below.

PEER ASSESSMENT

Suggested format

Group:

ACTIVITY 3

TO CREATE AN OWN PATTERN, TO APPLY A COLLAGE AND TO STRENGTHEN THE PATTERN WITH COLOUR (INDIVIDUAL)

[LO 4.6]

Bring any photograph from home – a portrait of yourself or a photograph of your family. In class you will make a frame for your photograph.

Step 1:

Decide which shape your frame will be – square, round, oval or rectangular – any shape you think will suit the photograph. Take thin cardboard and cut or tear out the shape you have chosen.

Figure 1

Step 2:

Next you must draw any pattern on your frame. Think of all the patterns you saw when you wrote the essay on patterns, and then design your own pattern.

Figure 2

Step 3:

Use any waste materials like beads, leaves, straws, lace, rope, buttons, seeds or cardboard to glue onto your pattern. We call this a collage. Remember that the objects you glue onto your design should strengthen the pattern and, like the pattern, be repeated.

Step 4:

Once the glue has dried you can also add colour with wax crayons, oil pastels or paint.

Figure 3

Figure 4

ASSESSMENT

Learning Outcomes(LOs)

LO 4

EXPRESSION AND COMMUNICATIONThe learner is able to analyse and use multiple forms of communication and expression in Arts and Culture.

We know this when the learner:

MUSIC (4.3 – 4.5)

DRAMA (4.2)

DANCE (4.1)

VISUAL ARTS (4.6)

Here follows a summary of the various activities for Module 8:

ACTIVITY 1

As an introduction the learners must first complete a research task of approximately ten pages, of which at least half has been written or typed.

The topic: COLOUR, PATTERN, DESIGN, SIGNS AND SYMBOLS IN MY OWN ENVIRONMENT, OTHER CULTURES AND BUILT-UP AREAS.

Let the learners investigate pattern in their own environment, either individually or in groups. This will include: at home, at school, on the way between the school and home, at the local café, supermarket or shopping centre. (Where the mentioned places are insufficient, libraries, magazines and even the internet can be utilized.)

These patterns must then be analised according to:

ACTIVITY 2: REPORTING ON PATTERNS

After completion of the research task the learners must first exchange information in their groups before each group presents their findings to the rest of the class.

ACTIVITY 3: CREATING A PATTERN, COLLAGE, APPLYING COLOUR

Materials: thin carton/ pencils/ oil pastels/ wax crayons/ colour pens or Koki’s/ glue/ paint and brushes/ scissors/ waste materials like beads, leaves, straws, lace, seeds, buttons, string and cardboard.

Learners create their own pattern designs for use on a picture frame for a portrait or family photograph. Each learner can decide whether his/her frame should be square, oval, round or rectangular. Once the frame has been cut or torn and the pattern design has been drawn on the frame, textures can be added (COLLAGE) to strengthen the pattern design – see list of waste materials for all the possibilities.

Figure 5

When the glue has dried, the pattern can be enhanced even further by adding colour to the frame. Colour can be painted or drawn onto the frame.

Figure 6

PRESENTING VISUAL ART IN THE CLASSROOM

Classroom organization is of great importance in order to present visual art successfully. In contrast to the other art forms such as Drama, Dance and Music, the Visual Arts always works with materials for drawing, painting or sculpting.

Because of the frequent use of waste materials in order to save costs, it is advisable to organize collection days early in the year. Every Monday the learners (and staff) can be requested to bring certain waste items to school (one week toilet rolls, the following week bottle tops, then plastic containers, tins, etc.). The waste material can be stored in various containers in the classroom or any other storage place until needed.

USEFUL WASTE MATERIAL TO COLLECT

Remember that assessment must also establish values and attitudes in learners. When they are aware that aspects such as caring for art materials, are also assessed, it will gradually instil in them respect for these materials, as well as teach them about recycling and the usefulness of waste material.