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    This module and collection are included inLens: Siyavula: Arts & Culture (Gr. 4-6)
    By: Siyavula

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Visuele kuns: Kleur

Module by: Siyavula Uploaders. E-mail the author

KUNS EN KULTUUR

Graad 6

PERSOONLIKE EN SOSIALE VAARDIGHEDE

Module 1

VISUELE KUNS: KLEUR

Aktiwiteit 1: (individueel)

In die klaskamer is ‘n klomp vrugte en/of groente neergesit. Jy moet nou ‘n deel daarvan teken en dan verf. Eers moet ons ‘n raampie maak sodat ons ‘n deel kan selekteer wat ‘n bevredigende komposisie sal uitmaak.

Neem ‘n stuk papier, vou dit in twee en knip of skeur:

Figure 1
Figure 1 (Picture 3.png)

Kyk nou deur die raampie en kies die gedeelte wat jy wil teken. Voordat jy begin teken, beantwoord eers die volgende vrae:

Ek sien nie meer as drie groentes en/of vrugte binne my raampie nie. Waar of vals?

Die groente of vrug met die sterkste kleur is ongeveer in die middel van my raampie. Waar of vals?

Die deel wat ek deur my raampie sien, is nie swaarder of ligter aan die een kant nie. Waar of vals?

  • Indien een of meer van hierdie stellings ‘vals’ is, verander dit na ‘waar’ deur die raampie effens te skuif.
  • Teken dan slegs daardie gedeelte op jou papier.
  • Kies nou enige geometriese vorm, soos byvoorbeeld ‘n sirkel, ‘n vierkant, ‘n reghoek, ensovoorts, en teken dit bo-oor jou tekening. Jy gaan alles wat binne die geometriese vorm is in warm kleure verf en alles buite die geometriese vorm in koue kleure. Vra eers vir Juffrou of Meneer wat warm en koue/ koel kleure is.
  • Gebruik vervolgens die drie primêre kleure, geel, rooi en blou, om die kleure van die groente en/of vrugte wat jy geteken het, te skilder. Moenie die wit en swart vergeet om die dele wat lig en donker is, aan te dui nie. Jy kan ook ‘n primêre kleur met ‘n sekondêre kleur meng om ‘n tersiêre kleur te kry.

Aktiwiteit 2: (groepwerk/individueel)

  • In julle groepies gaan julle nou elkeen een groente- of vrugtesoort, wat eie aan Afrika is, van papier mâché (‘n mengsel van stysel of plakpapierlym en opgeskeurde stukkies koerantpapier) maak.
  • Gebruik die ronde vorm wat Juffrou of Meneer vir jou gevra het om klas toe te bring en plak ‘n eerste laag van stukkies koerantpapier wat deur die stysel of lym getrek is, daarop. Onthou om die stukkies papier te laat oorvleuel!
  • Laat dit eers bietjie droog word en plak dan die tweede laag, ensovoorts. Bou so die vorm van die vrug of groentesoort – hulle is nooit heeltemal rond nie. Jy is dus besig om ‘n drie-dimensionele voorwerp te skep. ‘n Drie-dimensionele voorwerp is nie plat of twee-dimensioneel soos ‘n stuk papier nie.
  • Wanneer die groente of vrugte droog is, kan dit geverf word. Nou kan julle as groep besluit hoe julle die groente/ vrugte wil rangskik in ‘n houer soos ‘n bak of iets dergeliks. Dit kan ook as rekwisiete vir die drama gebruik word.

Assessering

Table 1
Leeruitkomstes(LUs)
 
LU 3
DEELNAME EN SAMEWERKINGDie leerder is in staat om persoonlike en sosiale vaardighede te toon deur individueel en in groepe aan kuns- en kultuuraktiwiteite deel te neem.
Assesseringstandaarde(ASe)
 
Dit is duidelik wanneer die leerder:
ALGEMEENt.o.v. 3.1 – 3.6 hieronder, die volgende toon:
  • samewerking met ander lede van ‘n groep gedurende kunsaktiwiteite;
  • die vermoë om eie bydraes binne groepverband te lewer;
  • aanvaarding van medeleerders;
 
VISUELE KUNS (3.6)
  • hulpbronne en materiaalkeuse deel en die keuse van ‘n onderwerp onderhandel vir ‘n groepprojek met die klem op:
  • gesamentlike besluitneming;
  • aanbieding;
  • veiligheid;
  • die omgewing;
  • kulturele diversiteit;

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