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Grade 12 - Visual Arts Learning Programme Overview of Theme:MULTIMEDIA…

- - - - Lesson 4 - South African New-Media Artist
        
        William Kentridge
        
        Lesson 5 - South African New-Media Artist
        
        Willem Boshof
        
        Lesson 6 - EXCURSION
        
        Art Gallery Visit
        to one or more of the below options
        
        Lesson 6 - ASSESSMENT
        
        Open Book Formative Assessment
        20 Marks
        30 Minutes
        
        Week 4
        
        Resources
        
        Textbook per learner: Louw Ellené Beukes M. & Van Wyk L. (2013). Visual arts. grade 12 learner guide. Future Managers.
        
        Printed Question Paper per learner - “Class Test (Formative Assessment) Grade 12 - Multi-media and New Media Art”
        
        Answer Booklet per learner
        
        Theme’s PowerPoint Presentation: "Presentation (Lesson Guide) Slides 28-30
        
        Skills / Knowledge
        
        Demonstrate critical analytical writing skills in the study of art within historical and cultural contexts from multiple sources.
        
        Use appropriate terminology related to all areas of art theory to describe and discuss artworks, crafts and applied art forms both verbally and in writing.
        
        Evaluate the effectiveness of own and other’s research, creative processes and art products.
        
        Activities
        
        Learners will write an assessment based on the theme work discussed. They will be allowed to access their textbook and notes.
        
        Lesson Sequence
        
        1.[2 min] The educator will remind learners that they are about to write an assessment and that they should maintain exam rules and conditions. The educator must inform learners that they may access their textbooks and notes but should not copy directly, but still use their own words.
        
        [3 min] Learners will receive a question and answer booklet and may begin reading the questions.
        
        [25 min] Learners will complete their formative class assessment under exam conditions while the educator invigilates.
        
        Notes on Pedagogy
        
        This lesson need not happen directly after lesson 6, and may be conducted later, during a test period for example, to harness spaced learning.
        
        Even though it is an open book assessment, the educator should maintain class discipline and ensure proper assessment protocols are followed.
        
        Lesson Purpose
        
        To assess learner’s understanding of the characteristics, context, and influence of New Media and Multimedia art.
        
        To further engage learners with the content in their textbooks (which should assist during exam revision).
        
        To allow learners the opportunity to practise writing about the artwork of other using correct visual art terminology.
        
        Option 1:
        
        Pretoria Art Museum
        
        ACTIVITIES @ Gallery/Exhibit/Museum
        
        Learners will be guided on a tour through the gallery/museum/exhibit either by a guide or the educator.
        
        Learners will receive a handout with questions that they should answer (in pairs or groups if they choose) and record their thoughts on a notepad or sketchbook that they brought with. This should engage them in critically analysing various artworks.
        
        Learners are encouraged to draw details and/or symbols and take notes about artworks that pique their interest.
        
        Option 2:
        
        Javett@UP
        
        Exhibition/Gallery website -
        https://javettup.art/exhibitions/scenorama
        
        "How many _ does it take?" by Simnikiwe Buhlungu and Tessa Mars - Carnival in the Making
        
        https://www.youtube.com/watch?v=dT1F--qKI6E
        
        https://twitter.com/JavettUP/status/1551924681904726026
        
        Option 1:
        
        Wits Art Museum
        
        Week 3
        
        Resources
        
        Indemnity Forms per learner
        
        Water bottle per learner
        
        Transport and/or entry tickets paid to relevant parties
        
        Printed resource: “Gallery Handout”
        
        Sketchbook/Notebook and pen(cil) per learner
        
        Lesson Purpose
        
        Undertake a field trip to explore career and tertiary opportunities in visual arts.
        
        To broaden learners’ understanding of the career opportunities and socio-political context of Multimedia and New Media art.
        
        To allow learners the opportunity to engage with contemporary artworks and use appropriate terminology in the analysis and exploration of Multimedia and New Media art.
        
        Skills / Knowledge
        
        Use appropriate terminology related to all areas of art theory to describe and discuss artworks, crafts and applied art forms both verbally and in writing.
        
        Undertake a field trip to explore career and tertiary opportunities in visual arts.
        
        Evaluate the effectiveness of own and other’s research, creative processes and art products.
        
        Lesson Sequence
        
        [10 min] The educator will briefly describe the main points about Boshoff’s work, namely: Influences, general characteristics of his work, his drawing technique and style, the typical subject matter he explores, and how examples of his work show characteristics of Multi-media and New Media art.
        
        [5 min] The educator will open the link and explore the artwork “Walking on Water” (2011). The educator will facilitate a class discussion that should explore the medium and techniques used, the effectiveness of the message/meaning intended by Boshoff.
        
        [15 min] Learners should answer the following question in a transactional essay of 250-300 words (should be completed by the next lesson):
        Boshof combines unusual media and text. Referring to visual elements in the following two artworks:
        Refer to the following:
        
        Arrangement of objects / media within surrounding space
        
        Integration of text with media
        
        Titles of the works
        
        Interpretation / meaning of the works.
        
        Notes on Pedagogy
        
        The educator should guide the learners through the most important aspects of Kentridge’s work, which can be done from the textbook, although it is advised that the educator add slides that suit the points they make.
        
        The educator should engage learners throughout to ask them questions that allows them to engage with the content.
        
        The educator should encourage learners to do further research (if able to from their device) so that they can better see the artworks “Cheap Labour” (2004) and “Writing in the Sand” (2000).
        
        The educator should bear in mind (especially while asking questions for understanding) that the learners will need to apply their knowledge and skills in describing artworks during their exhibition visit.
        
        Resources
        
        Textbook: Louw Ellené Beukes M. & Van Wyk L. (2013). Visual arts. grade 12 learner guide. Future Managers. P219
        
        Projector, electricity, Laptop, cabling
        
        Theme’s PowerPoint Presentation: "Presentation (Lesson Guide) Slides 20-26 Note: the educator may add better quality images and points from the textbook to the slides in this section to suit their needs.
        
        Paper/notebook and pen (per learner)
        
        Skills / Knowledge
        
        Demonstrate critical analytical writing skills in the study of art within historical and cultural contexts from multiple sources.
        
        Use appropriate terminology related to all areas of art theory to describe and discuss artworks, crafts and applied art forms both verbally and in writing.
        
        Evaluate the effectiveness of own and other’s research, creative processes and art products.
        
        Notes on Pedagogy
        
        The educator should guide the learners through the most important aspects of Kentridge’s work, which can be done from the textbook, although it is advised that the educator add slides that suit the points they make.
        
        The educator should engage learners throughout to ask them questions that allows them to engage with the content.
        
        The educator should encourage learners to do further research (if able to from their device) so that they can better see the artworks “Cheap Labour” (2004) and “Writing in the Sand” (2000).
        
        The educator should bear in mind (especially while asking questions for understanding) that the learners will need to apply their knowledge and skills in describing artworks during their exhibition visit.
        
        Activities
        
        Learners will initially take notes while the educator describes the important details about Boshoff’s media, techniques, context, and characteristics.
        
        Learners will take notes while they explore the subject matter, context, and techniques used in “Abamfusa Lawula (The purple shall govern)” (1997) and “Blind Alphabet” (2007) with the educator and class.
        
        They will then use their notes and the additional details in the textbook to answer a discursive question.
        
        Lesson Sequence
        
        [10 min] The educator will briefly describe the main points about Boshoff’s work, namely: Influences, general characteristics of his work, his drawing technique and style, the typical subject matter he explores, and how examples of his work show characteristics of Multi-media and New Media art.
        
        [5 min] The educator will open the link and explore the artwork “Walking on Water” (2011). The educator will facilitate a class discussion that should explore the medium and techniques used, the effectiveness of the message/meaning intended by Boshoff.
        
        [15 min] Learners should answer the following question in a transactional essay of 250-300 words (should be completed by the next lesson):
        Boshof combines unusual media and text. Referring to visual elements in the following two artworks:
        Refer to the following:
        
        Arrangement of objects / media within surrounding space
        
        Integration of text with media
        
        Titles of the works
        
        Interpretation / meaning of the works.
        
        Lesson Purpose
        
        To facilitate learners’ understanding of Willem Boshoff’s work within the South African context, focusing on:
        
        Influences
        
        General characteristics of his work
        
        How examples of his work show characteristics of Multi-media and New Media art, specifically looking at the interactive interplay of sensory effects and textual reference in “Abamfusa Lawula (The purple shall govern)” (1997) and “Blind Alphabet” (2007).
        
        Exploring the socio-political commentary made in “Abamfusa Lawula (The purple shall govern)” (1997) and “Blind Alphabet” (2007) to apply understanding to his works: “Cheap Labour” (2004) and “Writing in the Sand” (2000).
        
        Additional Resources:
        
        https://www.thebroad.org/events/un-private-collection-william-kentridge-claudia-rankine
        
        *“The Head & The Load”
        https://www.youtube.com/watch?v=SGvNZdA9ZSM&t=200s
        https://www.kentridge.studio/projects/the_head_and_the_load/
        https://www.kentridge.studio/
        Textbook pages 201-218.
        
        Notes on Pedagogy
        
        The educator should guide the learners through the most important aspects of Kentridge’s work, which can be done from the textbook, although it is advised that the educator add slides that suit the points they make.
        
        The educator should engage learners throughout to ask them questions that allows them to engage with the content.
        
        Skills / Knowledge
        
        Demonstrate critical analytical writing skills in the study of art within historical and cultural contexts from multiple sources.
        
        Use appropriate terminology related to all areas of art theory to describe and discuss artworks, crafts and applied art forms both verbally and in writing.
        
        Lesson Sequence
        
        [10 min] The educator will briefly describe the main points about Kentridge’s work, namely: Influences and development of technique, general characteristics of his work, his drawing technique and style, the typical subject matter he explores, and how examples of his work show characteristics of Multi-media and New Media art.
        
        [5 min] The educator play the video (3:38) showing snippets from “The Head & The Load” (2018) to the class while the learners take notes. The educator can also briefly show the learners the behind-the-scenes photos while emphasising the techniques and media (noting that it takes place at the Ziff Ballet Opera House)
        
        [15 min] Learners will be presented with the question: “How does Kentridge’s “The Head & the Load” get categorised between Multimedia art, a dramatic play, or mixed media? Why do you say so?” which they will respond to in writing (180-200 words). Learners may make use of their textbooks and the links provided to inform their answer (should be completed by the next lesson).
        
        Activities
        
        Learners will initially take notes while the educator describes the important details about Kentridge’s media, techniques, context, and characteristics.
        
        Learners will watch snippets of “The Head & The Load” (2018) (on the projector with the class) and may individually explore the artist’s website while taking notes.
        
        They will then use their notes and the additional details in the textbook to answer a short discursive question.
        
        Resources
        
        Textbook: Louw Ellené Beukes M. & Van Wyk L. (2013). Visual arts. grade 12 learner guide. Future Managers. P201-208
        
        Projector, electricity, Laptop, cabling
        
        Theme’s PowerPoint Presentation: "Presentation (Lesson Guide) Slides 16-19. Note: the educator may add better quality images and points from the textbook to the slides in this section to suit their needs.
        
        Printed and cut: "Resource - Influential Movements Cards
        
        Lesson Purpose
        
        To facilitate learners’ understanding of William Kentridge’s work within the South African context, focusing on:
        
        Influences and development of technique
        
        General characteristics of his work
        
        His drawing technique and style
        
        The typical subject matter he explores
        
        How examples of his work show characteristics of Multi-media and New Media art.
        
        Exploring his artworks “Ubu and the Truth Commission” (1996) and “Shadow Procession” (1999) to apply understanding to “The Head & The Load” (2018)
      - Peer Assessment
        https://forms.office.com/r/pkMbjwC3Pd
      - Week 2
      - Lesson Purpose
        
        The learners will have the opportunity to present their research and understanding of a South African Multimedia artist’s work and context.
        
        Learners should work together to collaborate on a presentation that proves their understanding to the extent that they can educate others.
      - Skills / Knowledge
        
        Apply understanding of a South African Multimedia artist’s work and context.
        
        Collaborate effectively and respectfully with peers.
        
        Independently research opportunities that describes the relationship between knowledge and skills of communicating that knowledge.
      - Lesson Sequence
        
        [2 min] The educator will briefly remind learners of the brief for the presentations before starting the presentations. Groups could be called up in reverse order from the textbook.
        
        [28 min] After each presentation, learners will use the following MS Form to rate the presentations of their peers: https://forms.office.com/r/pkMbjwC3Pd (otherwise after the lesson)
      - Activities
        
        Learners will take turns as a group to present their artist.
        
        After each presentation, the class should use the MS Form (accessing the QR code from the presentation from their device).
      - Resources
        
        Textbook: Louw Ellené Beukes M. & Van Wyk L. (2013). Visual arts. grade 12 learner guide. Future Managers.
        
        Projector, electricity, Laptop, cabling
        
        Theme’s PowerPoint Presentation: "Presentation (Lesson Guide) Slides 14-15
        
        Printed and cut: "Resource - Influential Movements Cards
        
        Peer Feedback MS Form: https://forms.office.com/r/pkMbjwC3Pd
        
        Internet Access, Device per learner (or at least one per group)
      - Notes on Pedagogy
        
        The educator should be strict with the groups’ timing and set-up time.
        
        The educator would have considered whether this lesson should span across two lessons (in lesson 1), depending on the circumstances.