GRADE: 5
SUBJECT: LIFE SKILLSCREATIVE ARTS
TERM FOUR
FORMAL ASSESSMENT TASK (FAT) 4
Name: _____________________________________________________________
Class: ________________________________ Date: _______________________
School: __________________________
FAT
Activity/Form
4
Visual Arts: Exhibition
Teacher: _______________________
Learner’s
mark
Learner’s %
TOTAL
Please note that either Performing Arts OR Visual Arts should be
formally assessed in a term – not both streams.
LIFE SKILLS: CREATIVE ARTS
FORMAL ASSESSMENT TASK: VISUAL ARTS
GRADE 5
TERM 4
NOTE TO THE TEACHER:
The Formal Assessment Task has been developed as a step by step guideline to learners.
The activities are to be done in class, during the fourth term. It is important that teachers
mediate the various steps of the task with learners to ensure active, creative and critical
participation by all learners.
ACTIVITY 1:
THEME:
CREATE IN 3D,
THINGS THAT FLY
ART MATERIALS:
Any of the following:
 Clay
 Play dough
 Paper Mâché
 Recycled materials
 Paper construction
 Combination of the above and/or own choice
INSTRUCTIONS:
You will be creating a 3D model.
In this artwork, you will use the elements of art called
TEXTURE, COLOUR, SHAPE / FORM, the design
principles called CONTRAST, PROPORTION, as well
as SPATIAL AWARENESS.
Closely observe the images and pictures
showing different types of things that can fly
(insects, animals and other) provided by your
teacher. You could even explore and observe
the behaviour of these animals (insects) under
a microscope!
Observe the shapes and forms of their faces
and bodies. See how their bodies change when
they are in motion or changing position.
GR 5: FAT LS – Creative Arts: Visual Arts: Term 4
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It is important when drawing…

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Draw your chosen insect, bird, aeroplane, etc. from different positions. The sketch should
at least be the size of your hand. Fill your page with drawings of different views of the
object.
After you have completed the drawings, you have to decide on the chosen medium (your
teacher will guide you in making the selection).
Explore the possibilities of your medium…

It is important to investigate the many possibilities of the media, e.g. clay can be
moulded and modelled, while paper and recycled materials need to be constructed
(glued, stapled, etc.)

Example: see below one way of creating by means of the modelling process.


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You will be working with your medium on a hard, flat surface.
Your teacher will show you the different techniques to work with your medium.
Start playing with the medium using just your hands/fingers. Create shapes/forms to see
how the medium can be adapted and changed into different things.
Be careful not to waste your medium. Make use of smaller pieces at a time. It might be
too difficult to handle a larger amount of clay.
Practise making the shape of a leg, head, tail, etc. Continue practising with the other
body parts e.g. head, neck, and middle body/belly.
Observe your sculpture carefully and pay attention to the different shapes as you
practise. There is no right or wrong!
Shape what you see. Take your time and have fun!

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Now let us start the final artwork:
 You will now start to create your sculpture.
 Make sure that you use your entire medium (it should be at least the size of your hand),
incorporating the different techniques your teacher demonstrated to you.
 Your sculpture must be able to stand on its own without support and be able to be
observed from all sides (3-D).

Your teacher will support and assist you as
you progress with your sculpture by giving you
hints and advice on how to improve the areas that
you struggle with or techniques that you find
difficult to master.

Remember to concentrate on the details of
the sculpture.
Continuous observation is
important!
GR 5: FAT LS – Creative Arts: Visual Arts: Term 4
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Stand back and observe your artwork. See if there are changes that need to be made or
areas that you can improve on. Ask your teacher for input and advice.
Once you have repeated this a few times and are certain that your artwork is complete,
hand it in to your teacher who will store it appropriately.
Your teacher will exhibit your sculpture in the class / any suitable display area.
The class will now have a discussion about the individual artworks and reflect on the
process.
You can write down your reflection of the process in your art journal.
Your artwork will be assessed by your teacher who will look at the following aspects.
CRITERIA
Different types of
techniques have
been used to
depict the
sculpture.
Proportion: The
proportion of the
different (body)
parts is in
correct relation
to each other.
The shape / form
of the artwork
adheres to the
criteria of the
activity.
The sculpture
should be able to
stand on its own
without support.
The learner
succeeded in
sculpting a
figurine showing
different (body)
parts portrayed
1-2
3-4
5-6
7-8
Attempted to use
different types of
techniques, but
not able at all.
Able to,
but not consistent.
Needs more
practice.
Has met the
criteria and can
move on to the
next level.
Confident use of
different types of
techniques to
depict the figure.
Attempted, but
there is an
absence of
proportion.
Able to apply
proportion,
but needs more
guidance.
Has met the
criteria to apply
proportion
appropriately.
Proportion has
been applied
correctly and
enhances the
sculpture.
Attempted, but not
able to use shape
/ form
successfully.
Able to use shape
/ form
but inconsistent.
Needs more
practice.
Has met the
criteria to
incorporate shape
/ form.
Shape / form has
been applied
successfully.
Sculpture cannot
support itself.
Able to stand with
minimal support.
Sculpture can
stand without
support but is
unevenly
balanced.
The sculpture can
stand perfectly on
its own.
Unable to portray
different (body)
parts (figure).
Attempted to
portray different
(body) parts
(figure) but
needs more
practice.
Has met the
criteria to portray
different (body)
parts (figure).
Exceeds
expectations and
criteria to portray
different (body)
parts.
Subtotals:
TOTAL
GR 5: FAT LS – Creative Arts: Visual Arts: Term 4
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Considering inclusivity: Learners with visual impairment:
you could do the same activity using touch to determine the
shape and form of the animal.
For learners who experience cognitive barriers, break the
activity down into smaller, more manageable steps. Ensure
that all learners have an opportunity to complete all the steps
at their own pace.
INTEGRATED LEARNING AND ASSESSMENT STRATEGY
The learning and assessment processes are integrated.
Assessment is continuous and formative as the teacher will
observe the progress of the learner towards the final art work.
The final art work is assessed formally by the teacher by means of a rubric.
Activity: 3D
model of
things that can
fly.
Assessment
Form
Assessment
Method
Assessment
Technique
Assessment
Instrument
Informal:
Formative
Self/peer/teacher
assessment
Process towards
final model
Class list (just to
be ticked off)
Formal:
Summative
Teacher
Final model
Rubric
DISTRIBUTION OF COGNITIVE LEVELS
REMEMBER AND
UNDERSTAND
APPLY AND ANALYSE
EVALUATE AND CREATE
Visual Arts elements and
principles: texture,
shape/form, proportion and
spatial awareness.
Application of elements and
principles in 3D art work.
Continuous critical reflection
and application to improve
the art work during class
time.
Creating and presenting of
the 3D art work.
(According to the Adapted Blooms’ Taxonomy, 1990)
GR 5: FAT LS – Creative Arts: Visual Arts: Term 4
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