GRADE: 6
SUBJECT: LIFE SKILLSCREATIVE ARTS
TERM FOUR
FORMAL ASSESSMENT TASK (FAT) 4
Name: _____________________________________________________________
Class: ________________________________ Date: _______________________
School: __________________________
FAT
Activity/Form
Teacher: _______________________
Learner’s
mark
Learner’s %
Visual Arts: Exhibition
4
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 6
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.
Note to the teacher: Topic 3: Visual literacy CAPS Life Skills page 50 covers the art elements
line, composition, tone, texture, shape and colour. The learner will be able to use the skills
obtained during the term to assist them to complete this task.
ACTIVITY 1: CREATE IN 2D, images of buildings, architecture and the environment
ART MATERIAL:

A4 and A3 paper

2/3 B pencils

charcoal

coloured inks

oil pastels

dry pastels

tempera paint

Visual stimuli: photographs or
portrait paintings of buildings,
architecture and the environment
INSTRUCTIONS:
You will be creating a drawing of images of buildings, architecture and the environment.
Your drawing will be based on the observation of the image you selected. In this activity you
will draw and use colour media exploring a variety of techniques.
You will also use art elements like SHAPE, LINE, TONE and TEXTURE and design
principles like CONTRAST, PROPORTION and BALANCE.
By using design principles you will reinforce balance in colours, shape and sizes.
CREATIVE ARTS GRADE 6 TERM 4: FORMAL ASSESSMENT TASK: VISUAL ARTS
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Discuss:
Your teacher will show you a variety of examples of objects you can draw – these may be
photographs or real objects. Your teacher will guide you to identify how balance is portrayed
in these images. Discuss the use of art elements in the images.
Let us practise first:
 Choose an image from the photographs/pictures or real-life objects provided.
 Look carefully at your image by observing every little detail.
 First trace the lines of your chosen image in the air.
 On an A4 piece of paper using your 2/3 B pencil, begin to draw your image roughly. This
is called quick line drawing to help you focus and give you practice in rough drawing your
image.
 Try not to take your eyes off your image as you should draw exactly what you see.
There is no right or wrong!
Now let us start the final artwork:
Before you start drawing again look carefully at your image.
On an A3 piece of paper using your 2/3 B pencil:
Observe the shapes and proportion of your image.
Your drawing should fill the whole page.
Start by using lines and shapes but continue looking at your
image. When satisfied with your drawing compare it to the actual
image.
Let’s add colour:

Your teacher will explain and show you how to mix the paint and to get the correct
consistency to work with.

Mix several tones of your paint (or ink) for example light, medium and dark by adding white
or black to your main colour.
CREATIVE ARTS GRADE 6 TERM 4: FORMAL ASSESSMENT TASK: VISUAL ARTS
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
Again look carefully at your image observing the
darker, lighter or medium colour shapes of it.

By observing your image decide which shapes
are different in tone, which part could be
emphasised more and how would you show the
use of texture?

Choose the colour/s that you feel will suit your
image the best.

When applying the paint try to work within the lines of your drawing.

Ensure that the consistency of you paint stays manageable (not watery or too thick to
apply).

Look again at your picture and add your final touches to ensure you are satisfied with the
colour and lines and that your final product is balanced and shows your personality.

When the picture is finished, your teacher will ask you to write your name in the bottom
corner.

Your teacher will mount your picture and display it on the wall.

Your picture will be assessed by your teacher who will look at the following aspects of it.
CRITERIA
1-2
3-4
5-6
7-8
Different types of line have
been used to depict the
images and its features.
Attempted to use
different types of
line, but not able
at all.
Able to,
but not consistent.
Needs more
practice.
Bold use of different
types of line to
depict the images
and its features.
Composition: The page is
used fully and the drawing is
well situated.
Less than a
quarter of the
page is covered by
the composition.
Approximately half
of the page is
covered by the
composition.
Has met the
criteria and can
move on to the
next level.
Approximately
three-quarters of
the page is
covered by the
composition.
The art medium has the
correct consistency. It is
suitably mixed.
Attempted, but not
able to mix paint at
all.
The paint has been well
applied. The learner can use it
in an appropriate manner.
Inappropriate
application of
paint.
The learner has expressed
him/herself confidently.
Attempted to
express
him/herself, but
not able attain the
desired outcome.
Able to mix paint,
but not correct
consistency. Needs
more practice.
Able to apply paint,
but not consistent.
Needs more
practice.
Able to express
him/herself in a
meaningful manner.
Needs more
practice.
Has met the
criteria to mix
paint suitably.
Has met the
criteria to apply
paint
appropriately.
Has met the
criteria to
express
him/herself
confidently and
in a meaningful
manner.
More than 80 % of
the page is covered
by the composition.
The paint has the
correct consistency
and is mixed very
well.
The paint has been
applied correctly
and enhances the
picture.
Exceeds
expectations and
criteria to express
him/herself
confidently.
Subtotals:
TOTAL
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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 objects. Textured material like crayons
should be used when drawing because it is dry and easy to work with.
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:
CREATE IN 2D,
images of
buildings,
architecture
and the
environment
Assessment
Form
Assessment
Method
Assessment
Technique
Assessment
Instrument
Informal:
Formative
Self/peer/teacher
assessment
Process towards
final art work
Class list (just to
be ticked off)
Formal:
Summative
Teacher
Final art work
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 2D art work.
Continuous critical reflection
and application to improve
the art work during class
time.
Creating and presenting of
the 2D art work.
(According to the Adapted Blooms’ Taxonomy, 1990)
CREATIVE ARTS GRADE 6 TERM 4: FORMAL ASSESSMENT TASK: VISUAL ARTS
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