The Art discipline offered at Sans Souci includes
Drawing and Painting,
accompanied by the History of Art, which
covers a vast range of human experience, from prehistoric times in Africa
and Europe to the cutting-edge avant garde installations of last week.
This is a fairly demanding academic course requiring an analytical and
independent approach. Linguistic fluency is essential because much of
the course consists of critical analysis and the expression of abstract
ideas. Well developed research and essay-writing skills are also
necessary, as there is a strong emphasis on primary research in the
contemporary South African field.
 The ideal Art learner should be fairly intelligent, articulate and
highly motivated and by Grade 10 she must be competent i.e. able to
draw accurately and understand the basic elements of Art. The course
is not primarily intended to produce practising artists, but
well-rounded, visually literate people, capable of understanding and
appreciating art of all kinds.
In
developing their own styles and expressing their own opinions, both
visually and verbally, learners are able to develop both the logical and
the intuitive hemispheres of their brains and usually discover that,
although great effort is involved, the rewards are immensely satisfying.
Wherever possible, visits to
exhibitions and artists' studios are arranged and the learners are
encouraged to make contact with practising artists to do research for
their final written projects.
The Syllabus
In Grades 10 and 11 Art from Ancient times to the early Twentieth
Century is covered, both African and European with an emphasis on
personal research. In Grade 12, Twentieth Century South African and
European Art is studied. A research essay is written on aspects of
contemporary South African Art.
Practical Work
The course consists of drawing and painting, involving:
-
An exploration
of natural and man-made forms to discover the basic elements,
qualities and underlying principles of their design;
-
An exploration
of a variety of media and processes; and
-
Encouragement to
develop personal manner of applying the elements of Art, figuratively
and non-figuratively.
Because the syllabus is so extensive, learners must be prepared to
stay after school for weekly extra lessons in Grades 11 and 12.
Ownership of, or access to a camera is essential for the personal
acquisition of visual information for both practical work and the
research essay.
The Visual Art and Arts & Culture
programmes for 2010 are available here:
Grading of
Student Work
Final marks will be determined by levels of proficiency in Art Theory
and Practice.
Where necessary/helpful rubrics will be used in the assessment of
preparatory and final artworks.
Theory
includes:
·
Assignments
·
Comprehensions, analysis of art works
·
Cycle tests and examinations
·
Graded discussions
Practical:
·
Students will complete artworks in various media primarily on 2D
surfaces.
Each artwork must be labelled as follows:
Name:
Grade:
Subject/title of art work:
Date completed:
Art
Room Environment
Clean, aesthetically pleasing and visually stimulating: student work,
art history display, still life objects.
Objects/Subjects for Art Works
 Man-made Objects:
shoes/boots, toys, stuffed animals, jewellery, ornaments, metallic
objects, cutlery, crockery, mirrors, t-shirt/clothes, hats, brown paper
bags, stools/chairs, lamps, musical instruments, wrappers/boxes, clocks,
reading/sun-glasses, plugs, umbrellas/parasols, road signs, spray
painted ornamental trees/crockery.
Natural Form:
driftwood, shells, stones, eggs, dried flowers, popcorn/food, plants,
fruits, vegetables, birds, insects, fish, animals, grasses/wheat.
Landscapes/Seascapes:
mountains, ocean/beach, farmlands, telephone poles, roads, ponds, trees,
rocks, buildings, road signs, figures, sun, clouds, reflections,
shadows.
Figure/Portraiture:
mirrors, hats, clothes, jewellery, shoes, photos, fellow students.
Students will be asked to contribute/donate such items to the art
department.
Visual Art Department: 2009 Report
The Art Department has seen some
major changes this year: a new teacher, a major spring-clean, and then
a face-lift with the resurfacing of our easel tables. The focus has been
on establishing a sense of order and routine in an aesthetically
pleasing classroom environment. Recent art works have been
systematically displayed as evidence of “treasures within,” but also as
a means of inspiring all aspiring Sans Souci artists. During Art classes
the fundamentals of image-making have been frequently clarified and
reinforced while a great variety of assignments have been completed. It
seemed that learners have truly enjoyed the art education process.
Our Open Day and
Arts Marathon were well attended and very worthwhile; there is presently
an abundance of artistic talent at Sans Souci! Congratulations to Sihaam
Ajouhaar for earning second place in the FACETS art competition in the
third term and to our nine matriculants on a pleasing retrospective
exhibition.
Shelley Gauld:
Visual Art / Arts & Culture Educator
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