Category: Subject Choices

DESIGN – JEWELLERY DESIGN

Jewellery refer to one of the earliest forms of personal adornment. It is typically small ornaments worn for personal decoration. This new course aims to teach and develop learners design and technical abilities in different metal techniques and alternative materials.

Grade 10: Students are taught fundamental principles from drawing to design and jewellery manufacturing. Basic traditional jewellery techniques such as sawing, smelting, piercing, filing, soldering and polishing are taught in copper and silver. Students explore media such as metal, beads, paper, wood, plastics, by learning how to integrate them into innovative and unique designs. Through drawing and the personal interpretation of different chosen concepts, students are encouraged to create their own design solutions for their final products.

Grade 11: Learners develop further skills regarding technical metal techniques such as gemstone setting. They are motivated to develop and integrate personal design and their newly acquired knowledge and techniques.

Grade 12: Learners are encouraged to create an independent range of jewellery which displays the culmination of learning that has taken place with regards to media, design, techniques and content. They are expected to build upon and extend their design skills and are then required to conceptualise ideas.

DESIGN – ILLUSTRATION

During the three years of grades 10 to 12 research and drawing skills are emphasised to stimulate creative thought. Learners are taught basic design principles relating to typography and two-dimensional compostion. We work with various mediums like gouache, watercolour, pen and ink, collage and printmaking. Projects are aimed at specific areas of the commercial art industry and learners are taught to communicate to a specific audience through their illustrations. Projects could include book illustrations, posters, CD covers, company logos, images for computer games and product packaging. Illustration as a subject increases visual literacy and visual communication skills. This prepares learners to study for various design careers such as graphic design, book illustration, fashion design and editorial design.

Grade 10: The basic principles of design are introduced, as well as a wide variety of illustration techniques, story building, colour awareness and the relationship between text and image.

Grade 11: Learners are encouraged to develop their own illustration style by building on the knowledge that they have gained in Grade 10.

Grade 12: Learners work independently to guidelines set by the projects. They may choose any technique or adjust the projects to their interests. They may include personal interpretations and experiment with media in the execution of these projects.

VISUAL ART – PHOTOGRAPHY

Film photography has been around for more years than digital, and thus the quality of film in some ways, is unsurpassed. Shooting in film can take photographers back to the roots of photography and give them an appreciation for our modern equivalents.

The aims of the photography course is to develop the learners’ creative thinking and technical abilities through exposure to various techniques and methods. The development of visual literacy is an ongoing process throughout the course.

Grade 10: Learners are exposed to the basics of black and white photography and darkroom technology such as pinhole photography, photograms and handmade negatives. They are also introduced to the 35mm camera, the processing of film and printing of photographs.

Grade 11: Learners develop further skills regarding the developing and printing of black and white film and the formal elements of photography. More emphasis is placed on the content of the photographs.

Grade 12: Learners are encouraged to work more independently and to have a personal and creative approach to media, techniques and the content of their work.

DESIGN – TEXTILE DESIGN

Numerous creative processes and products are used in the textile industry. In teaching textile design, it is important to make learners aware of all these processes and products. In this course, printing processes such as lino, stencil and screen printing are analysed through practical applications. Furthermore a range of techniques such as felt making is used to embellish the textile products. The importance of drawing and sketching skills is underlined and learners are taught to draw with sensitive and accurate observation. An aesthetic conscience is grown with which learners can evaluate various standards. Current design trends are analysed and practical situations, such as interior decorating are used to demonstrate the application of the subject.

Grade 10: Learners are introduced to the formal elements of art and the principles of design. This basic knowledge is used in basic surface-application techniques such as potato printing, felting, hand painting and collage techniques.

Grade 11: Learners are expected to apply the techniques learned in Grade 10 in combination with the theoretical context, and a more advanced approach to surface decoration is expected.

Grade 12: Learners are expected to display more individuality and advanced skills in the application of the techniques employed for specific projects.

VISUAL ART – SCULPTURE

Sculpture can be defined as a three-dimensional artwork created by shaping or combining a variety of materials such as hard plastics, wood, cement and clay. Sculpture requires an analytical knowledge of spatial aspects gained through drawing from life. The art of drawing therefore forms an important part of sculptural analysis. Learners are encouraged to draw as both inspiration and information and as future references in their sculptural work.

Grade 10: Learners are introduced to a variety of media. The course focuses on the exploration of three-dimensional space and acquiring the necessary observational and technical skills.

Grade 11: Learners are expected to start integrating content and technique.

Grade 12: Learners are expected to display a personal interpretation of projects. Independent thinking is encouraged.ects. Independent thinking is encouraged.

VISUAL ART – PRINTMAKING

Printmaking is the process of making artworks by printing or transferring ink to paper from a plate. The process is capable of producing multiple copies of a single image, which is called a print. Prints are made from a plate which can be made from many different materials, such as wood, transparencies, copper plates, rubber and cardboard. We mainly use two basic categories of printmaking: Relief printing (ink is applied to the surface of the plate with a roller) and Intaglio printing (ink is applied beneath the surface of the plate).

Grade 10: Learners are primarily introduced to techniques such as monoprint, lino printing, collographs and dry needle etching. A combination of collage and printing processes are introduced. Learners are also guided to integrate other art techniques into their projects.

Grade 11: Learners’ technical and conceptualisation skills are further developed.

Grade 12: Learners are encouraged to specialise in specific printmaking techniques. Technical aspects and concept development are assessed.

DESIGN – CERAMIC DESIGN

Ceramics focuses on the art or technique of making objects of clay. The basic skills that a potter needs for creating a well-crafted hand-built ceramic product scarcely differ today from the skills used in ancient times. Contrary to potters who work on the wheel and who have to practise for years to master the technique, hand builders can achieve competence far quicker with a little practice and very simple tools. Learners are introduced to hand-building techniques, glazing and firing.

Grade 10: Learners are familiarised with the basic techniques such as wedging, hand building, application of colour and glazing.

Grade 11: Learners are expected to work more independently with a high level of technical skill and competence.

Grade 12: Learners refine their skills, and have to master the ceramic materials, techniques and processes. They will develop originality and awareness of the possibilities of clay as a medium.

Ceramics can be practised as Design or Visual Arts.

In Ceramics as Design the focus is on the creation of functional products according to a specific assignment with the application of design elements and principles as guidelines.

Ceramics as Visual Arts is the creation of three-dimensional artworks from clay. Ideas and themes has to be conceptualised in the artworks. Learners are expected to create artworks that reflect their personal interpretations.

VISUAL ART – PAINTING

Painting is a form of creative expression where paint is applied to a surface. An experimental approach is encouraged using a variety of painting media and surfaces. Painting can be an expressive act, a narrative, an abstraction or an observational encounter. We strive to create the opportunity for learners to recall their unique viewpoints and thereby to capture new experiences in their paintings.

Grade 10: Learners are introduced to using acrylic paint as a medium with a focus on the formal elements as part of each project.

Grade 11: Learners are expected to follow an approach that is more experimental in terms of subject matter and the use of painting materials.

Grade 12: Learners must display confidence in their application of paint and they have to explore the expressive possibilities of painting as a medium. They should develop an individual and conceptual approach towards their subject matter.owards their subject matter.

VISUAL ART – DRAWING

In Drawing learners must acquire technical as well as conceptual skills to develop an original style and vision. The subject is furthermore regarded as a sound basis for a variety of art courses that may be followed at a tertiary level.

Grade 10: Learners focus mainly on techniques with traditional media such as pencil and charcoal, and learn a variety of observational and compositional strategies. A high degree of realism is the objective throughout.

Grade 11: It is expected of learners to consider the symbolic potential of imagery and learn how to process source material into an original image of their own, in order to give deeper meaning to their work. A more experimental approach is used with media and technique and lesser known media are introduced.

Grade 12: Learners should have a high degree of technical skill in a number of media and may opt to focus on a favourite medium for the building of their matric body of work. It is expected that they develop an individualistic approach to subject matter and style.