GRADE: 4
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 4
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: CREATE IN 2D, IMAGES OF THE NATURAL WORLD
ART MATERIALS:
Any of the following:
 A4 & A3 paper
 HB pencils
 2B / 3B pencils
 Charcoal
 Oil pastels
 Coloured inks and powder paints
INSTRUCTIONS:
You will be drawing an animal in its natural environment.
In this artwork, you will use the elements of art called LINE, SHAPE and SECONDARY and
RELATED COLOUR and the design principles called CONTRAST and PROPORTION.
It is very important to look really closely at pictures / photographs of animals in their natural
world (OBSERVATION). You must concentrate hard and look at all the unique aspects of
the animal form.
CREATIVE ARTS GRADE 4 TERM 4: FORMAL ASSESSMENT TASK: VISUAL ART
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INSTRUCTIONS:
Discuss:

With the help of your teacher explore what you already know of the concepts of
drawing and of the form of the animal.

Look at all the different types of animals. Look at the different shapes and forms.
How is the animal shaped? Does it have a long body or a short body? Are the legs
long or short, etc.? What does its coat/fur/skin look like? Does it have specific
colouring?

Your teacher will guide you when selecting the media with which you will be working.
Let us first set the scene:

Your teacher will show you different pictures of animals in various types of
environments for you to observe more closely.

Notice the different colours and interesting patterns of the animals’ fur/coat/skin, as
well as the different facial features and the way the body is shaped.
CREATIVE ARTS GRADE 4 TERM 4: FORMAL ASSESSMENT TASK: VISUAL ART
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
You need to observe and draw from what you see rather than what you know.

Discuss the animals in detail with each other and your teacher. Look carefully at the
animal’s proportions, the way the legs move, different patterns and colours, etc.

Select an animal that you wish to draw – try to choose one that will challenge and
excite you.
Let us practise first:
 First trace the lines of the animal’s form in the air.
 Now, take an HB pencil and on an A4 piece of paper, begin to draw the animal.
Try not to take your eyes off the animal’s form as you should draw exactly what
you see. There is no right or wrong!
 Take your time and draw your lines slowly and carefully.
Now let us start the final artwork:

Your teacher will now hand out a bigger sheet of paper (A3).

You will now draw the animal you selected again using the 2B & 3B pencils. Just
draw the animal!

Your lines should be solid and reflect the position or view of the animal.

Make sure that you position the animal correctly on the page. Be careful not to draw
your picture just in a corner of the page. Your drawing must be clearly visible and
should take up at least half of your page.

Draw the animal carefully using lines that are similar to what you see. Try not to take
your eyes off it for too long.

Once you have completed the animal select a background that depicts the natural
world (environment) of the animal.

Draw the environment in the open spaces of the page, or in the background of the
picture.
CREATIVE ARTS GRADE 4 TERM 4: FORMAL ASSESSMENT TASK: VISUAL ART
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Let’s add colour:

Your picture is made up of different types of lines at this stage; you may have thick,
thin, smooth, jagged, little short lines or long smooth lines.

Once the drawings are completed your teacher will discuss the use of colour in your
artwork, especially related colours.

Add colour to your picture using the oil pastels, crayons or colour pencils. Firstly, use
the colours that you feel would suit your picture best.

Look again at your picture and add your final touches to ensure that you are satisfied
with the use of colour and line.

When you have completed your art work, your teacher will ask you to write your
name in the bottom corner of the picture.

Your teacher will mount your picture and display it on the wall.

Your artwork will be assessed by your teacher who will look at the following aspects
of it.
CRITERIA
1-3
4-5
Different types of line
have been used to
depict the animal form.
Composition: The page
is used fully and the
drawing is well situated
The art medium has
been well applied. The
learner can use it in an
appropriate manner.
Attempted to use
different types of
line, but not able at
all.
Less than a quarter
of the page is
covered by the
composition
Able to,
but not consistent.
Needs more
practice.
Approximately half
of the page is
covered by the
composition
Able to apply
colour,
but not consistent.
Needs more
practice.
Able to express
him/herself in a
meaningful
manner.
Needs more
practice.
The learner has
expressed him/herself
confidently.
Inappropriate
application of the
art medium.
Attempted to
express
him/herself, but not
able attain the
desired outcome.
6-7
8-10
Has met the criteria
and can move on to
the next level.
Bold use of different
types of line to
depict the animal.
Three quarters of
the page is covered
by the composition
More than 80 % of
the page is covered
by the composition
Has met the criteria
to apply colour
appropriately.
The colour has
been applied
correctly and
enhances the
picture.
Has met the criteria
to express
him/herself
confidently and in a
meaningful manner.
Exceeds
expectations and
criteria to express
him/herself
confidently.
Subtotals:
TOTAL
/40
Considering inclusivity: Learners with visual impairment: you could do the same activity
using touch to determine the shape and form of the object. Textured material like crayons
should be used when drawing.
For learners who experience cognitive barriers, break the activity down in smaller, more
manageable steps. Ensure that all learners have an opportunity to complete all the steps at
their own pace.
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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:
Assessment
Assessment
Assessment
Assessment
CREATE IN 2D,
Form
Method
Technique
Instrument
Informal:
Self/peer/teacher
Process towards
Class list (just to
Formative
assessment
final art work
be ticked off)
Formal:
Teacher
Final art work
Rubric
IMAGES OF
THE NATURAL
WORLD
Summative
DISTRIBUTION OF COGNITIVE LEVELS
REMEMBER AND
APPLY AND ANALYSE
EVALUATE AND CREATE
Visual Arts elements and
Application of elements and
Creating and presenting of
principles: line, shape and
principles in 2D art work.
the 2D art work.
secondary and related colour
Continuous critical reflection
and contrast and proportion.
and application to improve the
UNDERSTAND
art work during class time.
(According to the Adapted Blooms’
Taxonomy, 1990)
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