Ministry of Education and Skills Development BOTSWANA · Ministry of Education and Skills Development BOTSWANA PRIMARY: ... Unit 2: Introduction to ... express their creative abilities

Ministry of Education and Skills Development

BOTSWANA

PRIMARY: Junior Secondary Syllabi

Art

FOREWORD

The Ministry of Education and Skills Development is pleased to present the

revised junior secondary school syllabuses. This marks a major milestone

towards the attainment of quality education in Botswana. The revised

syllabuses signals another major milestone in the attainment of the ideals

reflected in the Revised National Policy on Education and brings closer the

realization of the aspirations reflected in Vision 2016. The publication of these

syllabuses is also a deliberate effort to provide accessible quality education for

the creation of an educated labour force. It has been observed that countries

with superior education systems are also the most economically successful.

Thus, high quality education is seen as a vital pre-requisite in increasing

productivity and competitiveness leading to national growth and development

and subsequently, a higher standard of living for all citizens.

The revised junior secondary syllabuses come at a time of unprecedented

knowledge explosion, technological changes, a fluid socio-economic context

and an increasingly interdependent regional and global economy. In this age of

global competitiveness, it is important that all countries foster human

resources by developing requisite competencies among young people.

Survival in this millennium depends on the ability to effectively accommodate

and manage change, and to adapt to the changing socio-economic and cultural

plains. It is the wish of the Ministry of Education and Skills Development to

prepare young Batswana for future growth and adaptation to ongoing changes

in the socio-economic context.

The revised junior secondary programme has not been drastically changed. It

is still built on the ten year basic education philosophy that seeks to provide

quality learning experiences. It provides students with a broad based education

that equips students' with knowledge and skills that are transferable to

everyday life. The content has been selected from the students' immediate

environment to facilitate understanding and ease of transfer of skills.

Furthermore, the programme aims at creating and sustaining a conducive

environment for learning and teaching that allows students to excel within

their own capabilities. A deliberate attempt has been made to infuse and

integrate emerging issues such as Environmental Education, HIV/AIDS

Education, Disaster Management, Anticorruption Culture, Emotional

Intelligence, Civic Education and the world of work. The programme also

pays attention to the all round development of the individual and the

inculcation of attitudes and values that nurture respect for one's self and for

others. Life skills education has been integrated into the programmes.

The learners are exposed to a range of knowledge and foundation skills such

as numeracy, literacy, prevocational and problem solving skills. It also focuses

on the development of desirable attitudes towards different types of work,

social and moral values that are expected of them at the end of the program.

The implementation of the revised programme begins in 2010.

Critical to the success of the revised junior secondary programme is the

recognition of individual talents, needs and learning styles. Thus, the role of

the teacher in the classroom must be that of a facilitator for effective learning

to occur. The teacher must be conscious of the students' needs to take a certain

measure of responsibility for their own learning. The teacher must also take

cognissance of the broad range of ability of the student body and the different

levels of achievement. This entails the use of participatory teaching and

learning styles that provide a rich diverse learning environment.

On behalf of the Ministry of Education and Skills Development, I wish to

record my appreciation to members of the National Panels and Standing

Committees, school heads, teachers, institutions and other organisations for

their invaluable contributions during the revision of these syllabuses.

Permanent Secretary

Ministry Of Education and Skills Development

ACKNOWLEDGEMENTS

The Department of Curriculum Development and Evaluation wishes to express its sincere gratitude to the Art Standing Committee and the National Panel

members who worked tirelessly during the revision of the Junior Secondary Art syllabus.

Art National Panel and Standing Committee Members

Mr. B. Phiri Semane JSS

Mr. L. Chanda Thobega JSS

Ms O.P. Mokgethi Kgosi-Mpe JSS

*Ms. G. Sebele-Moutlwatsi Sedibelo JSS

Ms. D. Moahi Taung JSS

Ms. L. Odisitse Mmaphula JSS

*Mr. M. Modisane Tlokweng JSS

Mr. K. Molefi Shangano JSS

Mr. P. Tjitunga Etsha JSS

MS. I. Mojanaga Goldmine JSS

Mr. S Kgwadi Dikgatlho JSS

*Mr. M.M. Kokeletso Kagiso Senior School

**Ms M. Mahloane Lobatse College of Education

*Ms. L.T. Mpowe Molepolole College of Education

*Mr. E. Dichaba Molepolole College of Education

*Ms. M. Maposa Teacher Training & Development

*Mr. G.T. Ramaotwana Teacher Training & Development

*Mr. P. Maoto Teacher Training & Development

*Mr. N.M. Mbuso Department of Secondary Education

*Mr. K. Mugabe Botswana Examination Council

*Mrs. S. E. Marata Curriculum Development & Evaluation

* - Members of both the Art National Panel and Standing Committee

** - Art National Panel Members

The Department would also like to thank all Art teachers who participated in the various consultative meetings in the different parts of the country. This

document reflects the outcomes of a genuine collegial and collaborative discourse across a wide spectrum.

CONTENTS

Introduction ................................................................................................... i

Rationale ........................................................................................................ i

Aims of the Ten Year Basic Education Programme ..................................... i

Aims of the Three-Year Junior Secondary Education Programme ............... ii

Aims of the Three -Junior Secondary Education Art Programme ................. iii

Critical Competencies ................................................................................... iii

Teaching Approaches .................................................................................... iv

Assessment .................................................................................................... iv

Inclusive Education ...................................................................................... iv

Emerging Issues ............................................................................................ iv

Syllabus Organisation .................................................................................... iv

Time Allocation ............................................................................................. v

Form 1

Unit 1: Introduction to Art ............................................................................. 1

Unit 2: Introduction to Drawing and Painting ............................................... 3

Unit 3: Introduction to Sculpture ................................................................... 5

Unit 4: Introduction to Crafts ........................................................................ 6

Unit 5: Two-Dimensional Crafts ................................................................... 7

Unit 6: Three-Dimensional Crafts ................................................................. 9

Form 2

Unit 7: Introduction to Design ...................................................................... 11

Unit 8: Two-Dimensional Design ................................................................. 12

Unit 9: The Practice of Drawing and Painting ............................................ 14

Unit 10: The Practice of Sculpture Making .................................................. 15

Unit 11: Clay-Work ...................................................................................... 17

Unit 12: Three–Dimensional Design ............................................................ 18

Form 3

Unit 13: Photography, Video, Entrepreneurship ........................................... 19

Unit 14: Project Work ................................................................................... 21

i

INTRODUCTION

The Three-Year Junior Secondary Art Syllabus has been developed to

meet the broad educational aims of the Ten-Year Basic Education

Programme, government policies and it is aligned to the report on the

evaluation of the Three-Year Junior Secondary Programme of May 2004.

In developing the syllabus, consideration was taken to ensure that

instructions cater for all learners, irrespective of their abilities.

The Three-Year Junior Secondary programme places great emphasis on

the teaching and acquisition of practical skills. Learners are expected to

benefit adequately from the programme and to enhance their aspirations

for further training, self employment and development of life skills.

This Programme aims to develop practical skills, cognitive understanding

and appreciation of Art which should encourage learners to articulate and

express their creative abilities and form an understanding of art disciplines.

As a subject based on creativity, some of the learning activities should

address Environmental Education, Adolescence, Sexual and Reproductive

Health (ASRH), HIV and AIDS education, Information and

Communication Technology (ICT), Social concerns and other emerging

issues.

RATIONALE

The Art programme aims at empowering learners of different abilities

including those with special needs with knowledge, skills and attitudes to

enable them to become both resourceful and active in social, political and

economic issues in the global village. The acquired skills and knowledge

will enable learners to express personal ideas so as to be self-reliant and

self sufficient.

The programme is designed to prepare learners to compete for

opportunities in the formal and informal employment sectors or to further

their training and be able to compete globally. It also aims at encouraging

learners to incorporate scientific and technological skills in Art.

Furthermore, it will enable learners to contribute to the preservation and

transmission of the cultural heritage in Botswana. It is also designed to

raise the learners’ awareness about emerging issues and give them an

opportunity to address them. Through participation in Art, they should

develop confidence and experience a sense of achievement.

AIMS OF THE TEN YEAR BASIC EDUCATION PROGRAMME

On completion of the Ten-Year Basic Education Programme, student

should have:

1. developed competence and confidence in the application of

computational skills in order to solve day- to-day problems.

2. developed an understanding of business, everyday commercial

transactions and entrepreneurial skills.

3. developed critical thinking, problem solving ability, individual

initiative, interpersonal and inquiry skills.

4. developed desirable attitudes towards different types of work and the

ability to assess personal achievement and capabilities realistically in

pursuit of appropriate career/employment opportunities/ possibilities

and/or further education.

5. acquired knowledge, skills and attitudes in food production and

industrial arts for self-reliance and self-sufficiency.

6. developed literacy and understanding of the use of Information and

Communication Technology (ICT) in the world of work and in every

sphere of life.

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7. acquired knowledge and understanding of their environment and the

need for sustainable utilization of natural resources.

8. developed desirable values, attitudes and behavioural patterns in

interacting with the environment in a manner that is protective,

preserving, and nurturing.

9. acquired knowledge and understanding of society, appreciation of

their culture including languages, traditions, songs, ceremonies,

customs, social norms and a sense of citizenship.

10. developed the ability to express themselves clearly in English, in

Setswana and a third language both orally and in writing, using them

as tools for further learning and employment.

11. acquired science knowledge and skills including knowledge of the

laws governing the natural world.

12. acquired knowledge and practice of moral standards and health

practices that will prepare them for responsible family and community

life.

13. developed their own special interests, talents and skills whether these

be dexterity, physical strength, intellectual ability, and/or artistic gifts.

14. developed an appreciation of technology and acquired technological

skills including basic skills in handling tools and materials.

15. gained the necessary knowledge and ability to interact with and learn

about their community, the government of their country and the world

around them.

AIMS OF THE THREE-YEAR JUNIOR SECONDARY

EDUCATION PROGRAMME

On completion of the Three-Year Junior Secondary Education Programme,

students should have:

1. developed competence and confidence in the application of

computational skills in order to solve day to day problems

2. acquired knowledge of business, everyday commercial transactions

and entrepreneurship

3. developed critical thinking, problem solving ability, individual

initiative, creativity, interpersonal and inquiry skills

4. developed desirable attitudes towards different types of work and the

ability to assess personal achievement and capabilities realistically in

pursuit of appropriate career/ employment opportunities/ possibilities

and/ or further education and training

5. acquired knowledge, skills and desirable agricultural production and

industrial arts attitudes for self- reliance and self sufficiency

6. developed literacy and understanding of the significance of ICT in the

world of work and in every sphere of life

7. acquire knowledge and understanding of their environment and the

need for sustainable utilization of natural resources

8. developed desirable values, attitudes and behaviour in interacting with

the environment in a manner that is protective, preserving, and

nurturing

9. acquired knowledge and understanding of society, appreciation of

different cultures, religion and a sense of citizenship

10. developed tolerance towards different cultures, pride in own culture

and unity in diversity

11. developed the ability to express themselves clearly in English,

Setswana, Modern Foreign Language and/or a third language and sign

language, using them as tools for further learning and employment

12. acquired science knowledge, skills and understanding of laws and

principles governing the natural world

13. acquired knowledge, attitudes, moral standards, life skills and health

practices including awareness and management of epidemics that will

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prepare them for responsible and productive family and community

life

14. developed their special interests, talents and skills, including

dexterity, physical strength, intellectual ability, aesthetics and/ or

artistic gifts

15. developed an appreciation of technology and acquired technological

skills including skills and safety precautions in handling tools and

materials

16. acquired knowledge and ability to interact with and learn about their

community, the government of their country and the world around

them

17. acquired knowledge and skills that promote democracy, good

governance, peace and security.

AIMS OF THE THREE-YEAR JUNIOR SECONDARY ART

PROGRAMME

On completion of the Three-Year Junior Art Programme students should

have:

1. developed competence and confidence in the use and application of

knowledge and skills for visual expression

2. developed desirable attitudes towards Art-related issues and ability to

realistically assess personal achievement and capabilities in quest of

appropriate career or further education

3. acquired knowledge, skills, and attitudes about Art related works for

self-reliance and self-sufficiency

4. developed understanding of the significance and use of technologies

in the world of Art

5. acquired skills for critical assessment in everyday life for making

informed choices

6. an understanding and appreciation of Art in historical and

contemporary cultures

7. acquired knowledge and understanding of Art in society and an

appreciation of their culture and other cultures

8. established attitudes of co-operation and social responsibility, through

relevant Art experiences in preparing them for responsible citizenship

roles

9. developed an appreciation and understanding of Art and its

relationship to natural and man-made environments.

10. developed awareness of the interrelationship between Art and other

subjects as well as contemporary and emerging issues.

Critical Competencies

At the end of the Three-Year Junior Secondary Art Education Programme,

learners should be able to:

• analyse Art concepts elements, principles as applied in the production

of artefacts

• explore techniques and processes when making products

• use chosen elements and principles competently

• appreciate space and spatial relationships in two and three dimensions

and space in terms of pictorial organization.

• use chosen media, tools, equipment and materials competently in

making products

• show understanding of their own culture and others and how they

relate to Art, Craft and design.

• apply safety precautions in the use of materials, tools and equipment.

• express ideas visually

• respond in an individual and personal way

• demonstrate dexterity and creativity in manipulating materials, tools

and equipment.

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• design and make artworks.

• make critical analysis and aesthetic judgements.

• appreciate art as a business enterprise for economic diversification.

• apply knowledge, skills and techniques of different media used in

visual arts.

• investigate various resources to support the production of artefacts

• demonstrate the development of ideas leading to a final solution.

• appreciate and use indigenous knowledge and materials in the

production of artefacts

• demonstrate positive attitudes towards practical work and self-

reliance.

• design products using computer soft wares and other technologies

Teaching Approaches

The Art syllabus encourages a learner-centred approach as emphasized in

the Revised National Policy on Education (1994). Therefore, varied

teaching approaches such as demonstration, field trips, use of experts - art

masters, practical work, project work, discussions, and various audio and

visual aides should be used to realize the syllabus objectives.

The programme lays more emphasis on practical artistic skills involving

exploration of techniques and processes of making and designing and the

local environment should be used to provide context to the syllabus.

Therefore there is need for specialist working areas and specialist

equipment for each of the specialist processes for effective teaching of the

syllabus.

ASSESSMENT

Assessment is an all inclusive process of monitoring and keeping track of

the learner’s progress over time. It is an integral part of the teaching and

learning process. Assessment should take cognizance of learners with

special needs. Formative assessment should be done as a diagnostic

process of classroom work and should thus be carried regularly.

Summative assessment on the other hand is used to measure the learner’s

achievement at the end of the programme. This would be coordinated by

the Botswana Examination Council.

INCLUSIVE EDUCATION

The syllabus is premised on the concept of inclusion which requires that an

enabling environment be created for all groups of learners. Learners should

not be left out on account of their physical, intellectual or emotional

challenges. All learners have a right to access the learning package.

Inclusive education commits teachers to ensure that all learners overcome

potential barriers to learning and assessment. It requires staff to modify

programmes of study to give all learners relevant and appropriately

challenging work. The UNESCO (1994) Framework for Action on Special

Needs Education urges schools to ‘accommodate all children regardless of

their physical, intellectual, social, emotional, linguistic or other conditions.

This should include disabled and gifted children and other children from

disadvantaged or marginalized areas or groups.’

EMERGING ISSUES

In an endeavour to ensure that the curriculum is responsive to the needs of

society, emerging issues should be infused and integrated at classroom

level. Emerging issues help learners to appreciate the challenges and

developments happening around them and this plays a major role in

preparing learners for life, citizenship and the world of work.

SYLLABUS ORGANISATION

The syllabus is made up of units spread over three years. Topics, general

and specific objectives have been designed for each unit. A spiral approach

v

has been adopted to allow for continuity in the implementation of the

programme with a view to giving learners focus towards development of

their abilities.

TIME ALLOCATION

The Art programme will be implemented based on the allocated four by

forty minute periods per week.

1

FORM 1

UNIT 1 – INTRODUCTION TO ART

Topics General Objectives Specific Objectives

Learners should be able to: Learners should be able to:

1.1 Meaning and

Scope of

Art

1.1.1 understand and appreciate the areas

of study in Art.

1.1.1.1 define Art.

1.1.1.2 describe areas of study in Art as drawing, painting, sculpture, craft, design,

photography, video and Art appreciation.

1.1.1.3 discuss art elements and principles and their use in the production of art

works.

1.1.1.4 identify materials and tools used in Art.

1.2 Safety 1.2 .1 apply safety precautions when

using materials, tools and

equipment

1.2.1.1 discuss common safety regulations applicable in the art studio.

1.2.1.2 state common hazards in the art studio.

1.2.1.3 demonstrate safe behaviour in the art studio.

1.2.1.4 demonstrate simple first aid techniques in treating minor injuries.

1.3 Historical

Background of

Art

1.3.1 understand and appreciate the

historical development of Art.

1.3.1.1 identify types of Art in Botswana and other parts of the world.

1.3.1.2 identify artists in Botswana and other parts of the world.

1.3.1.3 compare and contrast examples of Art from past to present.

1.3.1.4 critique works of Art from past to present.

1.4 Art Appreciation

1.4.1 demonstrate an understanding and

awareness of the critical evaluation

skills relating to the use of the

language of Art.

1.4.1.1 define Art appreciation.

1.4.1.2 discuss the steps in art criticism.

1.4.1.3 discuss the role of art critics.

1.4.1.4 use the steps in art criticism to talk and write about a work of Art.

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1.5 Art and

Emerging Issues


value of Art in contemporary and

emerging issues.

1.5.1.1 discuss contemporary and emerging issues including;

• HIV and AIDS

• Environmental

• Adolescent, Sexual and Reproductive Health

• Unemployment

• Violence and Crime

• Corruption

• Poverty

• ICT

• Technological skills

• Gender

• Abuse.

1.5.1.2 create artworks applying themes and concepts of contemporary and emerging

issues

1.6 Art Careers 1.6.1 develop awareness and appreciation

of career opportunities in Art.

1.6.1.1 identify artists of fame and or fortune.

1.6.1.2 state career opportunities in Art.

1.6.1.3 discuss self reliance through Art and opportunities for further training

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UNIT 2: INTRODUCTION TO DRAWING AND PAINTING



2.1 Historical

Development of

Drawing and

Painting


historical development of drawing

and painting.

2.1.1.1 define drawing and painting.

2.1.1.2 discuss the historical development of drawing and painting from pre-historic

to contemporary period.

2.1.13 discuss the use of a variety of indigenous and contemporary tools and

materials for drawings and paintings.

2.1.1.4 compare and contrast examples of drawings and paintings from past to

present, in Botswana and other parts of the world.

2.1.5.1 analyse the influence of Botswana cultures and other cultures in

drawings and paintings.

2.2 Types of

Drawings and

Paintings

2.2.1 appreciate the concept and process

of the different types of drawings

and paintings.

2.2.1.1 identify different types of drawings and paintings.

2.2.1.2 discuss the different types of drawings and paintings.

2.2.1.3 experiment with a variety of materials and tools used in drawing and painting.

2.3 Approaches to

Drawing


different approaches to drawing.

2.3.1.1 state the different approaches to drawing.

2.3.1.3 discuss the different approaches to drawing.

2.3.1.3 create sketches of the different approaches to drawing using art elements and

principles.

2.4 Methods and

Techniques of

Drawing

2.4.1 develop skills and apply methods

and techniques of drawing.

2.4.1.1 discuss forms in which drawings can be created and presented.

2.4.1.2 discuss methods and techniques of drawing.

2.4.1.3 experiment with a variety of drawing media.

2.4.1.4 demonstrate proper use of materials, tools and equipment.

2.4.1.5 create drawings using a variety of techniques.

2.5 Colour and

Colour

Pigments

2.5.1 explore and experiment with

colour, colour pigments and paint

vehicles.

2.5.1.1 define colour.

2.5.1.2 describe colours in the natural and man-made environment.

2.5.1.3 define pigment and paint vehicle.

2.5.1.4 identify pigments and paint vehicles.

2.5.1.5 describe sources of pigments in the environment.

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2.5.1.6 research ways of obtaining pigments by local people.

2.5.1.7 discuss ways of obtaining pigments by local people.

2.5.1.8 experiment with making of pigments and use of paint vehicles.

2.5.1.9 discuss qualities of natural and artificial pigments.

2.6 Colour

Properties

2.6.1 demonstrate understanding and

appreciation of colour properties

and related concepts.

2.6.1.1 define hue, value and intensity.

2.6.1.2 experiment with colour mixing to obtain a variety of hues, values and

intensities.

2.6.1.3 explore and experiment with the use of colour hues, values and intensities.

2.6.1.4 analyse artworks showing the use of colour properties.

2.6.1.5 discuss the arrangement of colours on the colour wheel.

2.6.1.6 create a colour wheel.

2.7 Colour Schemes

2.7.1 acquire knowledge and skills of

colour schemes.

2.7.1.1 define colour schemes.

2.7.1.2 discuss the use of colour schemes in the environment.

2.7.1.3 explore and experiment with colour schemes.

2.8 Approaches to

Painting


different approaches to painting.

2.8.1.1 state the different approaches to painting.

2.8.1.2 discuss the different approaches to painting.

2.8.1.3 create sketches of the different approaches to painting using art elements and

principles.

2.9 Painting

Techniques and

Processes

2.9.1 apply the different painting

techniques and processes.

2.9.1.1 discuss the painting techniques and processes.

2.9.1.2 experiment with techniques and processes of painting using art elements and

principles.

2.9.1.3 demonstrate proper use of materials, tools and equipment.

2.9.1.4 analyse and discuss painting techniques and processes.

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UNIT 3 : INTRODUCTION TO SCULPTURE



3.1 Historical

Background to

Sculpture


historical development of

sculpture.

3.1.1.1 define sculpture.

3.1.1.2 discuss the historical development of sculptures.

3.1.1.3 analyse examples of sculptures in relation to art culture and heritage.

3.1.1.4 discuss the variety of materials and tools for sculpture making.

3.2 Types of

Sculpture

3.2 .1 understand and appreciate the

different types of sculpture.

3.2.1.1 explain the different types and forms of sculpture.

3.2.1.2 explore and experiment with the basic approaches in sculpture making.

3.3 Methods and

Techniques

3.3.1 develop skills and apply different

methods and techniques of

sculpture making.

3.3.1.1 discuss methods and techniques of sculpture making.

3.3.1.2 experiment with a variety of materials, tools and equipment used in sculpture

making.

3.3.1. 3 explore and experiment with the different methods and techniques of sculpture

making.

3.3.1.4 demonstrate proper use of materials, tools and equipment in sculpture making.

3.4 Sculpture

Making by

Modelling

3.4.1 apply techniques and methods of

sculpture making by modelling.

3.4.1.1 define modelling.

3.4.1.2 discuss examples of modelled sculptures.

3.4.1.3 explore possibilities and limitations with materials and tools in modelling.

3.4.1.4 apply safety in using a range of materials, tools and equipment in sculpture

making by modelling.

3.4.1.5 explore modelling of basic forms applying art elements and principles.

3.4.1.6 create either a realistic, abstract or non-objective sculpture by modelling.

3.4.1.7 analyse techniques and processes involved in modelling.

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UNIT 4: INTRODUCTION TO CRAFTS



4.1 Historical

Development

of Crafts


historical development of crafts.

4.1.1.1 define crafts.

4.1.1.2 discuss the historical developments of crafts from ancient to modern.

4.1.1.3 discuss the use of variety of natural and human-made tools and materials in

craft making.

4.2 Types of Crafts 4.2.1 understand and appreciate the

different types of crafts.

4.2.1.1 state the different types of crafts.

4.2.1.2 compare and contrast the functions of the different crafts.

4.2.1.3 distinguish between two-dimensional and three-dimensional crafts.

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UNIT 5: TWO-DIMENSIONAL CRAFTS



5.1 Collage,

Montage and

Mosaic Making

5.1.1 apply methods and techniques in

collage, montage and mosaic

making.

5.1.1.1 explain collage, montage and mosaic.

5.1.1.2 discuss traditional and modern forms of collage, montage and mosaic.

5.1.1.3 explore collage, montage and mosaic making using art elements and

principles.

5.1.1.4 apply safety in using a range of materials, tools and equipment in collage,

montage and mosaic making.

5.1.1.5 experiment with possibilities and limitations of materials and techniques in

collage/montage and mosaic making.

5.1.1.6 create a collage/montage and or mosaic work.

5.1.1.7 analyse the different qualities in collage/montage and mosaic works.

5.2 Weaving

5.2.1 explore and apply skills and

techniques in weaving

5.2.1.1 define weaving, warps, wefts and loom.

5.2.1.2 discuss types of woven works.

5.2.1.3 explore weaving using art elements and principles.

5.2.1.4 apply safety in using a range of materials, tools and equipment in weaving.

5.2.1.5 explore possibilities and limitations with materials, tools and techniques in

weaving.

5.2.1.7 create a woven artefact.

5.2.1.8 analyse the qualities in woven works.

5.3 Appliqué and

Stitchery

5.3.1 acquire and apply skills and

techniques of appliqué and

stitchery.

5.3.1.1 define appliqué and stitchery.

5.3.1.2 explore appliqué and stitchery making using art elements and principles.

5.3.1.3 apply safety in using a range of materials, tools and equipment in appliqué and

stitchery making.

5.3.1.4 explore possibilities and limitations with materials, tools and techniques in

appliqué and stitchery making.

5.3.1.5 create works of appliqué and stitchery.

5.3.1.6 analyse qualities in appliqué and stitchery work.

5.3 Leatherwork 5.4.1 appreciate and apply methods and 5.4.1.1 define leather and leatherwork.

8

techniques and leather works. 5.4.1.2 discuss modern and traditional forms of leather.

5.4.1.3 identify materials, tools and equipment used in leatherwork.

5.4.1.4 explore leather work using art elements and principles.

5.4.1.5 apply safety in using a range of materials, tools and equipment in leather

work making.

5.4.1.6 explore possibilities and limitations with tools, materials and techniques in

making leather artefacts.

5.4.1.7 create artefacts from leather.

5.4.1.8 analyse the different qualities in leather and leather work.

9

UNIT 6: THREE-DIMENSIONAL CRAFTS



6.1 Ornaments


techniques in ornament making.

6.1.1.1 define ornaments.

6.1.1.2 discuss types of ornaments.

6.1.1.3 explore the use of art elements and principles in ornaments.

6.1.1.4 discuss the use of improvised/found materials for ornaments.

6.1.1.5 research on types of ornaments and materials used in the immediate

surroundings.

6.1.2 apply skills and techniques in

making jewellery.

6.1.2.1 define jewellery.

6.1.2.2 apply safety in using a range of materials, tools and equipment in jewellery

making.

6.1.2.3 explore and experiment with different materials, tools and techniques.

6.1.2.4 create jewellery works using art elements and principles.

6.1.3 explore and apply skills in the

making of beadwork.

6.1.3.1 explain beadwork.

6.1.3.2 identify different types of beadwork.

6.1.3.3 apply safety in using a range of materials, tools and equipment in beadwork

making.


6.1.3.5 create beadwork using art elements and principles.

6.2 Basketry 6.2.1 appreciate and apply skills in

basketry.

6.2.1.1 define basketry.

6.2.1.2 discuss traditional and modern forms of basketry.

6.2.1.3 apply safety in using a range of materials, tools and equipment in basketry

making.

6.2.1.4 explore and experiment with different materials, tools, and

techniques in basketry.

6.2.1.5 discuss the use of art elements and principles in basketry.

6.2.1.6 identify different types of baskets.

6.2.1.7 create basketry works.

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6.3 Mask Making 6.3.1 apply skills and techniques in

Mask Making.

6.3.1.1 define a mask.

6.3.1.2 discuss traditional and modern forms of masks.

6.3.1.3 apply safety in using a range of materials, tools and equipment in mask

making.


6.3.1.5 discuss the use of art elements and principles in mask making.

6.3.1.6 create a mask.

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FORM 2

UNIT 7 INTRODUCTION TO DESIGN



7.1 Historical

Development of

Design


historical development of design.

7.1.1.1 define design.

7.1.1.2 discuss the historical development of design.

7.1.1.3 discuss traditional and modern designs.

7.1.1.4 discuss the steps in the design process

7.2 Types of Design

7.2.1 explore and appreciate the

different types of design.

7.2.1.1 identify types of design.

7.2.1.2 distinguish between two-dimensional and three-dimensional designs.

7.3 Computer Aided

Design

7.3.1 acquire and apply skills and

techniques in computer aided

design.

7.3.1.1 discuss computer aided designs.

7.3.1.2 use the computer to experiment with variety of designs using art elements and

principles.

7.3.1.3 create a computer-aided design.

7.3.1.4 analyse qualities of computer aided designs.

12

UNIT 8 TWO-DIMENSIONAL DESIGN



8.1 Lettering

8.1.1 acquire knowledge and skills of

using different types of lettering.

8.1.1.1 define lettering.

8.1.1.2 discuss the different kinds of lettering.

8.1.1.3 explore and experiment with lettering types.

8.1.1.4 create artworks using different types of lettering.

8.1.1.5 analyse qualities of lettering in works of Art.

8.2 Illustration

8.2.1 demonstrate understanding and

appreciation of illustration.

8.2.1.1 define illustration.

8.2.1.2 discuss the different types of illustration.

8.2.1.3 discuss developments and early forms of illustrations.

8.2.1.4 explore and experiment with different types of illustrations.

8.2.5.5 create illustrations using art elements and principles.

8.2.1.6 analyse the effectiveness of illustrations.

8.3 Posters, Cards

and Stamp

Designs

8.3.1 apply skills and techniques in

posters, cards and stamp designs.

8.3.1.1 define a poster, card and stamp.

8.3.1.2 discuss different types of posters, cards and stamp designs.

8.3.1.3 explore and experiment with poster, card and stamp designing.

8.3.1.4 create different works of posters, cards and stamp designs using art elements

and principles.

8.3.1.5 analyse the designed works of posters, cards and stamps.

8.4 Print Making


techniques in print making.

8.4.1.1 define printmaking.

8.4.1.2 discuss modern and traditional forms of prints.

8.4.1.3 identify and discuss different types of prints.

8.4.1.4 explore and experiment with different ways of making prints.

8.4.1.5 create different types of prints using art elements and principles.

8.4.1.6 analyse the variety of qualities in print and printmaking techniques.

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8.5 Cover Design

8.5.1 develop and apply skills and

techniques in cover design.

8.5.1.1 describe a cover design.

8.5.1.2 discuss a variety of cover designs.

8.5.1.3 explore and experiment with the process of designing covers.

8.5.1.4 create a cover design using art elements and principles.

8.5.1.5 analyse the different qualities of cover designs.

8.6 Logo and

Emblem Design

8.6.1 apply skills and techniques in logo

and emblem design.

8.6.1.1 explain logo and emblem design.

8.6.1.2 compare and contrast a logo and an emblem.

8.6.1.3 discuss functions of a logo and an emblem.

8.6.1.4 explore and experiment with the process of designing a logo and an emblem.

8.6.1.5 create either a logo or and an emblem using art elements and principles.

8.6.1.6 critique logo and emblem designs.

8.7 Fabric Design


techniques in fabric design.

8.7.1.1 describe fabric design.

8.7.1.2 discuss the use of pattern in fabric designing.

8.7.1.3 apply safety in using a range of materials, tools and equipment in fabric

designing.

8.7.1.4 explore and experiment with techniques and processes in fabric designing.

8.7.1.5 create a fabric design using art elements and principles.

8.7.1.6 critique the qualities in fabric designs.

8.8 Mural Design 8.8.1 appreciate and apply skills in

mural design.

8.8.1.1 define mural.

8.8.1.2 discuss examples of murals in the surrounding.

8.8.1.3 explore and experiment with the process of mural designing.

8.8.1.4 create a mural design using art elements and principles.

8.8.1.5 analyse the variety of qualities in mural designs.

8.9 Careers in Two-

Dimensional Design

8.9.1 develop awareness of careers in

two-dimensional design.

8.9.1.1 identify careers in two-dimensional design.

8.9.1.2 discuss career opportunities in two-dimensional design.

14

UNIT 9 THE PRACTICE OF DRAWING AND PAINTING



9.1 Drawing and

Painting from

Observation

9.1.1 appreciate and apply the concept

and process of drawing and

painting from observation.

9.1.1.1 explain drawing and painting from observation.

9.1.1.2 discuss themes in drawing and painting.

9.1.1.3 discuss the use of various tools and materials for drawing and painting.

9.1.1.4 create a drawing or painting from observation using art elements and

principles.

9.1.1.5 critique drawings and paintings from observation.

9.2 Drawing and

Painting from

Memory

9.2.1 demonstrate the ability to draw

and paint from memory.

9.2.1.1 explain drawing and painting from memory.

9.2.1.2 discuss themes in drawing and painting from memory.

9.2.1.3 create a drawing or painting from memory using art elements and principles.

9.2.1.4 critique drawings and paintings from memory.

9.3 Drawing and

Painting from

Imagination

9.3.1 appreciate the concept, process and

the ability to draw and paint from

imagination.

9.3.1.1 explain drawing and painting from imagination.

9.3.1.2 critique artworks in abstract, realistic and non-objective forms.

9.3.1.3 create a drawing or painting from imagination using art elements and

principles.

9.3.1.4 critique drawings and paintings from imagination.

9.4 Careers in

Drawing and

Painting

9.4.1 develop awareness of careers

related opportunities in drawing

and painting.

9.4.1.1 identify careers in drawing and painting.

9.4.1.2 discuss career opportunities in drawing and painting.

15

UNIT 10 THE PRACTICE OF SCULPTURE MAKING



10.1 Casting

10.1.1 develop skills and appreciate the

process of sculpture making by

casting.

10.1.1.1 define casting.

10.1.1.2 discuss examples of sculptures made by casting.

10.1.1.3 compare and contrast sculptures made by casting from different cultures

in Botswana and other parts of the world.


making by casting.

10.1.1.5 explore possibilities and limitations with materials and tools in casting.

10.1.1.6 explore and experiment with the process of casting.

10.1.1.7 create a sculpture using the process of casting.

10.1.1.8 analyse qualities of sculptures made by casting.

10.2 Construction

10.2.1 apply skills and techniques of

sculpture making by construction.

10.2.1.1 define construction.

10.2.1.2 discuss examples of sculptures made by construction.

10.2.1.3 compare and contrast sculptures made by construction from different cultures

in Botswana and other parts of the world.


making by construction.

10.2.1.5 explore possibilities and limitations with techniques, tools and materials in

construction.

10.2.1.6 experiment with the process of construction using art elements and principles.

10.2.1.7 create a sculpture by construction.

10.2.1.8 analyse the qualities of sculptures made by construction.

10.3 Carving

10.3.1 develop skills and techniques in

sculpture making by carving.

10.3.1.1 define carving.

10.3.1.2 discuss examples of sculptures made by carving.

10.3.1.3 compare and contrast sculptures made by carving from different cultures in

Botswana and other parts of the world.


making by carving.

16

10.3.1.5 explore possibilities and limitations with techniques, tools and materials in

carving.

10.3.1.6 explore carving using art elements and principles.

10.3.1.7 create either a realistic, abstract or non-objective sculpture by carving.

10.3.1.8 evaluate qualities of sculptures made by carving.

10.4 Careers in

Sculpture

10.4.1 develop awareness of careers

related opportunities in sculpture

making.

10.4.1.1 identify careers in sculpture.

10.4.1.2 discuss careers in sculpture.

17

UNIT 11 CLAYWORK



11.1 Clay 11.1.1 acquire knowledge and skills in

clay and preparation of clay.

11.1.1.1 define clay.

11.1.1.2 identify sources of clay.

11.1.1.3 discuss types and properties of clay.

11.1.1.4 outline steps in the preparation of clay.

11.1.1.5 explore mixing different clay types.

11.2 Pottery and

Ceramics

11.2.1 develop and apply skills,

techniques and processes in

pottery and ceramics.

11.2.1.1 define pottery and ceramics.

11.2.1.2 discuss the historical development of pottery and ceramics.

11.2.1.3 discuss traditional and modern tools for pottery and ceramic making.

11.2.1.5 apply safety in using a range of materials, tools and equipment in pottery and

ceramic making.

11.2.1.6 explore and experiment with pottery making and decorating techniques.

11.2.1.7 create pottery and ceramic works using art elements and principles.

11.2.1.8 analyse qualities of pottery and ceramic works.

11.3 Glazing and

Firing

11.3.1 acquire knowledge and skills in

glazing and firing.

11.3.1.1 explain glaze, glazing and firing.

11.3.1.2 discuss types and qualities of glazes.

11.3.1.3 discuss the use of glaze.

11.3.1.4 discuss the glaze ingredients.

11.3.1.5 experiment with glazes.

11.3.1.6 apply safety in using a range of materials, tools, equipment, firing and glazing.

11.3.1.7 explore and experiment with different types of firing methods.

11.3.1.8 determine the effects of glazes in firing.

11.3.1.9 analyse fired and glazed clay works.

11.4 Careers in

Pottery and

Ceramics


pottery and ceramic.

11.4.1.1 identify careers in pottery and ceramics.

11.4.1.2 discuss careers in pottery and ceramics.

18

UNIT 12 THREE-DIMENSIONAL DESIGN



12.1 Package Design


package design.

12.1.1.1 define package design.

12.1.1.2 explain the functions of packages.

12.1.1.3 discuss the process of package designing.

12.1.1.4 explore and experiment with package designing.

12.1.1.5 create a package design using art elements and principles.

12.1.1.6 analyse qualities of package designs.

12.2 Product Design


product design.

12.2.1.1 define product design.

12.2.1.2 explain a model.

12.2.1.3 discuss product designs.

12.2.1.4 explore and experiment with product designing.

12.2.1.5 create a product model design using art elements and principles.

12.2.1.6 analyse qualities of product model designs.

12.3 Careers in

Three-

Dimensional

Design


three-dimensional design.

12.3.1.1 identify careers in three-dimensional design.

12.3.1.2 discuss career opportunities in three-dimensional design.

19

FORM 3

UNIT 13 PHOTOGRAPHY, VIDEO AND ENTREPRENEURSHIP



13.1 Photography

13.1.1 acquire knowledge and skills in

photography.

13.1.1.1 define photography.

13.1.1.2 discuss the historical development of photography

13.1.1.3 discuss types of photography.

13.1.1.4 discuss materials and equipment used in photography.

13.1.1.5 discuss themes in photography.

13.1.1.6 apply safety in using a range of materials, tools and equipment in

photography.

13.1.1.7 explore and experiment with methods and techniques in photography.

13.1.1.8 produce a work of photography based on a chosen theme.

13.1.1.9 analyse works of photography.

13.1.1.10 discuss careers in photography.

13.2 Video 13.2.1 develop and apply skills in video

production.

13.2.1.1 define video.

13.2.1.2 discuss the historical development of video production.

13.2.1.3 discuss materials and equipment in video production.

13.2.1.4 discuss themes in video production.

13.2.1.5 apply safety in using a range of materials, tools and equipment in video

production.

13.2.1.6 explore processes in video production.

13.2.1.7 produce a video based on a selected theme.

13.2.1.8 critique the video produced.

13.2.1.9 discuss careers in video production.

13.3 Entrepreneurship 13.3.1 understand and appreciate

entrepreneurship in Art.

13.3.1.1 define entrepreneurship.

13.3.1.2 state legal forms of business.

13.3.1.3 discuss the features of the different legal forms of business.

13.3.1.4 state the advantages and disadvantages of the different legal forms of

20

business.

13.3.1.5 differential between a business idea and business opportunity in Art.

13.3.1.6 conduct a market research using a chosen Art related business idea.

13.3.1.7 discuss piracy and copy right issues in relation to Art.

13.3.1.8 describe marketing strategies including price, product, promotion and place.

21

UNIT 14 Project Work



14.1 Project Work 14.1.1 research and execute work of art in

one of the following areas of study

or a combination; Drawing,

Painting, Sculpture, Craft, Design,

Photography and Video.

14.1.1.1 identify a project theme.

14.1.1.2 conduct research on the area of study chosen.

14.1.1.3 explore and experiment with materials, techniques and processes.

14.1.1.4 make a project folio/workbook.

14.1.1.5 apply safety in using a range of materials, tools and equipment.

14.1.1.6 create an art project.

14.1.1.7 prepare a critical analysis on the project work.

Documents

Ministry of Education and Skills Development BOTSWANA · Ministry of Education and Skills Development BOTSWANA PRIMARY: ... Unit 2: Introduction to ... express their creative abilities