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3.1 Om kunsvorme in die alledaagse lewe te klassifiseer

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Kuns en kultuur

Graad 6

Kritiese en kreatiewe denke

Module 10

Om kunsvorme in die alledaagse lewe te identifiseer

Visuele kuns

Aktiwiteit 1:

Om verskeie kunsvorme in die alledaagse lewe te identifiseer en te klassifiseer

[lu 2.5]

  • In Modules 1 en 2 het jy al kennis gemaak met kunselemente soos lyn , vorm , toonwaardes , kleur en komposisie .In Module 3 sal daar meer gefokus word op tema , onderwerp en skaal van kunswerke by die huis , in die gemeenskap en in openbare plekke .

STAP 1

Aangesien ons in die alledaagse lewe omring word met ‘n verskeidenheid van kunsvoorwerpe, -beelde en -werke, is dit belangrik om al hierdie verskillende visuele kunsvorme te kan identifiseer.

Voltooi die volgende tabel:

V oorbeelde V an K unswerke I n D ie A lledaagse L ewe

By my huis In my gemeenskap In openbare plekke

STAP 2

Kyk nou weer na jou tabel en omkring al die items wat te make het met VERSIERING (om ‘mooi’ te lyk of dekoratief te wees) en onderstreep al daardie items wat ‘n DEFINITIEWE FUNKSIE het of vir iets spesifieks gebruik word. Sommige items sal aan albei voldoen en dus sowel omkring as onderstreep wees.

STAP 3

Kies nou in jou lys vyf van die onderstreepte kunswerk-items wat funksioneel is of gebruik word en groepeer hulle volgens die vyf temas hieronder (sorg dat jy minstens een uit elke kolom van jou tabel kies):

Bruikbare Kunswerke

TEMA KUNSWERKE
ADVERTENSIE/ REKLAME
INLIGTING
GEMAK
VERMAAK / ONTSPANNING
PERSOONLIKE GEBRUIK

STAP 4

Laastens moet jy na die skaal van die kunswerke kyk, m.a.w. die grootte van die kunswerke. Maak ‘n lys van tien kunswerke, gekies vanuit jou eerste tabel, en rangskik hulle van die kleinste tot die grootste. (Nommer 1 sal die kleinste wees en nommer 10 die grootste):

Lys van kunswerke volgens skaal

Skaal van Klein tot Groot Kunswerke
Kleinste 1.
2.
3.
4.
5.
6.
7.
8.
9.
Grootste 10.
  • Skryf nou ‘n paragraaf van ongeveer 60 – 80 woorde in jou leerderjoernaal (of op los papier wat jy as bladsye na hierdie een kan invoeg) om te verklaar hoekom elkeen van die tien kunswerke wat jy gelys het op daardie spesifieke skaal gemaak is. (Kyk na die verband tussen die kunswerk en die grootte daarvan).

Aktiwiteit 2:

Om ‘n omgewing te verbeter en te verfraai

[lu 2.5]

  • Bestudeer die illustrasie hieronder. Wys met kleurpastelle of waskryte en/of gekleurde bordkryte hoe jy die geїllustreerde omgewing sal verbeter of verfraai. Kyk weer na jou eerste tabel vir inspirasie.

Assessering

Leeruitkomstes(LUs)
LU 2
REFLEKSIE Die leerder is in staat om krities en kreatief op artistieke en kulturele prosesse, produkte en style van die verlede en die hede te reflekteer.
Assesseringstandaarde(ASe)
Dit is duidelik wanneer die leerder:
DANS
2.1 die historiese agtergrond van danse gedoen deur hulle ouers navors ten opsigte van sosiale en kulturele inhoude, doel en unieke eienskappe;
DRAMA
2.2 uitvind oor verskillende tipes drama in die land en verbande volgens oorsprong en ooreenkoms tussen party van hulle raaksien;
MUSIEK
2.3 m.b.v. beluistering die gebruik van herhaling in die samestelling van Afrika-musiek bespreek;
2.4 m.b.v. ‘n repertorium van geselekteerde liedere uit verskillende kulterele omgewings kan beskryf uit watter kulterele gebeurtenis die liedere spruit, en die boodskap van die lirieke en waarvoor die lied gebruik word, verduidelik;
VISUELE KUNSTE
2.5 die hoofdoel en ontwerp-kwaliteite van kunswerke in die huis, die gemeenskap en openbare plekke identifiseer volgens tema, onderwerp en skaal.

Questions & Answers

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Source:  OpenStax, Kuns en kultuur graad 6. OpenStax CNX. Sep 08, 2009 Download for free at http://cnx.org/content/col11006/1.1
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