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National Senior Certificate Grade 11 NATIONAL SENIOR CERTIFICATE GRADE 11 VISUAL ARTS P1 (VISUAL CULTURE STUDIES) NOVEMBER 2007 MARKS: 100 TIME: 3 hours This question paper consists of 19 pages, including full colour visual resources. Copyright reserved Please turn over Visual Arts/P1 2 DoE/November 2007 NSC INSTRUCTIONS AND INFORMATION 1. Answer any FIVE questions for a total of 100 marks. 2. Number the answers correctly according to the numbering system used in this question paper. 3. Refer to the visual sources where applicable. 4. Information discussed in one answer, will NOT be credited if repeated in other answers. Cross-referencing of artworks is permissible. 5. Name the artist and title of each artwork discussed. 6. Write in a clear, creative and ordered manner, using full sentences and paragraphs where applicable. 7. Write neatly and legibly. In this examination you will be expected to demonstrate the following: • The use of correct art terminology • The use of visual analysis and critical thinking • Writing and research skills within a historical and cultural context • The ability to place examples of art works in a social and historical context • An understanding of distinctive artistic styles • The identification of the professional practices of local artists GLOSSARY: Use the following glossary to make sure you understand how to approach a particular question: Analyse : A detailed and logical discussion of the formal elements (such as line, colour, tone, texture, format) composition, et cetera of the work. Compare : Point out differences and similarities in an ordered sequence within the same argument. Discuss : Present your point of view and give reasons for your statements. Explain : Clarify and give reasons for your statements. Interpret : Give an informed opinion, supported by examples. State : Say directly what you think – give your opinion as well as an explanation. Describe: : Discuss what you see in an art work, building, et cetera. Copyright reserved Please turn over Visual Arts/P1 3 DoE/November 2007 NSC QUESTION 1 Visual art encourages artistic development, by requiring learners to explore ideas and to demonstrate effective working methods through a process of investigation and experimentation. Learners also learn to respond to art in an informed and articulate way, in order to interpret, discuss and debate the messages and meanings of art. 1.1 Using the correct art terminology, write a short paragraph on the practical discipline you have chosen to focus on this year. You should include information on the following: • The subject matter you have worked with • The concepts you were trying to put across/express • The processes and techniques you have used • Basic sketches to show main ideas if necessary (10) 1.2 Write a short paragraph in which you critically discuss the art movements or specific artists that have influenced you this year, either in your choice of subject matter or technique. You must name the artist and select at least ONE specific artwork to analyse in order to demonstrate its influence on your work. Information to be considered: • Historical context of works or movements which have influenced you • Content and meaning of works or movements which have influenced you • The style, materials and technique used in the artwork(s) which have influenced you (10) [20] Copyright reserved Please turn over Visual Arts/P1 4 DoE/November 2007 NSC QUESTION 2 Jacques-Louis David made a political comment when he painted The Death of Marat (1795) (see FIGURE 2a). Jean Paul Marat was one of the leaders of the French Revolution (1789) and was stabbed to death in his medicinal bath by Charlotte Corday, a member of a rival political faction. In 1977 Steve Biko, the leader of the Black Consciousness Movement in South Africa, died in detention. He was brutally assassinated by security police interrogators, then his handcuffed, naked body was driven in the back of a jeep 1 628 km from Port Elizabeth to the prison hospital in Pretoria. Local artists Willie Bester and Sam Nhlengethwa responded by creating artworks which commented politically on the death of Steve Biko (FIGURES 2b and 2c). 2.1 What visual clues does the artist David use in his painting of Marat to suggest his violent death? (FIGURE 2a) (2) 2.2 Marat was an old man who had a skin disease when he was assassinated. However, David shows him in an idealised way. Explain what is meant by idealised and why David decided to show him in this way. (3) 2.3 Discuss the composition of David's painting and consider why he decided to use such a plain, flat background. (3) 2.4 The other two works both relate to Steve Biko’s death. Discuss how these artists used different ways to comment on the incident. (FIGURE 2b and FIGURE 2c) (3) 2.5 Which artwork, according to you, gives the strongest expression to this incident? Give reasons for your answer. (2) 2.6 Discuss the similarities and differences between David's and Nhlengethwa's works. Also comment on the function and purpose of these works. (7) [20] Copyright reserved Please turn over Visual Arts/P1 5 DoE/November 2007 NSC FIGURE 2a: Jacques-Louis David, FIGURE 2b: Willie Bester, The Death of Marat, 1793. Oil Steve Biko, 1993. Mixed media on canvas FIGURE 2c: Sam Nhlengethwa, It left him cold – the death of Steve Biko, 1990. Collage, pencil, charcoal Copyright reserved Please turn over Visual Arts/P1 6 DoE/November 2007 NSC QUESTION 3 Art competitions or awards are sponsored by large companies to sometimes celebrate innovation and excellence in the visual arts. They provide a wonderful opportunity and challenge for young, upcoming artists to make a name for themselves. You are part of a team working for a large company who intends to sponsor an art competition for a social awareness campaign and to help launch talent in South Africa. The winner of this competition will not only receive a large financial prize, but will also have his/her work displayed in a prominent public area. The following questions are some of the issues you and your team need to decide upon. Read them carefully and give your response to each. 3.1 What social awareness theme and media has your team decided upon for the public artwork challenge? Give a valid reason for this theme/media being chosen. (2) 3.2 Determine a specific kind of public space for the display of the winning work. Give reasons why you have selected this particular space. (3) 3.3 What types of artworks do you think would be appropriate for permanent display in a public space? Discuss ONE relevant example you have experienced within a specific environment. (3) 3.4 Art competitions have a role to play in the promotion of young South African talent, but they are sometimes merely a way for the company to get good media coverage. Debate this statement with reference to your previous answers. (4) 3.5 Write a short paragraph in which you name and analyse ONE specific work of art from any artist you have studied (from overseas or Africa) whose work you feel would look good in a public space of your choice. Give valid reasons for your choice of artist, work and display space. It is important to include the following information in your paragraph: • Title of work • Name of artist • Movement or period it comes from • Subject matter/Theme • Style • Materials and techniques used to create it • Scale • Interaction of work with surrounding space (8) [20] Copyright reserved Please turn over Visual Arts/P1 7 DoE/November 2007 NSC QUESTION 4 Seurat and Pemba both show people at leisure in their paintings (FIGURES 4a and 4b).. Seurat is showing fashionable Parisians enjoying a Sunday by the river Seine in the 1880s, while Pemba created his painting just after the Soweto riots and shows life in a South African township. 4.1 Discuss the depiction of the people/figures in the two paintings (FIGURE 4a and FIGURE 4b) by answering the following questions: • What are the people doing in these paintings? • Describe their clothes in each artwork. • What formal compositional elements have the artists used to draw your attention to the figures in each artwork? • How have the artists portrayed the human figure in each artwork? • Do the people interact with one another? • What does the industrial site in the Pemba painting tell us? (10) 4.2 Compare the following elements in the two paintings: • The styles and brushwork used in the paintings (4) (6) • Perspective and portrayal of depth in the works [20] Copyright reserved Please turn over Visual Arts/P1 8 DoE/November 2007 NSC FIGURE 4a: Georges Seurat, La Grande Jatte, 1884 – 1886. Oil on canvas FIGURE 4b: George Pemba, New Brighton, 1977. Oil on board Copyright reserved Please turn over Visual Arts/P1 9 DoE/November 2007 NSC QUESTION 5 As early as a thousand years ago, Arab boats were travelling down the coast of Africa and trading with the indigenous inhabitants. Beads were a highly tradeable commodity as no glassblowing technology existed amongst the African tribes, beads were always in demand. Beads were a symbol of prestige as they were in later Zulu and Sotho royal societies. FIGURE 5a: FIGURE 5b: FIGURE 5c: A young Zulu girl at the An Uda adolescent girl High fashion hits Africa in yearly Shembe festival from South Sudan. The this Paris catwalk inspired wearing a beaded dancing elaborate beaded corset is design that showcases outfit. The design of the a sign of eligibility. traditional African detail. beadwork is typical Now coveted in the fashion Shembe. capitals of the world, the beadwork tells a tale in every design. 5.1 Beads have been an important part of African life for centuries, as can be seen in the brief text above on the history of beads.
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