Art and Design Prototype
Art and Design Prototype
Art and Design Prototype
YP
ART AND DESIGN
OT PROTOTYPE
OT
PR
LOWER SECONDARY
CURRICULUM
Art and Design prototype.indd 1 11/05/2020 12:18:24
Art and Design prototype.indd 2 11/05/2020 12:18:24
E
YP
OT
OT
PR
LOWER SECONDARY
CURRICULUM
Art and Design prototype.indd 1 11/05/2020 12:18:24
Published 2020
This material has been developed as a prototype for implementation of the revised
Lower Secondary Curriculum and as a support for other textbook development interests.
This document is restricted from being reproduced for any commercial gains.
Contents
Chapter 1.......................................................................................................... 1
APPRECIATION OF ART AND DESIGN ................................................................... 1
Understanding art ........................................................................................... 2
The importance of studying art ...................................................................... 2
Observing and Appreciating Nature ............................................................... 3
Examining and Responding To the Natural Environment ............................. 4
Chapter 2.............................................................................................................. 6
EXPLORING SPACE, LINE AND SHAPE ................................................................... 6
Elements of Art ................................................................................................ 7
Line .............................................................................................................. 9
Shape or form and Space ............................................................................ 9
Texture ....................................................................................................... 10
Colour ........................................................................................................ 10
Experiencing Elements and Principles of Art ............................................... 12
Chapter 3............................................................................................................ 14
EXPLORING THE NATURAL ENVIRONMENT ....................................................... 14
Materials for Drawing and Painting .............................................................. 18
Drawing and Painting Objects from the Natural Environment ................... 19
Chapter 4............................................................................................................ 21
INTRODUCTION TO GRAPHIC DESIGN................................................................ 21
Observing Basic Elements of Graphic Design............................................... 23
The Seven Basic Elements of Graphic Design .............................................. 24
Colour ........................................................................................................ 24
Value .......................................................................................................... 24
Line ............................................................................................................ 25
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Scale .......................................................................................................... 25
Shape ......................................................................................................... 25
Space ......................................................................................................... 26
Contrast ..................................................................................................... 27
Textures .................................................................................................... 28
The Use of Fonts and Illustration in Graphic Design .................................... 28
Why letter fonts are important?................................................................ 28
Using Basic Elements to Design a Poster ................................................. 28
What is the role of Graphic Designer? ........................................................... 29
Chapter 5............................................................................................................ 31
MULTI MEDIA: MOSAIC/COLLAGE ..................................................................... 31
Collage techniques ........................................................................................ 32
The Collage Making Process ......................................................................... 33
Chapter 6............................................................................................................ 36
Introduction to Fabric Decoration and Printmaking .......................................... 36
Introduction .................................................................................................. 37
Patterns from Nature .................................................................................... 38
Designing a Motif ........................................................................................... 39
Motif Patterns and Their Applications .......................................................... 41
Chapter 7............................................................................................................ 43
Introduction to Pottery ...................................................................................... 43
Clay Methods ................................................................................................. 46
Making a pinch pot ........................................................................................ 47
Clay preparation ........................................................................................ 47
Forming a pinch pot .................................................................................. 47
Chapter 8............................................................................................................ 50
CRAFTS FROM THE NATURAL ENVIRONMENT: BASKETRY I .............................. 50
Weaving Techniques ..................................................................................... 52
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Preface
This Learner’s Book has been written in line with the revised Art and
Design syllabus. The knowledge and skills which have been
incorporated are what is partly required to produce a learner who has
the competences that are required in the 21st century.
The teacher as a facilitator will prepare what the learner is to learn and
this Learner’s Book is one of the materials to be used to support the
teaching and learning process.
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Acknowledgements
National Curriculum Development Centre (NCDC) would like to express
its appreciation to all those who worked tirelessly towards the
production of the Art and Design Learner’s Book.
Our gratitude goes to the various institutions which provided staff who
worked as the panel, the Subject Specialist who initiated the work and
the Production Unit at NCDC which ensured that the work produced
meets the required standards. Our thanks go to Enabel which provided
technical support in textbook development.
The Centre is indebted to the learners and teachers who worked with
NCDC Specialist and consultants from Cambridge Education and
Curriculum Foundation.
Last but not least, NCDC would like to acknowledge all those behind the
scenes who formed part of the team that worked hard to finalise the
work on this Learner’s Book.
Grace K. Baguma
Director, National Curriculum Development Centre
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Introduction
Art and Design curriculum aims to develop creativity, visual
communication, understanding culture, and connections to society.
This book is prepared for the learners of Senior One. It has been
designed by interweaving seven learning Art units within the syllabus.
These units are Drawing and Painting, Graphic Design, Decorative Arts,
Fabric Arts and Printmaking, Three –dimensional Art, Integrated Crafts
Projects, and Art Theory.
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iv) analyse and discuss the artworks of master and contemporary 3-D
artists.
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Chapter 1
Appreciation of Art and Design
Introduction
In this chapter, you are going to explore the world of visual arts. You will
also appreciate the ways of communicating without using words but
images. You will learn that visual art is another language in the human
civilization.
Can you imagine what it would be like to play a new game without first
learning the rules, or to read a story in a language you do not
understand well? The same is true with art. Understanding art requires
looking at and knowing how to look to find meaning. It has certain rules
to follow. Throughout this book, you will develop your understanding,
skill and appreciation of each of the areas as a process that makes up
the world of visual arts.
Understanding Art
In the study of art, the term work of art has a specific meaning. It is any
object created or designed by an artist. Art can be made from a number
of different materials. Artists make use of the environment to
communicate and create objects for use. People who make objects
depend on the environment to earn money and make a living. In pairs,
can you mention a few objects you know or use in daily life that are
made by artists?
In this book you will explore eight areas. They are Art Theory, Graphic
In future, you will discover that people who engage in these areas are
helping to solve our daily needs. Each of these areas of creativity forms
its own field of study. These areas also share many skills and together
help you to develop your complete artistic ability.
Activity 1.1:
3. List down career opportunities that can be created when using the
environment to solve human problems.
After going through Section one, you realised that the natural
environment provides us with the materials we need to make life
enjoyable. Various artworks can be made from natural materials to
serve different purposes in our society. Since we cannot do without the
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Activity of Integration
Mr Visual Arts wishes to open a school because many parents and children enjoy
his creative and expressive methods of teaching and learning. However, many
students prefer to learn through certain subject areas. The students who wish to
attend include Sarah English, Ali German, Franco French, Jude Mathematics,
John Science, Mary Physical Education, Matia Agriculture, Gerald Art, and
Geoffrey History.
Select any two students and write on behalf of Mr Visual Arts telling the parents
of these students how their preferred subjects may benefit from the visual arts.
Chapter 2
Exploring Space, Line and Shape
Introduction
Art is the language which communicates without using words. In verbal
and written communication, we use words to convey a message. In art,
elements and principles are like words in verbal and written the
language which artists use to say something, in a visual form.
Elements of Art
When you look at any object what do you see? Can you write down for
example, what defines a cup? Some of what you have mentioned are the
elements and principles of art and design. They are the foundation of
the language we use to talk about art. The elements of art are the
visual tools that the artist uses to create a composition. These are line,
shape, colour, value, form, texture and space.
The principles of art represent how the artist uses the elements of art to
create an effect and to help convey the artist's intent. The principles of
art and design are balance, contrast, emphasis, movement, pattern,
rhythm and unity/variety. The use of these principles can help
The artist decides what principles of art he or she wants to use in the
work. While an artist might not use all the principles of design in one
piece, the principles are intertwined and the use of one will often
depend on another. Understanding the elements of art helps you to see
and interpret an object or interpret the artistic work and message in it.
Study Figure 2.1 and do Activity 2.1
(a) (b)
(c) (d)
Figure 2.1: Drawings showing elements and principles of art
Implied form created with shading Actual form: Work seen from all
and modelling its roundness sides
Figure 2.2: Elements in a human figure
Texture
Texture is the way the surface of an object feels. The feel may be
suggested or actual. Surface may vary from smooth to rough, soft to
firm, feathery to coarse. Texture in an artwork appeals to our sense of
touch. Can you describe the texture of Figure 2.2?
Colour
Colour is a hue of an object as we see it when light is reflected from it.
The colours that we can see are red, orange, yellow, green, blue, indigo
and violet. We see colours differently because each travels at a
different rate to our eyes. How many colours are in Figure 2.3? Can
you name them?
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The principles of art represent how the artist uses the elements of art
to create an effect and to help convey the artist's intent. The principles
of art and design are balance, contrast, emphasis, movement,
pattern, rhythm, and unity/variety. The use of these principles can
help determine whether a painting is successful or not, and weather
the work is finished or not.
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Activity of Integration
Chapter Summary
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Chapter 3
Exploring the Natural
Environment
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Introduction
In this chapter, you are going to explore the world around you. You will
also appreciate the usefulness of the natural environment to the
people. Do you know why you are surrounded by different things of
nature? What is the importance of plants, birds or animals to you? Why
do you think people living in different geographical areas create
artworks and express themselves differently?
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During your tour around your surrounding environment, you have seen
objects of different appearance in shapes, sizes, colour and texture.
Studying art will give you the power to challenge your thinking and see
things with an artistic eye. Your desire to know why things look like the
way they are is what is called artistic curiosity. On your journey
through the world of art, you will learn how to “see” art. You will also
learn how to perceive artistically with practice.
Hint
Appreciating art takes more than just looking at an object. It takes
looking at and knowing how to look, to find meaning. This is called
observation.
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After doing Activity 3.1, you may have observed that the natural
environment provides us with the materials we need in daily life.
Various art works can be made from such natural materials to serve
different purposes in our societies. For example, observe the objects in
Figure 3.1 and do Activity 3.2. Since we cannot do without the
environment, it is our personal responsibility to responsibly use,
maintain and improve on it.
(b) (c)
(a)
Figure 3.1: Objects produced from natural materials
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Figure 3.2: Some of the objects from the natural environment that can be used for
drawing and painting
Besides natural materials, also human made materials and tools for
drawing need to be prepared. Some of these are shown in Figure 3.3.
For example, pencils and crayons should be well sharpened in order to
be used effectively. Powder colours should be soaked and mixed in
water much earlier before they are used. In order to prepare your
drawing and painting materials and tools, do Activity 3.3.
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Figure 3.3: Artificial materials and tools for drawing and painting
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Activity of Integration
Based on your observation of objects from your natural
environment and using your favourite materials and tools,
make an artwork either of a drawing or painting that reflects
the natural environment and its value to society.
Chapter Summary
Tips:
Be careful when you tour the natural environment. Some
objects have natural protection of thorns, and or are
poisonous and you should not touch them.
Be cautious of the environment. Use it sparingly to avoid
destruction of plants.
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Chapter 4
Introduction to Graphic Design
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Discuss each of these elements in pairs before you can use them. As a
class or in pairs do Activity 4.2.
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Colour
The colour may even be the most important element of a design,
because it offers the most powerful visual impact at a single glance.
Colour is obvious and does not need basic graphic skills to be noticed.
While lines and shapes mean the same thing as in the reality, only at a
little more profound level, the colour means exactly the same thing as
in the nature. Colour creates emotions—red is passionate, blue is calm,
green is natural.
Even if you do not realize this, colours have a clear effect on your
mind. But knowing how hue, saturation, shade, tint, tone or Chroma
work together is crucial for a graphic designer.
Value
I did not specify value above, even if it is closely related to colour,
because value is more general and represents how dark or light a design
is. Value has a lot to do with mood too, only at a more profound level.
Understanding colours will take you close to perfection, but knowing
how value works will take you beyond this. Lighter designs offer a
different impact and feeling than the dark ones and you need an expert
eye to notice differences and decide which one is the best.
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Line
Lines are more than just dividers—the right lines can convey
movement and emotion, tying together your composition and making
it look polished and professional.
Scale
The scale of different elements in a design will have a big impact on
how your audience views and makes sense of your composition.
Playing with the relative size of different components in your design
allows you to set a focal point, highlight areas of importance, and
ultimately guide viewers' eyes through the piece. Scale isn't quite the
same thing as size (though many people tend to incorrectly use them
interchangeably when discussing design, i.e., "Make the logo bigger!").
Size refers to an absolute measurement (e.g., the sheet of paper 8'' by
11'') while scale refers to the direct relationship between elements in a
design (e.g., the circle is twice as big as the square).
Shape
A shape can be loosely explained as anything defined by boundaries.
There are two categories of shapes to consider:
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Figure 4.3
Space
Space is exactly what it sounds like: the empty areas between
elements in your design. When it comes to creating professional-
looking designs on your own, sometimes what you do not include is
just as important as what you do.
When working on a design, consider not only the elements you are
including, such as images and text, but how they are arranged and
grouped in the composition.
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In the example below, you can see how changing the space and
grouping of the elements creates a completely different feeling in the
composition. On the left, the uniform space between the elements
creates a sense of order and security. On the right, the varying spaces
between the elements convey a sense of disorder and confusion. The
space and how it is used is crucially important in design. Lately the
“white space” also called negative space became widely used
because it allows the human eye to read easily.
For whoever is not familiar with the term “white space”, it does not
mean precisely space filled with white, but every area of the design
which is only filled with the background colour. You can see several
examples below to better understand the concept.
Contrast
Contrast refers to the juxtaposition of elements that strongly differ (big
versus small, light versus dark, etc.) to create visual interest or draw
attention to particular elements.
Without contrast, our designs do not just lack lustre and are boring to
look at, they are also difficult to understand. A lack of contrast is often
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• promoting campaigns.
• communicating educational information and a lot more.
Posters are so diverse. They can be designed for web, print or both. You
can make them as creative or as classic as you want. The possibilities
are endless.
Do you know what graphic artists do? In pairs, research careers and
work habits associated to graphic art.
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Activity of Integration
Using the knowledge and skill you have acquired about designing
letter fonts and illustrations, design a scrapbook cover bearing your
name with a suitable illustration. Give the book an appealing
colouring.
Chapter summary
Tips:
Keep your graphic materials and tools safely.
Maintain a clean working environment free from litter and
colour smudges.
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Chapter 5
Multi Media: Mosaic/Collage
Introduction
In this chapter you will learn about creating artworks using collage.
Collage is one of the craft within decorative art and craft. In decorative art
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and craft you can use any material to create artworks. While doing collage,
depending on the materials you work with, the pieces are combined using
different materials. Suitable types of adhesives, pins, staples, fasteners or
threads provide good variety to choose from.
The word collage is French for gluing or pasting. The materials include
paper and fabric, but cardboards, plastics and synthetic materials may be
used. A collage is usually made by sticking together pieces of one material
of different sizes, shapes, colour, values and textures. These materials may
be cut, torn, folded, twisted or woven.
Collage Techniques
Collage techniques include: Overlapping—similar to the appliqué
technique of gluing or sticking pieces on top of another material.
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Activity of Integration
Create a photograph collage of your class. Each learner in your class
should submit one photograph of himself or herself. Select photographs
that show a variety of activities from as many subject areas as possible.
Creatively represent the class as one picture by cutting and sticking the
individual photographs together onto a hard board.
OR
Compile a photographs from newspapers and magazines of different
people who have made significant contribution to your country in
various ways. Creatively make a collage work using these photographs
by gluing them on a hard board. Give your work a deserving title.
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Chapter Summary
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Chapter 6
Introduction to Fabric Decoration
and Printmaking
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Introduction
Motif designing is a process that is used to make images desired for
printing on a surface. It is one of the methods used in printmaking.
Printmaking is used to produce various similar images. Each image
produced is considered to be an original piece which can be transferred
to a different surface to create an impression.
Observe the patterns of Figure 5.1. What are the possible sources of
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images in the motifs? What objects from your surrounding can inspire
you to make a motif for printing? You need to find out more about
printmaking and motif designing from other sources such as the
Internet and school library before you make effective motif designing.
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Designing a Motif
There are various stages you go through to produce a motif and later a
print. Each of the stages has sub-types that achieve varying results. You
need to do research as you go through them. In this section you are
going to develop a motif for a mono-print. “Mono” means one.
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(a) ( b)
(c) d)
Figure 6.4: Motifs from the natural environment
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Activity of Integration
Context: The bedroom for your three-year-old brother has bare walls
with no decoration at all. Inspired by your natural environment, design
a mono-colour print to be used to decorate your young brother’s
bedroom.
Chapter Summary
Tips:
• Lines, shapes and pattern are important while making designs. To
make a successful motif, these have to be artistically arranged and
precisely determined.
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Chapter 7
Introduction to Pottery
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Introduction
Artworks or objects that can be viewed from all round is what we call
three-dimensional art. Three-dimensional objects differ from two-
dimensional objects because they are not flat. Look at the painting and
drawings or a calendar on the wall. These are two-dimensional artworks
and objects. They are done and viewed on a flat surface.
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Pottery
Pottery is the forming of a ceramic body into objects of a required shape
often using clay. You can use clay to form ideas of different shapes. But
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Rarely can one successfully use clay just as it is dug from the
ground. Depending upon its origin, clay usually contains large
impurities such as vegetation matter or rocky debris. It is important to
know the general process by which it is prepared for use: Digging up a
lump of clay and storing it, preparing it using different methods,
keeping it in a cool place, and using it to make artworks.
Clay Methods
There are three common methods to creating basic
constructions: Carve, coil and slab. The technique of pinch is used to
easily form a shape. You may also join two of these shapes together to
create a spherical form that could be the body or head of an animal,
bird’s house, etc. Slab is rolling pieces of clay flat, joining the pieces to
form a shape. Coiling is where clay is rolled into long, smooth snakes
which are joined together in layers to build up a form. Carving is where
tools are used to cut out shapes. You are going to start with the
technique of pinching to create a pinch pot.
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Clay preparation
Clay straight from the ground needs to be prepared to be used for a given
work. The clay will need to be prepared, sieved to remove unwanted
material such as stones, twigs, and roots. Cleaning can be done either of
two ways. The clay can be crushed when dry and then sieved, or dried,
slaked down in water, then sieved. You can also use fingers to feel any
hard object in small bits.
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with the thumb into the inside and the fingers on the outside. Smoothen
the surface with a damp sponge.
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Chapter Summary
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Chapter 8
Crafts from the Natural
Environment: Basketry I
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Introduction
In Uganda almost every home has a woven object made out of natural
fibres. There are many naturally growing fibres used to create attractive
woven artworks. A natural fibre is a material that can be produced by
plants or animals. It is used in lengths or parts (strands). They are also
human-made fibres called synthetic. Sometimes the two fibres can be
used in a mixture, but culturally the natural fibres are used separately
and independently.
Weaving is not only used to make baskets, it is also used in the making
of other objects such as mats, containers, stools and even shields. This
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This shows the high level of craftsmanship involved in the design and
creation. All things used at home made of the natural environment are
part of a very long tradition. It is wonderful to learn weaving as a
tradition that you should carry on. It can be a symbol of your identity.
The product can be used for retail sales or developed further into
furnishing or home decoration items. You are connected to the past
through this tradition.
Weaving Techniques
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There are four major techniques used in many of the woven crafts.
These include: Coiling, plaiting, twilling and wicker or rand or cross or
chequer board.
Figure 8.2 shows the four common techniques of weaving. Have you
ever seen objects done using any of these techniques?
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reflect the local environment. They include palm, sisal leaves and fibre,
raffia (African bamboo), fibrous tree and climbing plant such as vines,
palm leaves, cane and papyrus. Depending on the article you intend to
weave the technique may be different. Study Figure 8.2 for different
techniques.
The weaving technique itself has had many innovations with more than
two strands woven at once to add variety, texture and pattern artwork.
There are a few techniques generally categorized by the materials that
are used for weaving.
Table 8.3 explains them. Research to find out about these techniques
and materials.
Size, shape
and features
of the basket
are
determined by
the end usage.
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Integration Activity
Context: In your school dining room, the learners use improvised ways
of getting snacks served to accompany tea. Some fold papers, others
fold their hands. Using the knowledge you have on using local
materials to weave 3-dimensional objects and, ideas drawn from the
local artists and your research, design a small patterned and utilitarian
basket embodied with African style for use in the dining room as snack
baskets. Use any local material and technique of weaving to suit your
choice.
Chapter Summary
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Chapter 10:
Ancient Art
Pre-historic Rock Art of the
Palaeolithic Periods
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Introduction
In the previous chapters, you have experimented with different forms of
art by creating artworks while using different materials. But do you
know that such art skills have been practised by different people in
different generations? Art reflects people’s way of life (social, economic
and political).
You will observe that Art has been practised by different people, right
from the pre-historic period to the current generation. Therefore, we
can tell a lot about how people lived by studying their artwork.
In this chapter, you are going to learn about the style of art during the
pre-historic period (also known as the Stone Age).
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Hint
The pre-historic people basically lived in caves, and therefore, most of
their painting was done on cave walls and ceilings. That is why it is also
referred to as cave art. The style of painting figures on top of each other
is what we call superimposing.
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spirits (magic) in order to have a successful hunt the next day. Since
artworks were mainly painted on rock surfaces, they are referred to as
rock paintings.
Observe the images in Figure 9.2 and work out Activity 9.3.
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You can visit the Internet to see more artworks that were done during
these periods. You will observe that during the Neolithic period,
sculptures were done with human figures. These were done in quick and
sure lines, engraved on rock surfaces. Such works were done most likely
to serve as rituals.
Activity of Integration
The early civilization before history was written, made art that
evidenced their existence. Research these civilisations based on the
following questions:
a. When did they exist?
b. What type of art did they make?
c. What materials did they use?
d. Where can their art be found today?
e. What are the common elements/characteristics that identify
their civilization?
Chapter Summary
In this chapter you have learned to
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Chapter 11
Ancient Egyptian Art
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Early Egyptians lived on the banks of the Nile, or beside canals leading
from it. The rich fertile soil of the Nile valley gave birth to the Egyptian
civilization, which began over 5,000 years ago and lasted for more than
3,000 years. The annual flooding of the Nile made the surrounding soil
highly productive, and the people of Egypt grew rich. The nearby Nile
areas were called ‘black land’ because of the rich dark silt on which the
farmers grew their crops. Without this fertility, there would have been
no civilization in Egypt. Up to modern times, the pattern of life in Egypt
for the majority of the population has depended on the exploitation of
its fertile agricultural resources.
The Nile flood began the year for the Egyptian farmer when the river
increased by the rising waters. When the Nile waters subsided, the
farmers got to work sowing barley and wheat. The Nile and farming
activities were a source of invention of tools and equipment to use in
farming, food storage, housing and transport. People invented farming
tools, harvesting equipment like the winnowing fan and canoes for
transport.
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The sculpture of the ‘sphinx’ is one of the great works of the ancient
Egyptians. The Egyptians saw the sphinx as a lion’s body with the ruler’s
head. The lion was a creature of the sun god emphasizing the king as a
son of god, Re. Sometimes sphinxes combine other elements such as
the head and wings of a hawk symbolizing the god Horus. Ancient
Egyptians worshipped many different gods and goddesses, many of
them represented by animals which were turned into sculptures.
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Chapter Summary
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