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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
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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
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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.
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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
1.5.1 understand and appreciate the
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
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
2.1 Historical
Development of
Drawing and
Painting
2.1.1 understand and appreciate the
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
2.3.1 understand and appreciate the
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
2.8.1 understand and appreciate the
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
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
3.1 Historical
Background to
Sculpture
3.1.1 understand and appreciate the
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
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
4.1 Historical
Development
of Crafts
4.1.1 understand and appreciate the
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
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
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.
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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.
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UNIT 6: THREE-DIMENSIONAL CRAFTS
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
6.1 Ornaments
6.1.1 explore and apply skills and
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.
6.1.3.4 explore and experiment with different materials, tools and techniques.
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.
6.3.1.4 explore and experiment with different materials, tools and techniques.
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
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
7.1 Historical
Development of
Design
7.1.1 understand and appreciate the
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.
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UNIT 8 TWO-DIMENSIONAL DESIGN
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
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
8.4.1 explore and apply skills and
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
8.7.1 explore and apply skills and
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
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
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.
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UNIT 10 THE PRACTICE OF SCULPTURE MAKING
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
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.
10.1.1.4 apply safety in using a range of materials, tools and equipment in sculpture
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.
10.2.1.4 apply safety in using a range of materials, tools and equipment in sculpture
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.
10.3.1.4 apply safety in using a range of materials, tools and equipment in sculpture
making by carving.
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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.
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UNIT 11 CLAYWORK
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
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
11.4.1 develop awareness of careers in
pottery and ceramic.
11.4.1.1 identify careers in pottery and ceramics.
11.4.1.2 discuss careers in pottery and ceramics.
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UNIT 12 THREE-DIMENSIONAL DESIGN
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
12.1 Package Design
12.1.1 develop skills and techniques in
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
12.2.1 develop skills and techniques in
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
12.3.1 develop awareness of careers in
three-dimensional design.
12.3.1.1 identify careers in three-dimensional design.
12.3.1.2 discuss career opportunities in three-dimensional design.
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FORM 3
UNIT 13 PHOTOGRAPHY, VIDEO AND ENTREPRENEURSHIP
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
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.
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UNIT 14 Project Work
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
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.