Art and Design A comprehensive guide for creative artists - Aaltodoc

2. In an area of 25cm by 30cm, design a packaging paper
for carrying wedding presents. Include an illustration
and the following words; “Now join hands and with your
hands your heart.” Use only three colours.
3. Doctors have discovered that everyone at your school
is malnourished because of lack of proper nutrition
caused by not having enough to eat and not eating
enough of the right food. As a way of sensitising
students, parent and teachers, a food factory Maito
Foods and Beverages has commissioned you to design
a children's memorial flag for a public awareness
campaign. Use not more than three colours. Size: 30cm
× 45cm.
4. The National Tourism Authority needs a billboard to be
displayed on a major entry road to caution the public
about dangers of killing and selling extinct wild life.
Include this statement “... the poacher made me do it”
as a new slogan. Actual size is 2 metres (width) and 5
metres (height). Adjust the design to a suitable scale of
your own choice and use only three colours.
5. The crested crane academy needs a certificate, which
will be awarded to outstanding students who shall
excel in various academic and extra-curricular activities.
Indicate the national emblem on one side of the
certificate and the following text:
……… has meritoriously won this award
for his/her outstanding contribution as a ……….
The certificate will be signed by a discipline master and
the headmaster. Size: 35cm × 22cm
6. The wildlife club at your school needs a calendar for
the New Year to educate the general public about
protecting wild life and planting trees. Make a design
for the first month. Indicate day 15 as a commemoration
date and use not more than three colours.
Size: 25cm × 30cm.
How to make art and design assessments
Only necessary advice and information has been provided
here—aiming at helping teachers and learners to obtain
feasible knowledge and possible ways of how to assess a
finished art and design exercises.
According to Webbo (2006, 73), “The teacher is required to
assess the pupil's work to determine whether or not that
pupil is making progress in learning.”
A great deal of essential facts necessary for guiding course
evaluations have been adopted from various outstanding
Ugandan books of a kind like; the Secondary Education
Syllabus for Art and Design, 2002 (Volume Four). The book
provides learning expectations, aims and objectives that are
often not well stated during the lesson. In particular:
• Mastering the skill of craftsmanship and
observation.
• Understanding the procedures applicable for
executing a design.
• Developing ability to transmit a message
effectively and economically.
• Understand and translate a message successfully
in visual form from a set problem.
• Helping a candidate in mastering skills of
craftsmanship relevant to a resented task.
• Enabling candidates to make use of local and
readily available resources in art and design, et
cetera.
As a result of that, teachers and mostly student teachers can
now effortlessly familiarise with a wide range of guiding
instructions on how to form evaluation opinions concerning
art and design by using the Secondary Education Syllabus of
Kenya (2002) in which “suggested methods of assessment”
were made available. For your convenience, here is table
indicating the common method of assessment used in
schools:
Continuous
assessment
- Oral and written
tests/exams
- Objective
observation of
finished work and
work in progress.
Final assessment &
evaluation
Written tests or exams
238 239
a) Theory
b) Practical
- Objective observation
of finished work