Drawing

17 Grade 10 Fine Arts questions on Drawing, with worked marking schemes. 17 questions are available on this topic in full.

1. Question 1

   4 marks

   (a) Explain one reason why a portfolio is important in the creative process of an artwork. (2 marks)

   (b) Explain one way in which drawing is valuable as a technique in picture making. (2 marks)

   (4 marks)

   Marking scheme

   (a) Any one reason, 1 mark for stating it and 1 mark for explaining it (2 marks): - It stores artworks safely, protecting them from dust, folding and damage. - It shows the learner's progress over time, from early sketches to finished work. - It is used to present work for critique, assessment and feedback. - It keeps preparatory sketches and ideas organised for later reference and development. - It is used to showcase work for exhibitions, competitions or applications. (b) Any one way, 1 mark for stating it and 1 mark for explaining it (2 marks): - Drawing is the foundation for other techniques such as painting and collage, since compositions are first sketched. - It trains careful observation of shape, proportion, light and shade. - It is a quick way of recording and communicating ideas visually. - It helps plan and refine a composition before using costly materials. - It develops hand-eye coordination and confidence in mark making.

2. Question 2

   1 mark

   In a still life, a large dark clay pot is placed slightly off-centre among smaller, lighter objects so that the viewer's eye goes to it first. Which principle of art does this arrangement show?

   A. Dominance

   B. Harmony

   C. Rhythm

   D. Proportion

   (1 mark)

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3. Question 3

   5 marks

   Describe the procedure of making a one-fold portfolio folder from recyclable stiff paper for storing A3 drawings.

   (5 marks)

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4. Question 4

   4 marks

   A Grade 10 class is arranging and drawing a still life of a jerrycan, a gourd, a woven basket and two oranges. Explain how the class can achieve each of the following principles in the still life:

   (a) balance (2 marks)

   (b) proportion (2 marks)

   (4 marks)

   Marking scheme

   (a) Balance (2 marks) - any one well-explained point, 2 marks (or two brief points, 1 mark each): - Distribute visual weight evenly: a tall or heavy object (jerrycan) on one side is offset by a group of smaller objects (oranges and gourd) on the other side (asymmetrical balance). - Avoid crowding all objects on one side of the arrangement or the picture space. - Use dark and light objects and textures so that no side looks heavier than the other. (b) Proportion (2 marks) - any one well-explained point, 2 marks (or two brief points, 1 mark each): - Choose objects of different but related sizes so that their size relationships look natural (oranges small relative to the basket). - Draw each object to the correct size relative to the others and to the picture space, e.g. by sight-size measuring with a pencil at arm's length. - Ensure the group fills the picture space in a pleasing ratio, neither too small nor cramped against the edges.

5. Question 5

   4 marks

   A learner drawing a still life works through four stages: sketching, shading, adding details and refining. Outline what the learner does at each stage.

   (4 marks)

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6. Question 6

   1 mark

   Which drawing material is best suited for producing broad, soft dark tones that can easily be smudged in a still life drawing?

   A. Felt-tip marker

   B. Ballpoint pen

   C. Charcoal stick

   D. Hard 2H pencil

   (1 mark)

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7. Question 7

   4 marks

   Outline two differences between one-point perspective and two-point perspective drawing.

   (4 marks)

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8. Question 8

   4 marks

   Using a pencil and ruler, draw a cube in one-point perspective placed below eye level. Label the horizon line and the vanishing point.

   (4 marks)

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9. Question 9

   4 marks

   Draw a rectangular box in two-point perspective placed above eye level, as a box on a high shelf would appear. Label the horizon line and both vanishing points.

   (4 marks)

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10. Question 10

    1 mark

    When a rectangular block is drawn in two-point perspective, how are its vertical edges drawn?

    A. As upright lines parallel to one another

    B. As lines converging to both vanishing points

    C. As lines converging to the left vanishing point

    D. As lines slanting towards the horizon line

    (1 mark)

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11. Question 11

    6 marks

    A learner is to draw a street corner in their nearest town in two-point perspective, including road safety features.

    (a) Outline four steps the learner should follow to set up the drawing of the buildings. (4 marks)

    (b) Name two road safety features the learner could include in the street. (2 marks)

    (6 marks)

    Marking scheme

    (a) Any four steps in a logical order, 1 mark each (4 marks): - Draw a light horizon line at eye level across the paper. - Mark two vanishing points far apart at either end of the horizon line. - Draw the nearest vertical corner edge of the building. - Draw convergence lines from the top and bottom of the corner edge to each vanishing point. - Draw vertical lines to mark the far ends of the building walls. - Add doors, windows, road edges and kerbs along convergence lines to the correct vanishing point. - Erase guidelines and refine the outlines. (b) Any two, 1 mark each (2 marks): - Zebra crossing/pedestrian crossing - Traffic lights - Road signs (e.g. speed limit, school ahead, stop) - Speed bumps/rumble strips - Footbridge - Pavements or footpaths - Guard rails - Street lights - Road markings/lane lines

12. Question 12

    4 marks

    Explain two reasons why objects in a still life composition should be arranged so that some of them overlap.

    (4 marks)

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13. Question 13

    1 mark

    During the shading stage of a still life drawing in pencil or charcoal, smudging is mainly done to:

    A. erase the light guidelines of the sketch

    B. add fine patterns and surface details

    C. sharpen the outlines of each object

    D. blend tones into smooth gradations

    (1 mark)

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14. Question 14

    4 marks

    Explain how each of the following elements of art can be used to show the rounded form of a cylindrical water pot in a pencil drawing:

    (a) line (2 marks)

    (b) value (2 marks)

    (4 marks)

    Marking scheme

    (a) Line (2 marks) - any two, 1 mark each: - Curved contour lines/ellipses at the rim and base show that the pot is round. - Varying line weight: thicker, darker lines on the shadow side and thinner, lighter lines on the lit side. - Contour (cross-contour) lines that follow the curve of the surface suggest volume. - Lost-and-found edges: softer lines where the pot meets light suggest it turns away from the viewer. (b) Value (2 marks) - any two, 1 mark each: - Gradual shading from light to dark across the curved surface (tonal gradation) shows roundness. - A highlight left on the side facing the light source. - The darkest tone (core shadow) placed on the side away from the light, with reflected light near the edge. - A cast shadow on the ground surface anchors the pot and shows the direction of light.

15. Question 15

    3 marks

    State three shading techniques that a learner can use to create value in a pencil drawing.

    (3 marks)

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16. Question 16

    1 mark

    A learner uses fine cross-hatched pencil lines to make a drawn sisal mat look rough, although the paper surface remains smooth to the touch. Which element of art has the learner created?

    A. Contour line

    B. Actual tactile texture

    C. Colour intensity

    D. Simulated texture

    (1 mark)

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17. Question 17

    1 mark

    A learner draws a long, straight school corridor in one-point perspective. The floor tiles appear to become smaller the further away they are. Which drawing feature mainly creates this illusion of depth?

    A. Placing the horizon line along the bottom edge

    B. Receding lines that meet at the vanishing point

    C. Shading the distant tiles darker than the near ones

    D. Drawing every tile the same size across the floor

    (1 mark)

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