Jewellery and Ornamentation

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

1. Question 1

   4 marks

   Name four materials used in indigenous African jewellery and, for each, name an item made from it. (4 marks)

   (4 marks)

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2. Question 2

   1 mark

   When making paper beads from old magazines, the paper is cut into long, narrow triangles before rolling. Why is this shape used?

   A. the strip can be cut quickly with scissors

   B. the rolled bead swells at its centre

   C. the strip needs no glue to stay rolled

   D. the bead becomes waterproof without varnish

   (1 mark)

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3. Question 3

   1 mark

   In indigenous communities such as the Maasai and Samburu, the colours and types of beaded ornaments a woman wore mainly served to

   A. help her carry loads on the head

   B. show her social or marital status

   C. protect her skin from the strong sun

   D. hold her hair firmly in place

   (1 mark)

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4. Question 4

   5 marks

   A learner plans a necklace whose beaded part will be 45 cm long. Each rolled paper bead is 1.5 cm long, and the beads are strung end to end.

   (a) Calculate the number of beads needed. (2 marks)

   (b) The beads follow a repeating pattern of two red beads then one yellow bead. Calculate how many beads of each colour are needed. (2 marks)

   (c) One magazine page gives 12 bead strips. Calculate the number of whole pages the learner needs to collect. (1 mark)

   (5 marks)

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5. Question 5

   4 marks

   Explain two ways in which ornamentation contributes to conservation. (4 marks)

   (4 marks)

   Marking scheme

   Any two of the following, 2 marks each (1 for the point, 1 for the explanation) (4 marks): - Recycling waste: plastic bottles, cans, paper and bottle tops turned into ornaments are kept out of dumpsites, drains and water bodies, which reduces pollution - Fewer new raw materials: reusing found objects lowers the demand for newly mined metal or newly made plastic - Sustainable natural materials: seeds, fallen feathers and shells collected responsibly replace materials whose harvest harms plants and animals - Cultural conservation: making ornaments in indigenous styles keeps traditional motifs, techniques and meanings alive and passes them on to the young - Historical record: ornaments kept in museums and homes preserve the history and identity of communities - Awareness: ornaments that carry environmental themes or are made from waste teach the public about conservation

6. Question 6

   4 marks

   (a) Distinguish between jewellery and ornamentation. (2 marks)

   (b) Give one example of jewellery and one example of ornamentation from indigenous African communities. (2 marks)

   (4 marks)

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7. Question 7

   4 marks

   During a class critique, learners appraise one another's jewellery made from recycled materials.

   (a) State three aspects a learner should consider when appraising a classmate's necklace. (3 marks)

   (b) State one way of showing respect for others during the critique session. (1 mark)

   (4 marks)

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8. Question 8

   6 marks

   A learner has collected a used plastic container and some bottle tops. Describe the procedure the learner would follow to shape a pendant from the plastic and string it into a necklace with the bottle tops. (6 marks)

   (6 marks)

   Marking scheme

   Any six of the following, in a logical order, 1 mark each (6 marks): - Wash and dry the container and bottle tops for hygiene - Sketch the pendant design, drawing on an African motif, and cut a paper template - Trace the template onto the flat part of the plastic with a marker - Cut out the pendant shape with scissors or a craft knife on a cutting board - Smooth the cut edges with sandpaper or a file - Decorate the pendant, e.g. paint it, wrap it with thread or glue small beads on it - Pierce a hole at the top of the pendant and fit a loop or jump ring - Flatten the bottle tops on a wooden block and punch a hole in each with a nail and hammer - Measure and cut stringing material (nylon thread, wire or leather thong) to the right length, with extra for fastening - String the bottle tops and any beads in the planned pattern, with the pendant at the centre - Fasten the ends securely with a knot or clasp and trim the excess - Apply clear varnish to protect the painted surfaces

9. Question 9

   5 marks

   State five safety precautions a learner should observe when cutting and shaping used metal sheets, wire and plastic to make jewellery. (5 marks)

   (5 marks)

   Marking scheme

   Any five of the following, 1 mark each (5 marks): - Wear protective gloves when handling cut metal and wire - Use the right tool for each material, e.g. tin snips for metal sheet and wire cutters for wire - Cut away from the body and keep the fingers clear of the blade - Clamp the work or hold it firmly on a cutting board - File or sand sharp edges and burrs as soon as they are cut - Wear goggles when cutting wire, because snapped ends can fly up - Never melt or burn plastic over an open flame, because the fumes are poisonous - Work in a well-ventilated area when using adhesives or varnish - Put off-cuts in a labelled container instead of leaving them on the bench or floor - Store sharp tools safely after use and do not play with them - Report any cut to the teacher at once for first aid

10. Question 10

    4 marks

    Sketch a design for a pendant inspired by an African motif or by a natural form from your surroundings. Label two recycled materials you would use to make it. (4 marks)

    (4 marks)

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11. Question 11

    1 mark

    A learner places one large, brightly coloured pendant at the centre of a necklace made of small, plain beads. Which principle of art does the pendant mainly show?

    A. movement

    B. rhythm

    C. dominance

    D. proportion

    (1 mark)

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12. Question 12

    4 marks

    A learner has cut a pair of earring shapes from a used aluminium can. Outline four finishing steps needed to make the earrings safe and attractive to wear. (4 marks)

    (4 marks)

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13. Question 13

    4 marks

    Explain two ways in which the immediate environment can provide inspiration for ornamentation. (4 marks)

    (4 marks)

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14. Question 14

    1 mark

    Used plastic bottles collected from a dumping site are to be cut into pendant shapes. What should be done to them first?

    A. melt them over an open flame

    B. sand them with coarse paper

    C. wash and dry them well

    D. paint them in bright colours

    (1 mark)

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15. Question 15

    6 marks

    A learner is making a necklace from bottle tops, cut plastic pieces and paper beads, inspired by Maasai beadwork. Explain how the learner can:

    (a) create rhythm in the necklace (2 marks)

    (b) suggest movement in the necklace (2 marks)

    (c) use colour effectively (2 marks)

    (6 marks)

    Marking scheme

    (a) 2 marks: - Repeat units of colour, shape or size at regular intervals along the string (1) - Example: two red paper beads, then one white, then a bottle top, repeated all the way round; or bottle tops alternating with groups of beads (1) (b) Any two of the following, 1 mark each (2 marks): - Grade the bead sizes from small near the clasp to large near the centre, so the eye travels towards the pendant - Add dangling or fringe elements that swing as the wearer moves - Arrange colours in flowing lines or curves that lead the eye along the necklace - Use a progressive change of colour along the string (c) Any two of the following, 1 mark each (2 marks): - Use bright contrasting colours typical of Maasai beadwork (red, blue, white, orange) for a lively effect - Make the centre piece a contrasting colour so it stands out - Keep to a limited palette so the necklace looks unified and not cluttered - Choose colours for their cultural meaning, e.g. red for courage, blue for the sky

16. Question 16

    1 mark

    A learner is making a suncatcher from recycled materials to hang at a classroom window. Which feature will make it work best?

    A. heavy parts that hang without moving

    B. dark opaque parts that absorb heat

    C. tightly woven parts that block light

    D. translucent parts that pass light

    (1 mark)

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17. Question 17

    1 mark

    A learner strings beads of the same colour, size and order on both sides of the centre of a necklace, so that the two halves mirror each other. Which principle has the learner applied?

    A. symmetrical balance

    B. colour contrast

    C. asymmetrical balance

    D. radial balance

    (1 mark)

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