Grade 9 Visual Arts – THE CREATIVE PROCESS
The following points describe the creative process. These steps should not be read as prescriptive or
antagonistic to creative work. The 'stages' are important moments in the process however they need not be
followed or forced in strict sequential order:
1. Prepare (the research stage)
define the objectives of the piece
explore: sensory perception and creative ability
perceptual observations
preparatory drawings
experimentation, disciplined planning
2. Explore (the development stage)
investigating organic and inorganic forms/subject and
object
artistic elements
qualities of medium
exploration of material
techniques and processes
application: figurative and non-figurative
research related to the theme
comparison with other South African artists
3. Interpret
discriminate between relevant and irrelevant Jodi Paulsen:
components
personalise the meaning of elements Girl on Fire
find adequate stylistic forms or equivalents for visual elements
4. Synthesise (resolve)
integrate all formal and content elements from previous stages into a creative, unique composition
unite/complement different forms, colours, techniques, materials
develop own meaning/message in a holistic and comprehensive way with a visual impact
finish all components. Apply and understand medium. Apply technical skill with sensitivity.
consider presentation of the work
In Contextual Research, the learner:
selects other artists' work that shapes the conceptual development of his/her own creative work.
may select information on relevant social issues that shapes the conceptual development of his/her own
creative work.
does not include irrelevant extraneous material.
explains his/her motivation for selecting the research material in his/her own words.
analyses researched artworks and information.
explains, annotates and analyses to explore and establish links with the examination/SBA theme.
sees and documents links between his/her own concept, theme, technique, process, development, etc. and
those found in the research material.
uses knowledge gained in research as a critical aspect of his/her own work.
makes informed decisions in the process of creativity
compares ideas and objects among each other and against his/her own ideas and objects.
gains knowledge of different value systems, techniques, methods of presentation, etc. within visual
culture, past and present.
adjusts and develops his/her interests, interpretations, intentions, judgments, etc. based on new
knowledge acquired.
clarifies his/her own understanding of artist-artwork-viewer relationships.
reflects on his/her own ideas and practise and that of others.
evaluates his/her own ideas and practise and that of others.
avoids lengthy and irrelevant biographical details
explains how the research has influenced his/her own creative process.
acknowledges all sources consulted in a reference list and/or as annotated tags alongside reproductions in
the visual journal.
Organises and presents information in an accessible way, e.g. by clearly indicating research with tabs
attached to the pages of the Visual Journal.
Documenting the Creative Process and
conducting Contextual Research should not be
seen as two separate tasks but rather as natural,
inter-related and integrated processes that
happen simultaneously.
Kaya Witbooi:
Salute
