Henri Glassie summarized the art of ceramics well when he wrote:

“Pottery makes plain the transformation of nature. Clay from the earth blends with water from the sky. The amorphous takes form in the hands. The wet becomes dry in the air. The soft becomes hard and the dull becomes bright in the fire. Cooked, the useless becomes useful.”

At Carinus we strive to equip our grade 10 - 12 learners in sound designing and ceramic skills that, if needed, they would be able to create self employment opportunities and become self sufficient. Skills and training include drawing, designing of products, ceramic hand-building techniques (coiling, slabbing & draping), decorating and glazing techniques.

Training on the potters wheel is offered as a non-examinable, after hours component.

S Burke

In the textile design department the learners acquire a range of designing and production skills. In Grade 10 they learn how to create basic repeats and how to screenprint these onto fabric using from one to three colours. They learn how to research a design brief and are encouraged to explore widely using various drawing and designing techniques.

They are introduced to a few other textile techniques, e.g. Stencilling, fabric painting and tie-dying. Students also to keep a source book of their research, write rationales and study current design trends. They are introduced to entrepreneurial concepts and have to present their years work in a carefully planned exhibition whereby they were also required to design and produce a poster promoting their work.

In Grade 11 and 12 design briefs, processes and screen printing production techniques become progressively more complex and challenging. Screen printing techniques include Shellac resist and photographic exposure of stencils, as well as a combination of the two.

M Kloppers

The graphic department offers learners the opportunity to experiment with, and obtain knowledge of, various printmaking techniques.

In Grade 10 the emphasis is on teaching all the basic Graphic print processes, ranging from monoprints, collographs, Perspex intaglio, woodcuts, linocuts through to etching. We encourage the learner to develop the mastery of technique further in Grade 11, where they focus only on selected printmaking media. By Grade 12 a relative mastery of the basic print techniques should have been achieved and the learner is then encouraged to specialize in the print process he/she favours. A fairly advanced stage should be reached in this chosen technique.

Drawing is a very important component in graphics where academic as well as experimental drawings are encouraged.

M van der Merwe

The painting department encourages learners to explore thier creativity in a variety of ways and on different surfaces. The whole process is firmaly rooted in an understanding of the differnt types of mark marking that can be achieved in drawing, throungh the use of tonal variation and line. Drawing forms the basis of every project. Learners also spend time studying the paitning styles, colour use and compositional techniques of a variety of well-known artists, both living and dead, to assist them in their creative journey.

All of this happens within the official framework as laid down by the education department. Each learner keeps a sourcebook, which is a visual diary of all the research carried out for each project. It is through such a process that leaners develop thier own unique style.

B Haggard

The practice of sculpture is at best, a holelistic experiential process for self- expression, understanding and personal growth. The course is designed to cater for students' interests and needs, to further their development in spatial dynamics and covers the main principles of sculptural production; that is carving, modelling, construction and casting techniques.

The sculpture department is situated in Grant House at Carinus Art School and boasts a beautiful spacious studio in which learners undergo a three-year course aimed at unleashing their creativity. Adjacent to the drawing and modeling studio is an excellent casting studio, metal workshop and woodwork facility. Students are introduced to traditional materials such as clay, plaster of paris, cement, steel, wood, plastics, found objects and papier maché.

The course is comprehensive and learners engage with intellectually challenging projects designed to develop personal creative expression and practical skills. Drawing forms the basis of this creative discipline where emphasis on three-dimensional drawing skills is paramount.

The sculpture course can be seen as a creative journey whereby the student develops life-skills, knowledge and values essential to personal development. The process of creating a sculpture mirrors the process of creative growth. Through this process of self-discovery, the student achieves greater self-confidence and awareness.

G Germond

At Graeme College, all Grade 5-9 boys take Arts & Culture classes as part of the curriculum. Each term different topics e.g. Navajo culture, Hurting & Healing, What is the effect of power on people? and many more are covered. The boys work in different media and usually find one to excel at. Learners also participate in drama scenarios, usually with enjoyment and interest.

Every art form has its unique skills and techniques that, once mastered, make for a deeper, more inquiring, perceptive, more rounded and interesting person. This is the sort of learning experience envisaged for each boy so that the all-roundedness mentioned above is what takes the boy into the Grade 10 year.

J Spengler

Victoria Primary has their own separate art room where the educator works with grades 4, 5, 6, and 7. This forms part of the Arts and Culture learning area, where the Carinus Educator covers a variety of projects investigating different media. Using different cultures as the staring point or inspiration for some of the artwork the educator tries to teach the students both about how to execute the art, as well as where and how that particular art form is used. Different disciplines that are explored include pencil drawing, colour theory, painting, portraiture, wirework, paper mache, collage, mono printing and cartooning. The junior department also offers an Art Club one afternoon a week. This is open to all Victoria Primary girls, including those in the foundation phase, and those who show interest in art. During these afternoons we explore drawing and sculpture in more depth and the students are encourages to think as much out the box as possible. We generally just have loads of fun.

R deVilliers

P.J. Olivier has a wonderful art classroom in which a wide range of different creative projects are carried out. At P.J. Grade 4 to Grade 9 are taught Art as a subject component of the wider Arts and culture programme.

With the very little ones (Grade 4-6) we play and have fun with art while at the same time teaching the learners some of the basic principles and elements of the art world. At this young stage in their lives their creativity still stems from that inner place that has as yet been untouched by the ‘grown up’ world and it is wonderful to experience that creativity shining through in their artworks.

From Grade 7-9, we delve deeper into the elements and principles of art. We look at things like line, colour, tone, shape, form and texture and the effects that it can have on an artwork as well as different techniques and styles that the learners can incorporate into their projects. There is a larger focus on correct drawing technique as well and this is all done in order to prepare the learner for Grade 10 when he/she can choose art as a subject to carry through to Grade 12.

L Joubert