DESIGN
PAPER 1 (THEORY)
GRADE 12
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2017
SECTION A: DESIGN LITERACY
'UNSEEN' EXAMPLES
ANSWER EITHER QUESTION 1.1 OR QUESTION 1.2.
QUESTION 1 [10 Marks]
1.1 (Allocate a maximum of two marks per element and principle)
Credit must be given to any other valid statements.
Q.1.1 | COGNITIVE SKILLS | WEIGHTING | QUESTIONS | MARKS (10) |
Lower Order | Remember, Recall, Recognise | 30% | 1.1 | 2 |
Understand, Explain, Describe | 1.1 | 1 | ||
Middle Order | Apply, Implement, Organise | 40% | 1.1 | 4 |
Higher Order | Analyse, Interpret | 30% | 1.1 | 1 |
Reflect, Judge | 1.1 | 1 | ||
Synthesis | 1.1 | 1 |
OR
1.2 [Allocate a maximum of 2 marks per design term for a total of 10 marks]
Credit must be given to any other valid statements.
Q.1.2 | COGNITIVE SKILLS | WEIGHTING | QUESTIONS | MARKS (10) |
Lower Order | Remember, Recall, Recognise | 30% | 1.2 | 1 |
Understand, Explain, Describe, Classify | 1.2 | 2 | ||
Middle Order | Apply, Implement, Organise | 40% | 1.2 | 4 |
Higher Order | Analyse, Interpret | 30% | 1.2 | 1 |
Reflect, Judge | 1.2 | 1 | ||
Synthesis, Justify | 1.2 | 1 |
COMMUNICATION THROUGH DESIGN
QUESTION 2 [10 marks]
2.1 (Allocate 8 marks)
(Allocate 2 marks)
2.2 This poster in FIGURE C assumes that all men have access to education ? and that all rural black girls are disadvantaged and destined to fall pregnant, without getting an education. ? The poster stereotypes against black girls as there are girls from other race groups that are also affected by poverty. ?
Credit must be given to any other valid statements.
Q.2 | COGNITIVE SKILLS | WEIGHTING | QUESTIONS | MARKS (10) |
Lower Order | Remember, Recall, Recognise, Name | 30% | 2.1 | 2 |
Understand, Explain, Describe, Classify | 2.1 | 1 | ||
Middle Order | Apply, Implement, Organise | 40% | 2.1 2.2 | 3 1 |
Higher Order | Analyse, Compare, Interpret | 30% | 2.1 | 2 |
Evaluate, Reflect, Judge | 2.2 | 1 |
QUESTION 3 [10 marks]
ANSWER EITHER QUESTION 3.1 OR QUESTION 3.2.
(OPTION 1)
3.1 [10 marks]
The dress in FIGURE D could be inspired by the flowing attire of Arabian women. ? The use of boots and strong bands of black in the pattern evokes associations with uniforms/armour of soldiers as well as with the 'Sub Saharan emo' subculture (use of a lot of black in the clothing with black boots). ? FIGURE E is an eclectic design influenced by many styles and movements, for example, the linear texture on the surface of FIGURE E is reminiscent of Indonesian batik cloth, while the strong diamond and triangular patterns are Xhosa Shweshwe in style. ? The short, puffy skirt is funky, girlish and contemporary in inspiration. ? The pattern on FIGURE D is modern and could be inspired by machine-age movements such as the Bauhaus and De Stijl as it consists of straight lines and geometric, block-like shapes. ?
FIGURE D's forms are large and sweeping, consisting of a heavy, flowing and loose skirt form and a block-like top whereas FIGURE E's forms are small and crisp. ? The top of FIGURE E is tight fitting, contrasting with the skirt that is short and puffy expressing a girlish youthfulness. ? The large, sweeping forms of FIGURE D, in comparison evoke images of traditional ethnical tribal wear. ?
The repetition of thin, straight horizontals and thick horizontal and vertical bands of black create a striking plaid-like pattern. ? The pattern on FIGURE E, on the other hand is more organic and African in style due to the repeated tie-dye or batik texture and the repetitive small triangles and diamonds. ?
The heavy black bands and strong red primary colour of FIGURE D creates a dramatic, eye-catching design. ? FIGURE E also consists of a dominant red but this red is deeper and more subdued. ? The contrasts of yellow and white triangles form areas of light contrasts creating a more active surface than that of FIGURE D. ? The contrast between the red and black creates a dynamic colour aesthetic. ?
Both dresses can be considered avant-garde. FIGURE D fuses a traditional dress form with modern machine-age pattern and combines this with industrial-like black boots to create an almost futurist image. ? FIGURE E uses a traditional African print to create a funky modern dress. ? The combination of a western felt hat on top of an African headscarf, as well as the inclusion of high heels and an ethnic style necklace, accentuates the eclecticism of the design. ?
Credit must be given to any other valid statements.
NOTE: A maximum of ONLY 3 marks may be allocated for tabular comparison responses. Use the cognitive level grid as a guideline for your marking
Q.3.1 | COGNITIVE SKILLS | WEIGHTING | QUESTIONS | MARKS (10) |
Lower Order | Remember, Recall, Recognise | 30% | 3.1 | 1 |
Understand, Explain, Describe | 3.1 | 2 | ||
Middle Order | Apply, Implement, Organise | 40% | 3.1 | 4 |
Higher Order | Analyse, Compare, Interpret | 30% | 3.1 | 1 |
Evaluate, Reflect | 3.1 | 1 | ||
Create, Synthesise | 3.1 | 1 |
OR
(OPTION 2)
3.2 [10 marks]
The Notre Dame du Haut functions as a contemporary place of worship dedicated to the Virgin Mary. ? The Basilica of St Paul is also a place of worship in honour of St Paul whose tomb was placed directly under the altar. It is a Roman basilica, the first model built for a Christian church. ?
Typical of the Roman Basilica the Basilica of St Paul's main structure is a simple rectangle with three aisles, with the main one in the centre (the nave) built higher than the sides and including windows (a clerestory) above the side aisles. ? The repeated vertical columns and a horizontal entablature create a very stable structure, typical of classical architecture. ? The structure of the Notre Dame du Haut, on the other hand, is very irregular, sculptural and organic reminiscent of heavy rock formations. ? The semi circular apse at the top end of the basilica softens the general rectilinearity. ? The Notre Dame du Haut, on the other hand, consists of many curved edges balanced by a few verticals. ? The roof of the Notre Dame du Haut reminds one of a slab of rock and appears to be floating from the inside. A space of several centimetres between the roof and the walls allowing daylight to enter enhances this floating feeling. ?
The Basilica of St Paul acquires its soft, glowing light from the row of windows in the clerestory, ? whereas the Notre Dame du Haut achieves light from rectangular openings deeply set in the thick walls creating a spiritual and meditative atmosphere inside the building. ? The Basilica's light is gold in colour, glorifying God's Kingdom whereas the light in the Notre Dame is white, glorifying God's purity. ?
The Basilica is constructed from traditional natural building materials such as marble, alabaster and granite, whereas the Notre Dame du Haut is constructed from both white stone and rugged concrete. ? The stone that dominates the Basilica gives it a solid, strong feeling. ? The concrete and stone of the Notre Dame du Haut also exudes solidity and earthiness. ? The floor of the chapel follows the natural slope of the hill down towards the altar. Certain parts, in particular those upon which the interior and exterior altars rest, are of beautiful white stone from Bourgogne, as are the altars themselves. The towers are constructed of stone masonry and are capped by cement domes. ?
Many surfaces of the Basilica are highly decorated with golden and coloured glass mosaics illustrating religious imagery such as the Apocalypse of John, with the bust of Christ in the middle flanked by the 24 doctors of the church, surmounted by the flying symbols of the four Evangelists. ? This decoration is very sensual and expressive. ? The wall surfaces of the Notre Dame du Haut in contrast, are unadorned and painted white, reflecting simplicity and purity. ? The roof is also a neutral black contributing to this general mood of seriousness. ? The surfaces of the Basilica are smooth whereas the interior and the exterior of the chapel are surfaced with mortar sprayed on with a cement gun and then white-washed giving them an organic feel. ?
Credit must be given to any other valid statements or a comparison of a classical and contemporary building that the candidate has studied.
NOTE: A maximum of ONLY 3 marks may be allocated to tabular comparison responses. Use the cognitive level grid as a guideline for your marking.
Q.3.2 | COGNITIVE SKILLS | WEIGHTING | QUESTIONS | MARKS (10) |
Lower Order | Remember, Recall, Recognise | 30% | 3.2 | 1 |
Understand, Explain, Describe, Classify | 3.2 | 2 | ||
Middle Order | Apply, Implement, Organise | 40% | 3.2 | 4 |
Higher Order | Analyse, Compare, Interpret | 30% | 3.2 | 1 |
Evaluate, Reflect | 3.2 | 1 | ||
Create, Synthesise, Justify | 3.2 | 1 |
TOTAL SECTION A: 30
SECTION B: DESIGN HISTORY
QUESTION 4 [30 marks]
4.1 Allocate 20 marks in total)
(Allocate 10 marks for each movement. Please note that only one mark can be allocated for the name of a designer and product for each movement. Please use the cognitive level grid as a guideline for your marking.)
This memo supplies an answer for the following two possibilities:
ARTS AND CRAFTS AND DECONSTRUCTIVISM
Arts and Crafts
The above quote is by William Morris one of the founders of the Arts and Crafts movement. The Arts and Crafts movement aimed to place an emphasis on the natural unity between form, function and decoration, ? keeping their designs simple, elegant and functional. ? They aimed to turn around the poor taste and inferior quality of mass-produced goods, which were over-designed and full of unnecessary detail. ? The movement aimed to condemn the capitalist industrial production that was based on making money. ? A number of artists and craftspeople were involved and it marked the beginning of time where an importance was attached to the design of everyday objects. ? During the Victorian era many factory produced designs were designed by the machine operators or by the factory owners. ? Their designs were of poor taste and full of unnecessary detail. As the above quote states; Morris developed the view that design should aim to be both beautiful and functional. A focus on quality and craftsmanship and the use of the natural materials characterised the Art and Craft designs as honest, meaning that you can see the joints and manufacturing marks instead of hiding or covering them with decorative elements. ? Designs were kept simple, elegant and functional and stained glass, wood, textiles and natural brick were popular materials. ?
All paper, inks and textile designs were produced by hand, using organic materials. This is a key characteristic of Arts and Crafts design and the result is complete control of the quality and production of design. ? The Arts and Crafts style characteristics harked back to medieval architecture and tapestries, illuminated manuscripts and rustic styles of decoration and furniture. ? Their subject matter was drawn from the plants, animals and the birds of nature, particularly in wall paper and textile design. ?
William Morris began printing on calico when he purchased the Merton abbey works in 1881. True to the aims and characteristics of the movement Morris aimed to produce an item that was beautiful, hand crafted and made in such a way that it would benefit the workers. ? Fabrics were dyed using only the highest quality, natural dyes based on herbal recipes. ? The printed textile from Morris and Co. 1884 produced in Merton Abbey was dyed using the indigo discharge method. The method involves first dying the calico an indigo blue shade and then removing the areas where the design appears with bleach. Finally the fabric is dyed again using red and yellow resulting in a deep palette of reds, oranges, purples, greens and blues. ? The textile design is based on natural motifs (flowers, vines and leaves). A sense of perspective is achieved by overlapping the flowers and stems. Texture was achieved through patterning. Gentle wavy lines and regularly curving patterns of leaves and flowers along with stylised scroll leaf pattern create an aesthetically appealing design. ? This example is both useful and beautiful.
Deconstructivism
Contradictory to the above statement instead of focusing on the function and the construction and aesthetics of designs, Deconstructivist designers focused on exploring the relationship between the different parts of a design. ? The resulting style resembles designs that are irregular and literally fragmented. ? 'Unnecessary' lines and forms are created for the sake of creating new and original structures. ?
The aims of Deconstructivism are based on the writings of French philosopher Jacques Derrida. Derrida explores uncertainties and opposites that are in a state of instability and the unseen relationships between all things rather than the function and usefulness of parts. ? Their designs aimed to pull things apart in order to investigate the relationship between the parts. ? Deconstructivism aims to question structures and forms that have existed and been accepted over the ages. ? These basic norms are subverted and disturbed. Lines and shapes become fluid and often defy gravity or visual stability. ?
Frank Gehry is a Deconstructivist architect who uses highly unconventional materials in unusual ways. Gehry has broken new ground in architectural design by exploring the stylistic characteristics of Deconstructivism in the way he manipulates shape and texture. ? The Guggenheim Art Museum in Bilbao Spain, is an iconic example of Deconstructivism. ? Its function/'use' as an art museum is subsidiary and the fact that it does not conform to normal building specifications contradicts the latter part of the above statement. Its lack of conformity allows the building to be considered ugly therefore not believed to be beautiful; it disregards the norms of a Classical Western art museum. ? The unconventional exterior of the building is clad in half millimetre thick titanium panels that reflect light at all times of the day and night interspersed by limestone and glass, providing transparency and a neutral colour. The titanium does not oxidise but is a most unusual and controversial cladding material for buildings. ? These materials are chosen for their unconventional characteristics rather than for their 'beauty' or 'usefulness'. ?
The Guggenheim Art museum designed in the Deconstructivist style characteristically has no conventional straight line and right-angled corner in the design creating an unstable composition. ? These lines and forms are not essential to the function of the building but are used for the sake of exploring a new architectural style based on the relationship between opposites. ? In conclusion the Deconstructivist movement is the antithesis of the above quote. ?
Credit must be given to any other valid statements.
Q.4.1 | COGNITIVE SKILLS | WEIGHTING | QUESTIONS | MARKS (20) |
Lower Order | Remember, Recall, Recognise, Name | 30% | 4.1 | 2 |
Understand, Explain, Describe, Classify | 4.1 | 4 | ||
Middle Order | Apply, Implement, Organise | 40% | 4.1 | 8 |
Higher Order | Analyse, Compare, Interpret | 30% | 4.1 | 2 |
Evaluate, Reflect | 4.1 | 1 | ||
Create, Synthesise, Justify | 4.1 | 3 |
4.2 [10 marks]
Inspiration
De Stijl was founded by a group of Dutch designers who were inspired by the Dutch tradition of logic, severity and clarity. ? Art Deco was inspired by a societal fascination with ancient exotic societies such as Ancient Egypt, Aztec Civilizations and Africa. ?
Aims
Both Art Deco and De Stijl design movements occur between the two World Wars. In a desperate attempt to escape the horrors of a war torn society, the Art Deco movement aimed to create an alternative reality of exoticism, glamour, elegance and luxury. ? The De Stijl movement, on the other hand, did not attempt to escape reality but attempted to find the essence of reality through geometric abstraction. ? They aimed to restore order after the chaos of the World War by exploring abstraction and reducing the design elements to a universal language that focused on geometry. ?
During the Art Deco age, machinery was used extensively to create new products which, like the tea set of Clarice Cliff, aimed to meet the day to day needs of city dwellers. ? The culture of the industrial revolution had increased urban population which meant there was a demand for machine-made goods and entertainment at affordable prices and a need to escape 'everyday life'. ?
Line
The De Stijl tea pot's use of vertical and horizontal line is typical of the movement's rigidity. ? They moved away from tradition and used geometric bold lines creating a simple, clean effect. ? The line of the Art Deco tea pot is more varied and expressive with the use of wavy and straight lines creating a more organic feel. ?
Shape
Characteristic of Art Deco is the tea pot's use of simple modernist shapes. The edges are clean, straight and zigzagged edges creating dynamic, streamlined shapes. ? On the other hand the De Stijl movement established the use of pure, geometric shapes. ? This characteristic is evident in the De Stijl tea pot which displays stark right angled shapes. ?
Decoration
De Stijl's decoration is abstract, evolving from their focus on geometry and mathematics. ? Instead of traditional decoration as still evident in the Art Deco tea set, it broke with all design and art conventions. ? The “De Stijl tea pot” shows the simplification of decoration into 'basic' building blocks of visual expression, geometric forms, vertical and horizontal lines and only the three primary colours, black and white. ? De Stijl rejected all reference to tradition and external reality and looked to architecture and urban planning for decoration. ? Contrary to this, the Art Deco tea pot shows recognisable subject matter such as the sun, mountains and a flower, but typical of the movement, these images are stylised, decorative and two-dimensional. ?
Credit must be given to any other valid statements.
NOTE: A maximum of ONLY 3 marks may be allocated for tabular comparison responses. Use the cognitive level grid as a guideline for your marking.
Q.4.2 | COGNITIVE SKILLS | WEIGHTING | QUESTIONS | MARKS (10) |
Lower Order | Remember, Recall, Recognise, Name | 30% | 4.2 | 1 |
Understand, Explain, Describe, Classify | 4.2 | 2 | ||
Middle Order | Apply, Implement, Organise | 40% | 4.2 | 4 |
Higher Order | Analyse, Compare, Interpret | 30% | 4.2 | 1 |
Evaluate, Reflect, Judge | 4.2 | 1 | ||
Create, Synthesise, Justify | 4.2 | 1 |
TOTAL SECTION B: 30
SECTION C: SOCIO-CULTURAL/ENVIRONMENTAL AND SUSTAINABLE CONTEXT QUESTION 5 [20 marks]
ANSWER EITHER QUESTION 5.1 OR QUESTION 5.2.
(OPTION 1)
5.1 [20 marks]
5.1.1 (Allocate 6 marks)
(Allocate 2 marks)
Credit any other valid statements.
5.1.2 Allocate 14 marks in total
(Allocate 7 marks per case study)
Allocate 1 mark for the name of the designer and the name of the product.
ONE CONTEMPORARY SOUTH AFRICAN DESIGNER/DESIGN GROUP:
Necklace from felt and beads by Zimele Social Empowerment craft group ?
Aims:
Methods and processes:
Zimele is currently implementing its programmes in all 11 districts of KwaZulu-Natal with approximately 3500 women actively involved with Zimele. ?
The Zimele model works to:
Zimele pursues this vision through providing women with the knowledge, skills, resources and support networks to sustain themselves and their families. ?
Women are traditionally excellent crafters within Zulu society and many rural women have existing craft skills. ?
Through Zimele they are trained to make high quality items, using their incredible talents. They work with fabric, felt and beads to make a range of stationery, bags, decorations, home ware and jewellery. ? The range includes bags, décor, homeware and jewellery made from felt, beadwork and fabric. ?
The training and materials are free of charge, although the women are expected to purchase the tools/equipment needed such as needles, scissors and pliers. ? Once the products are of a good standard, the women purchase the raw materials and Zimele pays for the items that they make on order. ?
A discussion of ONE example that reflects social responsibility
The Necklace made from felt and beads consists of differently sized, colourful circular discs ? hanging from different strands of string/twine to create a playful and fun necklace. ?
ONE INTERNATIONAL DESIGNER/DESIGN GROUP
Makoko floating school designed and built by NLE in collaboration with the Makoko Waterfront Community, in Lagos State. ?
Nigerian architect Kunlé Adeyemi, ? the founder and principal of NLÉ Works, in collaboration with the Makoko Waterfront Community, conceived, designed and built the floating school, in Lagos State. The project was initially self-funded by NLE and later received research funds from Heinrich Boll Stiftung as well as funds for its construction from the UNDP/Federal Ministry of Environment Africa Adaptation Programme (AAP).
Aims:
Makoko Floating School is a 'prototype' building structure for NLÉ's proposed 'Lagos Water Communities Project' and its 'African Water Cities' research project. ?
Makoko Floating School addresses physical and social needs in view of the growing challenges of climate change in an urbanising African context. ? It is a movable 'building' or 'watercraft' currently located in the aquatic community of Makoko in the lagoon heart of Africa's second most populous city - Lagos, Nigeria. It is a floating structure that adapts to the tidal changes and varying water levels, making it safe from flooding and storm surges. ? It is designed to use renewable energy, to recycle organic waste and to harvest rainwater. ?
Methods and processes:
The simple yet innovative structure adheres to ideal standards of sustainable development with its inclusive technologies for renewable energy, waste reduction, water and sewage treatment as well as the promotion of low-carbon transport. ? Furthermore a team of eight Makoko-based builders constructed it using eco-friendly, locally sourced bamboo and wood procured from a local sawmill. ?
A discussion of ONE example that reflects social responsibility
Construction began in September 2012 with floatation mock-ups and testing. Recycled empty plastic barrels found abundantly in Lagos were used for the building's buoyancy system, which consists of 16 wooden modules, each containing16 barrels. ? The modules were assembled on the water, creating the platform that provides buoyancy for the building and its users. ? Once this was assembled, construction of the A-frame followed and was completed by March 2013. Makoko Floating School is now in regular use by the community as a social, cultural and economic centre and will soon welcome its first pupils for use as a primary school. ?
Credit any other valid statements.
Q.5.1 | COGNITIVE SKILLS | WEIGHTING | QUESTIONS | MARKS (20) |
Lower Order | Remember, Recall, Recognise, Name | 30% | 5.1.1 | 2 |
Understand, Explain, Describe, Classify | 5.1.2 | 4 | ||
Middle Order | Apply, Implement, Organise | 40% | 5.1.1 5.1.2 | 4 4 |
Higher Order | Analyse, Compare, Interpret | 30% | 5.1.2 | 3 |
Evaluate, Reflect, Judge | 5.1.2 | 2 | ||
Create, Synthesise, Justify | 5.1.2 | 1 |
OR
5.2 (OPTION 2) [20 marks]
5.2.1 (Allocate 10 marks: 2 marks per requirement)
Traditional beadwork was used as a method of colonial trade. ? It was also a means of expression, ? communication ? and storytelling. ? In the past, patterns and colours were woven into beadwork, symbolising feelings and ideas to lovers and friends ? e.g. Zulu Love Letters. Even though there is an influx of cultures in the present day, the traditional etiquette of beadwork communication is upheld by younger generations. ?
The value of traditional craft for any culture is to reconnect with ancestors, ? social and cultural practices ? and traditions, ? customs, ? heritage knowledge, ? historical background, ? identity, ? all in a desperate attempt to find out who we are, where we belong and where we are going. If we ignore our past, we have no way of finding our tomorrow. ? It is a reality that most South Africans idolise and adore Western American culture. ? If we do not value our traditional crafts, the South Africans may end up losing their cultural roots. ?
The function of most of the bead work is created by women living in the rural areas of South Africa. ? As human beings, they have always expressed themselves through personal decoration and that came as an expression to enhance physical appearance. ? Apart from enhancing physical appearance, beadwork could express superior status ? or may possibly possess magical properties to protect human from illness or hurtful forces. ?
The materials, methods and processes used by the beaders show the use of different kinds of materials to take beadwork to new levels by combining traditional beadwork skill with contemporary designs. ? To create jewellery and objects that delights the senses with their richness and colour. ? Seeds, stones, bits of bone, colourful glass beads and precious gemstones are used. ? The brightly coloured beads are creatively strung on cotton thread in diamond-shaped patterns in widths of three inches all around. ? The glass beads are usually arranged in blocks of five traditional colours (sky blue, grass green, red, black and yellow). ?
A description of ONE example – isiZulu love letter
The beaded love letter is used by Zulu women to communicate with their men. ? This communication is coded in colours and geometric shapes of triangular shape and usually a maximum of seven colours. ? The three corners represent the father, mother and child. White usually represents spiritual love, purity and virginity. ?
Colour Coding refers to the use of various colours to convey meaning in a code. Colour coding assumes that in a given context various basic colours have a static meaning, literal or figurative. Regional styles speak largely to the outside. ?
Credit any other valid statements.
5.2.2 (Allocate 10 marks)
Q.5.2 | COGNITIVE SKILLS | WEIGHTING | QUESTIONS | MARKS (20) |
Lower Order | Remember, Recall, Recognise, Name | 30% | 5.2.1 5.2.2 | 2 1 |
Understand, Explain, Describe, Classify | 5.2.1 5.2.2 | 2 1 | ||
Middle Order | Apply, Implement, Organise | 40% | 5.2.1 5.2.2 | 4 4 |
Higher Order | Analyse, Compare, Interpret | 30% | 5.2.2 | 2 |
Evaluate, Reflect | 5.2.1 | 2 | ||
Create, Synthesise, Justify | 5.2.2 | 2 |
QUESTION 6
6.1 [20 marks]
6.1.1 (Allocate 2 marks)
Sustainable designs reduce the consumption of non-renewable resources ? by the careful selection of materials that are bio-degradable and recyclable for design works. ?
Credit any other valid statements.
6.1.2 (Allocate 4 marks)
6.2 Allocate 14 marks in total
(Allocate 7 marks per case study)
EXAMPLE OF A SOUTH AFRICAN DESIGNER:
(Allocate 1 mark to both the name of the designer and name of the product)
ONE CONTEMPORARY SOUTH AFRICAN DESIGNER WHOSE WORK EXPLORES SUSTAINABLE SOURCES/MATERIALS AND TRANSFORMS THEM INTO SIGNIFICANT DESIGN PRODUCTS.
Erwin van der Weerd – Perfect Places architect ? (Allocate 1 mark)
Title and brief description of at least one example undertaken by the designer/design agency or studio (Allocate 3 marks)
The Hemp House built by Hemporium's Tony Budden and Duncan Parker, Cape Town South Africa. ?
The Hemp House is a two bedroom house, ? characteristically sharp-angled, sleek and minimalistic. ? The house was recently completed in Noordhoek, Cape Town, uses hempcrete, hemp insulation, ? hemp particle board for cupboards and wall claddings. ? Hemp carpeting is used for the flooring, ? hemp fabric for the curtains, upholstery, bed linen and lighting. ? Hemp insulation is used under the floor ? and hemp oil as a protective coat for timber furniture. ? The hemp aspect of the building, which accounts for up to 50% of the walls, was grown in a few months without the need for agro chemicals, ? and results in a breathable, natural, sustainable and carbon friendly building. ? The windows are gas-filled, ? they prevent heat leaking out of the closed windows with double action seal. ? The windows are complimented by an automated opening system attached to thermostats that regulate internal temperature by opening on the cooler/hotter side of the house depending on the time of the year. ? The kitchen is designed using a combination of recycled second-life store tops from Cannata and reclaimed Oregon pine. ? The bathrooms feature recycled second-life stone tops used on the bamboo vanities, imperviousness to water and aesthetic appeal. ? Cork flooring is used on the ground floor mainly because of the sustainability element (only the bark is harvested from the tree, causing no damage to the tree which regrows new bark). ? All lighting is energy-saving LEDs supplied by Earthpower. ? Appliances such as the refrigerator, washing machine, dishwasher and television are also energy saving compliant. ?
EXAMPLE OF AN INTERNATIONAL DESIGNER
(Allocate 7 marks per case study – 1 mark for designer and design product)
The bogobrush by John McDougall and Heather McDougall. ?
Credit any other valid statements.
Q.6 | COGNITIVE SKILLS | WEIGHTING | QUESTIONS | MARKS (20) |
Lower Order | Remember, Recall, Recognise, Name | 30% | 6.1.1 6.2 | 1 2 |
Understand, Explain, Describe, Classify | 6.1.1 6.1.2 | 1 2 | ||
Middle Order | Apply, Implement, Organise | 40% | 6.1.2 6.2 | 2 6 |
Higher Order | Analyse, Compare, Interpret | 30% | 6.1.2 | 2 |
Evaluate, Reflect, Judge | 6.2 | 2 | ||
Create, Synthesise, Justify | 6.2 | 2 |
TOTAL SECTION C: 40
GRAND TOTAL: 100