SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Draw from life 
SAQA US ID UNIT STANDARD TITLE
242652  Draw from life 
ORIGINATOR
SGB Audio-visual Media Production 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Media Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  15 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
Credited learners are able to create still images on a two-dimensional surface using pencil, charcoal, ink, collage, etc. They are able to analyse drawing aspects in relation to meaning, and research and analyse how things look and work through observation, setting rules, simulation, and interpretation or modification to create meaning.

Drawing from life is a generic, transferable set of competence that can be applied in many visual art or related fields, such as animation. In addition, the observational and interpretative competence achieved is generic also in other fields, such as social studies and enhances the learner's ability to learn by ensuring that they can gather information and interpret it within its context. Drawing from life is embedded in many art forms and art-related fields. Improved life drawing facilitates improved quality of artistic products, and contributes significantly to the field of visual arts.

Credited learners are capable of:
  • Expressing lines of motion for specified actions and active situations.
  • Representing objects and volume in specified space or environments.
  • Expressing colour and colour relationships of objects and environments based on reference materials for specific purposes.
  • Representing figures accurately in terms of physiology and selected pose. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this unit standard is based on the assumption that the learner has already achieved the following competencies:
  • Language and communication at NQF Level 4 in one language.
  • Art, drawing and design (visual literacy) at NQF Level 4.
  • Understanding relevant physics concepts such as Newtonian laws of mass in motion (NQF Level 4). 

  • UNIT STANDARD RANGE 
  • Drawing includes figure studies and refers to processes of creating still images on two-dimensional surface, including processes such as pencil, charcoal, ink, collage, etc. from life.
  • Other range statements are included in the unit standard with specific outcomes and assessment criteria, where relevant. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Express lines of motion for specified actions and active situations. 
    OUTCOME RANGE 
    Lines of motion include gestural poses. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Structure and distortion of physiology and visual elements express forces, tensions and direction of specific motion. 

    ASSESSMENT CRITERION 2 
    Drawn element arrangement is checked to ensure that it meets criteria for most illustrative visual expression of forces and motion (staging). 

    ASSESSMENT CRITERION 3 
    Jointing and skeletal structures are used to maintain a relation to constraints of physical possibility within specific contexts. 

    ASSESSMENT CRITERION 4 
    Lines of motion are clearly distinguished for specified actions and explained. 

    ASSESSMENT CRITERION 5 
    Gestural poses are demonstrated appropriately for specific purposes. 

    ASSESSMENT CRITERION 6 
    Methods and visual cues for expression of forces and motion are used consistently within a specific context. 

    ASSESSMENT CRITERION 7 
    Lines of force are expressed in three dimensions using specific principles of perspective where necessary. 

    ASSESSMENT CRITERION 8 
    Lines of motion are interpreted so as to reflect existing forces in reference materials. 
    ASSESSMENT CRITERION RANGE 
    Reference materials include, for example, exemplars of objects, people, environments, movement, etc.
     

    ASSESSMENT CRITERION 9 
    Appropriate media for required illustrative clarity is selected and used. 

    ASSESSMENT CRITERION 10 
    Drawing is completed within given time frames (rapid execution). 

    SPECIFIC OUTCOME 2 
    Represent objects and volume in specified space or environments. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Representations of shapes and shape relationships, scale, scale relationships, and changes due to linear perspectives are checked and presented. 

    ASSESSMENT CRITERION 2 
    Expression of objects and volume is explained expressing its appropriateness for specified purpose. 

    ASSESSMENT CRITERION 3 
    Positive and negative space and figure-ground relationships are accurately identified and clearly represented. 

    ASSESSMENT CRITERION 4 
    Given rules of perspective are applied based on specific context requirements. 

    ASSESSMENT CRITERION 5 
    Light and shading are appropriate for specified purpose. 

    ASSESSMENT CRITERION 6 
    Identified light sources are explained and justified in terms of identified reference material. 

    ASSESSMENT CRITERION 7 
    Surface texture, texture relationships and volume of objects and environments are justified and explained in terms of identified reference material and are made appropriate for specified purpose. 
    ASSESSMENT CRITERION RANGE 
    Volume is expressed in line or tone.
     

    ASSESSMENT CRITERION 8 
    Arrangement of subject matter within specific formats is aligned to specified purpose requirements and foregrounds of an identified focus area. 
    ASSESSMENT CRITERION RANGE 
    Subject matter includes objects and environments.
     

    ASSESSMENT CRITERION 9 
    Media appropriate for defining objects is identified and used. 

    ASSESSMENT CRITERION 10 
    Drawing is done and completed within given time frames (rapid execution). 

    SPECIFIC OUTCOME 3 
    Express colour and colour relationships of objects and environments based on reference materials for specific purposes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Colour and colour relationships are identified and aligned accurately in terms of reference material and a specified purpose. 

    ASSESSMENT CRITERION 2 
    Colour adjustments checked to determine if they meet perspective requirements. 

    ASSESSMENT CRITERION 3 
    Appropriate media for colour and colour relationship requirements, subject matter and specified purpose are identified and used. 
    ASSESSMENT CRITERION RANGE 
    Colour and colour relationships requirements include accuracy needs, range, etc.
     

    ASSESSMENT CRITERION 4 
    Principles of colour perception and reproduction are explained in terms of the principles of expressive use of colour. 
    ASSESSMENT CRITERION RANGE 
    Principles of expressive use of colour relate to colour perception, additive and subtractive colour, colour mixing, symbolic use of colour, etc.
     

    SPECIFIC OUTCOME 4 
    Represent figures accurately in terms of physiology and selected pose. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Shapes and volume in figures are accurately identified. 

    ASSESSMENT CRITERION 2 
    Linear perspective is identified and applied to figures so as to create the required depth from specific angles. 

    ASSESSMENT CRITERION 3 
    Figures are organised in the correct proportions. 
    ASSESSMENT CRITERION RANGE 
    Organisation can include techniques such as measuring models, using the head as standard measurement, dividing up the face, applying a surface to an underlying (skeletal) structure, etc.
     

    ASSESSMENT CRITERION 4 
    Scale is checked for accuracy and its specifications are explained. 

    ASSESSMENT CRITERION 5 
    Joint angles keep constraints of physical possibility within specific contexts in their required state of operation. 

    ASSESSMENT CRITERION 6 
    Skeletal structure of figures, forces and tensions within the body keep constraints of physical possibility within specific contexts in their required state of operation. 

    ASSESSMENT CRITERION 7 
    Figure drawing is completed within given time frames (rapid execution) and sequentially. 

    ASSESSMENT CRITERION 8 
    Expressed physical characteristics are identified, justified and explained in terms of specified personality traits (physiognomy). 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard.
  • Recommended ETQA. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Newtonian laws of mass in motion.
  • Forces and tensions within the body and that the body is acting out, lines of force in three dimensions, distortion of shape, volume and physiology through strength of, direction of, and resistance to force and tension (e.g. potential force), direction of specific motion, distribution of weight and illustrative visual expression of forces and motion (i.e. staging, the most effective dramatic poses).
  • Lines of motion, gestural poses, actions and active situations, and how motion changes volume, perspective, etc. (methods and visual cues for expression of forces and motion, timing/velocity/speed, primary secondary action and secondary secondary action/secondary motion, follow-through, anticipation and reaction, arc of movement, reversals, snap and recoil, squash and stretch, torque, weightless movement, etc.).
  • Principles and rules of perspective, and linear perspective applied to figures, including depth from specific angles.
  • Characterisation, facial character and expression, personality traits expressed in terms of physical characteristics (physiognomy), and poses to express motion.
  • Skeletal structures of figures, scale, joint angles, jointing, joints, and forces and tensions within the body and that the body is acting out and constraints of physical possibility.
  • Figure proportions, shapes and volume, including measuring models, using the head as standard measurement, dividing up the face, applying a surface to an underlying (skeletal) structure, muscle groups, etc.
  • Media impact on illustrative clarity, definition of objects, colour and colour relationship, subject matter and purpose.
  • Objects and volume in specified space or environments, including shapes and shape relationships, scale, scale relationships, and changes due to linear perspectives.
  • Colour and colour relationships, colour adjustments for perspective, and principles of colour perception and reproduction and expressive use of colour.
  • Visual perception in relation to perception of colour, design elements, motion, etc. and visual principles, including aesthetics (e.g. style and perspective).
  • Positive and negative space and figure-ground relationships.
  • Light and shading, and light sources.
  • Surface texture and texture relationships (e.g. skin).
  • Local art, including contemporary art and culture influence on aesthetics of animation.
  • Symbolic communication, and creating meaning out of a drawing, including iconography, cultural relevance, and mood.
  • Legal requirements, including copyright, and intellectual property. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions when media used is appropriate for required illustrative clarity, colour adjustments meet perspective requirements. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when drawing is completed within given time frames and arrangement of subject matter within specific formats meets specified purpose requirements. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to express colour and colour relationships of objects and environments based on reference materials for specific purposes, and when interpretation reflects existing forces in reference materials, surface texture and texture relationships and volume of objects and environments are justified in terms of identified reference material, colour and colour relationships are accurate in terms of reference material, and light and shading are justified in terms of identified reference material. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to represent figures accurately in terms of physiology and selected pose, and when lines of motion are clearly distinguishable and gestural poses are appropriate for specific purposes, methods and visual cues for expression of forces and motion are used consistently within a specific context and lines of force are expressed in three dimensions using specific principles of perspective where necessary, and to represent objects and volume in specified space or environments. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when structure and distortion of physiology and visual elements express forces, tensions and direction of specific motion and drawn element arrangement meets criteria for most illustrative visual expression of forces and motion (staging) and representations of shapes and shape relationships, scale, scale relationships, and changes due to linear perspectives are accurate, given rules of perspective are applied based on specific context requirements. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when jointing and skeletal structures maintain a relation to constraints of physical possibility within specific contexts, expression of objects and volume are appropriate for specified purpose, media used is appropriate for defining objects, colour and colour relationship requirements, subject matter and specified purpose. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Notes to assessors

    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Fundamental  57611   National Certificate: 2D Animation  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 
    Elective  58820   National Certificate: Advertising  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Jeppe College of Commerce and Computer Studies 
    2. NEMISA 
    3. South African Film Institute 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.