Phase Work Schedules - Western Cape

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Grade

7Arts and

Culture

FOREWORD Following a comprehensive review of the implementation of the National Curriculum Statement, undertaken by a Ministerial Panel of Experts, the Minister of Basic Education, Ms Angie Motshekga, MP, has announced certain changes that will be introduced from 2010. The implications of the national process suggest that the WCED work schedules can be used. These are guidelines, and should be used as such. Best Wishes

Dr. S. Naicker, Chief Director: Curriculum Development

WORK SCHEDULES AND TEACHER GUIDES FOR ARTS AND CULTURE

GRADES 7 – 9

INTRODUCTION Arts and Culture are an integrated part of life embracing the spiritual, material, intellectual and emotional aspects of human endeavour within society. All arts are a representation of culture. Arts and Culture consists of four disciplines – Dance, Drama, Music and Visual Arts. The main purpose of the learning area is to provide a general education in Arts and Culture for all learners. In the Senior Phase the organising principles encompass national, African and global concerns. The learner engages with human rights, heritage and nation-building. This Phase also lays the basis for careers in the arts and offers opportunities for the learner to focus on his or her area/s of preference. NOTE TO TEACHERS ON HOW TO USE THIS WORK SCHEDULE This Work Schedules will save you time and make your planning easier. More time can therefore be spent on planning creative, relevant and interesting assessment tasks. As a teacher using these work schedules, you should be in a position to teach this learning area with greater clarity and confidence and learners should be able to make an informed decision when selecting subjects like Dance Studies, Dramatic Arts, Design, Music, and Visual Arts in Grades 10 to 12. The purpose of the Work Schedule is:

• To ensure that teachers have a common understanding of the concepts, knowledge, skills and values to be taught

• To guide teachers on the minimum content and skills that needs to be covered – remembering to take into account the contexts of their learners; and

• To promote a common pace of teaching within the province. The content in the work schedules is carefully scaffold to avoid duplication and allow for an increased level of complexity across the phase. Also note that the work schedules are designed for 40 weeks and the content is carefully spread over a period of 10 weeks per term. The Work Schedule is accompanied by a Teacher Guide that explains the content and suggests teaching methods. The suggested activities in the Teacher Guide can be used as is or the content can be changed to suit your school or class. When planning for the year ahead the relevant page numbers from textbooks can be indicated in the right hand column of the work schedule. Ideas for formal assessment have been given. Exemplar assessment task which could be used with this work schedule will be distributed to schools in 2010/2011. This should further assist in the setting of a proper standard of assessment in WCED schools.

The Work Schedules were planned from the generic and composite Assessment Standards of each Learning Outcome. The Additional Assessment Standards were not included in the planning. If learners choose to specialise in a particular art form in the FET phase, he/she could explore the additional assessment standards of Learning Outcome 1 in Grades 8 and 9. These additional assessment standards are explored in the Senior Phase Learning Programme exemplars. It is recommended that schools offering the Arts subjects in the FET band implement the specific learning pathways in Arts and Culture in Grades 8 and 9. This is essential for the teaching of the basic skills required at the Grade 10 entry level. Special learning programmes have been designed to guide the implementation of specific learning pathways. These learning programmes are available on the Web at: http://curriculum.pgwc.gov.za/site/32/res/view/715 The WCED hopes that these work schedules and teacher guides will assist in reducing the load on teachers with regard to planning. APPRECIATION The Western Cape Education Department (WCED) wishes to thank the Senior Curriculum Planners, Curriculum Advisers and all the Teachers involved in the writing of the work schedules and teacher’ guides. Directorate: Curriculum (GET)

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ARTS AND CULTURE GRADE 7 TERM 1

Organising principle: Human rights, heritage, nation building, marginalized cultures

Formal Assessment: Visual Arts

Informal Assessment: Dance, Drama, Music

WK LO ASSESSSMENT STANDARDS & CORE TEACHING TG

1 LO1

HUMAN RIGHTS AND SKILLS BUILDING DANCE 7.1.1.1

Explain the importance of dance warm up and cooling down exercises: o focus on good posture and alignment (e. g. spinal flexibility,

safe practice and strength)

DRAMA 7.1.3.1

Revise and explain the importance of warm-up routines for drama focusing on the following: o voice o relaxation and breathing o body and posture

MUSIC TIME SIGNATURE: (beat/pulse) and RHYTHM (note values) 7.1.5.1

Revise and define note values: crotchets, minims, quavers Keep the beat by clapping the hands or stamping the feet Use body percussion to highlight note values (beat)

VISUAL ARTS 7.1.7.1

Revise and explain the use of a wide range of materials, tools and skills applied to: • art elements i.e. forms (e.g. organic, inorganic) and shapes

(basic, geometric shapes)

Wk 1

2

LO 1

DANCE AND DRAMA 7.1.1.1

Perform warm-up and cool-down exercises: o focus on correct posture and alignment (e.g. activate

stomach muscles and lengthening the spine) o perform safe stretching exercises (upper body - arms, neck,

back) o include bends in stretching

7.1.3.1

Perform drama warm-up for voice and body (by focusing on correct breathing)

Wk 2

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MUSIC TIME SIGNATURE: (beat/pulse) and RHYTHM (note values) 7.1.5.1

Keep the beat by clapping the hands or stamping the feet Use body percussion (e.g. clicking of fingers, clapping of

hands, stamping of feet, slapping of thighs) to highlight note values (pulse, beat)

Divide the pulse/beat to create and form rhythmic patterns made up of different note values e.g. quarter, half note, eighth note

Revise drumming techniques e.g. bass slap, open slap and muffle

Combine drumming techniques with percussion patterns

VISUAL ARTS 7.1.7.1

Identify the use of materials, tools and skills applied to: o traditional symbols and signs (e.g. Ndebele, rock art,

religious symbols, road signs, etc.)

3

LO 1


Perform warm-up and cool-down exercises: o focus on good posture and alignment o perform safe stretching exercises o perform bouncing exercises with safe landing technique

7.1.3.1

Perform drama warm-up exercises for voice and body (by focusing on correct use of posture)

MUSIC TIME SIGNATURE: (pulse/beat) AND RHYTHM (note values) 7.1.5.1, 7.1.5.2

Keep the beat by clapping the hands or stamping the feet Use body percussion to highlight note values Divide the pulse/beat to create and form more rhythmic

patterns While using drumming techniques create contrast (soft and

loud) and mood (soothing / slow and happy / quick rhythms) by improvising new phrases

VISUAL ARTS 7.1.7.1

Revise the use of a wide range of materials, tools and skills to explain: o colour (e.g. primary, secondary, warm and cool colours) o texture (e.g. rough and smooth)

Peer assessment, using a checklist, of Visual Arts activities from week 1 in journal

Wk 3

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4

LO 1


Perform warm-up and cool-down exercises: o focus on good posture and alignment o perform safe stretching exercises o perform jump exercises with safe landing technique

7.1.1.2 Explore choreographic design concepts by focusing on :

o general space o level (e.g. high low middle) o direction (e.g. forward and backwards)

7.1.3.1

Perform warm-up exercises for voice and body to strengthen the breathing mechanism.


Create (compose) rhythmical phrases ensuring a suitable form / structure

Use the rhythmical phrases to accompany a performance about human rights issues

Practise the phrases through drumming and/or body percussion

VISUAL ARTS: 7.1.7.1

Create one of the following art products: o an art work (e.g. painting) or o a craft product (e.g. book cover) or o a design (e.g. Ndebele frame/border)

Use a wide range of materials, techniques and tools to create the art product, developed from week 1

Identify and use symbols and patterns on human rights issues in the chosen art product, explored during week 2

Wk 4

5

LO 1,


Perform body warm-up and cool-down exercises: o focus on good posture and alignment o perform safe stretching exercises o perform jump exercises with safe landing technique

7.1.1.2 Explore choreographic design concepts by focusing on:

o time (e.g. duration, pulse, rhythm) 7.1.3.1

Perform warm-up exercises for voice (e.g. resonance and projection)

Wk 5

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Select in groups human rights issues e.g. children’s rights Illustrate these human right issue through various media such

as stories, photos, poems, films, videos, etc Compose in groups own drumming patterns to enhance the selected human rights issues

VISUAL ARTS 7.1.7.1

Continue to create the art product developed during week 4 Use a wide range of materials, techniques and tools to create

the art product Identify and use symbols and patterns on human rights issues

in the chosen art product

6

LO 1


Perform warm-up exercises for voice (the use of articulators: lips, tongue)

7.1.1.1


7.1.1.2

Explore choreographic design concepts o focus on force (e.g. push and pull, jerky, soft movement)

7.1.3.2

Explore dramatic elements (e.g. shape, grouping and climax etc)

Use dramatic elements in short improvisations to convey meaning and feeling by: o observing a character o creating a character through gestures, body language, facial expression, etc o imitating the character


Rehearse the drumming compositions developed during week 5

Reflect on and discuss these drumming compositions in groups

Wk 6

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VISUAL ARTS 7.1.7.1

Complete one of the arts products developed during weeks 4 and 5

Use a wide range of materials, techniques and tools to create the art product

Identify and use symbols and patterns on human rights issues in the chosen art product

7 LO 1, 2, 3

DANCE 7.1.1.1

Perform body warm-up and cool-down exercises: o focus on good posture and alignment o perform safe stretching exercises o perform jump exercises with safe landing technique

7.3.2.1

Perform trust exercises with partners o using the body to form shapes (e.g. a square or diamond

with your partner. etc) DRAMA 7.1.3.1

Perform warm-up exercise for the body by focusing on development of articulation (vowel sounds)

7.1.3.2, 7.2.3.1

Use dramatic elements to convey meaning and feeling in short improvisations by:

o observing a character o creating a character through gestures, body language,

facial expression o imitating the character

Discuss and explore dramatic elements (e.g. shape, grouping

and climax etc) in:

o cultural expressions (e.g. weddings, coming of age, rituals) o social expressions(e.g. rock concerts, opening ceremonies)

MUSIC TIME SIGNATURE: (pulse/beat) AND RHYTHM (note values)

Perform drumming compositions in a group (developed during previous week)

Reflect on drumming compositions in groups VISUAL ARTS Formal Assessment Task 1:

Exhibit Visual Arts product for formal assessment (as developed during previous weeks)

Walkabout to assess art works Provide feed back to learners

Wk 7

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8 LO 1, 3



7.3.2.1

Perform trust exercises in pairs o use body to form contrasting shapes (e.g. filling in the

negative space, etc) 7.1.3.1

Perform a warm-up exercise for body (e.g. display physical flexibility)

7.1.3.2, 7.2.3.1

Continue from week 7 to explore and create characters by performing a short improvisation depicting: o cultural expressions (e.g. weddings, coming of age

ceremonies, rituals) o social expressions (e.g. rock concerts, opening

ceremonies) MUSIC TIME SIGNATURE: (pulse/beat) AND RHYTHM (note values) 7.1.5.1

Continue to perform the drumming compositions in groups Continue to reflect on and discuss these performances

VISUAL ARTS: 7.1.7.2 Formal Assessment Task 1 continues:

Exhibit Visual Arts product Walkabout to assess art works Provide feed back by teacher and learners

Wk 8

9

LO 1, 3

DANCE 7.1.1.1


7.3.2.1 Perform trust exercises with partners using body weight in

counterbalance exercises (e.g. pendulum, push /pull, etc) o invent more ways to counterbalance weight with a partner

(e.g. pendulum, push and pull)

Wk 9

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DRAMA 7.1.3.2, 7.2.3.1

Continue from week 7 to explore and create characters by performing a short improvisation depicting: o cultural expressions (e.g. weddings, coming of age ceremonies, rituals) o social expressions(e.g. rock concerts, opening ceremonies)

MUSIC NOTATION 7.1.5.3

Revise note / letter names Revise the structure of C major scale

10

LO 1, 3

DANCE 7.1.1.1

Perform warm-up and cool-down exercises o focus on good posture and alignment o perform safe stretching exercises o perform jump exercises with safe landing technique

7.3.2.1

Perform trust exercises in pairs o invent ways to counterbalance weight with a partner (e.g.

fall and recover, ball games, etc) DRAMA 7.1.3.2, 7.2.3.1

Conclude short improvisations depicting: o cultural expressions (e.g. weddings, coming of age, rituals) o social expressions (e.g. rock concerts, opening

ceremonies) MUSIC NOTATION 7.1.5.3

Read and sing the notes of the C major scale Introduce the notes and structure of the G major scale Read and sing the notes of the G major scale

Wk 10

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ARTS AND CULTURE TERM 2


Formal Assessment: Dance and Drama Informal Assessment: Dance, Drama, Music, Visual Arts


1

LO 1, 2, 3

NATION BUILDING DRAMA AND DANCE 7.1.3.1, 7.1.1.1

Perform a voice and body warm-up exercises: o relaxation o breathing o posture and alignment o safe stretching exercise e.g. lower body

DANCE 7.2.2.1, 7.2.2.2

Research a traditional dance in the community (e.g. Pantsula, Gumboot dance, Bharata Natyam, Tiekiedraai Dance, San trance dance) o use a variety of sources (e.g. books, DVD, internet, dance

practitioners, etc) to explore the purpose of the traditional dance focusing on: • what is the name of the dance? • why is the dance performed? • where is the dance performed? • what is the origin of the dance?

MUSIC 7.1.5.3

Revise the structure of the C and G major scale Read and sing the notes of the G major scale

7.3.4.1 Select simple songs from various cultures in C and G major

Wk 1

2

LO 1, 2, 3

DRAMA 7.1.3.1

Perform a voice warm-up exercise (e.g. strengthening voice mechanism)

DANCE 7.2.2.1, 7.2.2.2

Research a traditional dance in the community (e.g. Pantsula, Gumboot dance, Bharata Natyam, Tiekiedraai Dance) o use a variety of sources (e.g. books, DVD, internet, dance

practitioners) to practically explore the movement style of the dance focusing on: • who performs the dance (e.g. gender, race etc)? • demonstrate and describe the movements (e.g. kicks,

shuffling steps, hand gestures, etc)

Wk 2

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MUSIC 7.1.5.3

Revise the structure of the C and G major scale Read and sing the notes of the G major scale

7.3.4.1 Continue to sing simple songs (from various cultures) in C and

G major

3

LO 1, 2

DRAMA 7.1.3.1

Perform a voice warm-up routine to develop articulation (exercises for the tongue, lips, etc )

DANCE 7.2.2.1, 7.2.2.2

Research a traditional dance in the community (e.g. Pantsula, Gumboot dance, Bharata Natyam, Tiekiedraai Dance) and o use a variety of sources (e.g. books, DVD, internet, dance

practitioners) to: • describe the costumes( e.g. hand gear, foot gear, body

adornment, etc) • describe the music (e.g. what instruments are used, etc)

MUSIC 7.3.4.1

Explore the different rhythms/ rhythmic patterns in the songs selected during week 2

Link the selected songs to the music used for the traditional dances e.g. Pantsula, Gumboot Dance, Tiekiedraai Dance, Moppies and Ghoemas

Wk 3

4

LO 1, 2, 3

DRAMA 7.1.3.1

Perform a voice and body warm-up (e.g. voice, breathing and posture)

7.3.3.2

Explain the differences between group-dramatised choral verse and a dramatised prose item.

Select and read a poem for a choral verse performance OR a prose for a dramatised prose performance

DANCE 7.2.2.1

Document the research of weeks 1-3 Present and demonstrate the research findings of a traditional

dance to the class (e.g. Gumboot dance, Bharata Natyam, Tiekiedraai Dance)

Peer assessment of dance research (presentation and demonstration in groups) using a checklist

Provide feedback to groups

Wk 4

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MUSIC 7.3.4.1

Continue to sing selected songs (week 2) from different cultures in South Africa

Discuss and explore appropriate rhythmic patterns, dynamics and tempo

VISUAL ARTS 7.2.5.1

Plan a field trip, excursion or an interview with an artist to research the contribution of art/craft/ design on everyday life

Gather information from the field trip, excursion or an interview and analyse the contribution of art/craft/ design on everyday life and to South African heritage

5 LO 1, 2, 3

DANCE 7.1.1.3

Create a dance sequence that focuses on: o social attitudes towards dance (e.g. only girls can dance,

disability and dance) o cultural attitudes towards dance (e.g. some religious and

cultural groups’ approach towards dance) DRAMA 7.3.3.2

Create dramatised choral verse or dramatised prose focusing on: o narrative and character (dramatised prose, choral verse) o characterisation (dramatised prose, choral verse) o use of space (dramatised prose, choral verse) o listening attentively (choral verse) o responding to cues (choral verse) o speak and move in harmony (choral verse)

MUSIC 7.3.4.1

Sing selected songs from different cultures in South Africa (selected during week 2)

Explore the different rhythmic patterns, dynamics and tempo as used in these songs

Give verbal feedback for development VISUAL ARTS: 7.2.5.1

Continue to use information from the field trip, excursion or an interview and analyse the contribution of art/craft/ design on everyday life and to South African heritage

Organise the collected information into a format for presentation i.e. interview, visual diary, essay, journal or collage

Wk 5

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6

LO 1, 2, 3

DANCE 7.1.1.3

Continue to create a dance sequence focusing on: o gender (e.g. male dancers is responsible for lifting) o disability (e.g. differently-able bodies cannot dance)

Combine two sequences into one dance sequence DRAMA 7.3.3.2

Rehearse and present dramatised choral verse or dramatised prose focusing on: o narrative and character (dramatised prose, choral verse) o characterisation (dramatised prose, choral verse) o use of space (dramatised prose, choral verse) o listening attentively (choral verse) o responding to cues (choral verse) o speak and move in harmony (choral verse)

Self reflection on dramatised prose / choral verse and feedback by teacher

MUSIC 7.1.5.2

Improvise and create different rhythmic phrases to enhance the mood and tempo of the selected songs (from week 2)

7.3.4.2

Create melodic phrases as accompaniment to the selected songs (chosen in week 2)

Create non-melodic phrases as accompaniment to the selected songs

VISUAL ARTS 7.2.5.1

Use the collected information to conduct an interview: o analyse the influence of crafts on everyday life (e.g.

township art as commercialised art) o analyse the contribution of an artist on everyday life (e.g.

fashion design, interior design) o peer assessment of Visual Arts research using a checklist

Wk 6

7

LO 1, 3

DANCE AND DRAMA 7.1.1.3, 7.3.3.2

Rehearse dramatised choral verse or dramatised prose created during weeks 4 to 6

Rehearse dance sequences created during week 5 and 6 Combine the choral verse / dramatised prose with the dance

sequence as a joint performance Perform the combined dance and drama performance

Formal Assessment Task 2: Dance and Drama integrated performance (choral verse/dramatised prose combined with dance sequences)

Wk 7

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MUSIC 7.1.5.2

Continue to improvise and create different rhythmic phrases to enhance the mood and tempo of the selected songs (selected during week 2)

7.3.4.2

Continue to create melodic and non-melodic phrases as accompaniment to the chosen songs e.g. in C or G major

VISUAL ARTS 7.1.7.1

Design and decorate costume pieces and props (i.e. gumboots/ helmet) to complement the traditional dance researched from weeks 2 - 4

8

LO 1, 3

DANCE AND DRAMA 7.1.1.3, 7.3.3.2

Perform choral verse / dramatised prose in combination with the dance sequence as a joint performance

Formal Assessment Task 2 (continued): Dance and Drama integrated performance (choral verse/dramatised prose combined with dance sequences) MUSIC 7.3.4.1, 7.3.4.2

Sing the selected songs from various cultures with suitable accompaniment

VISUAL ARTS: 7.1.7.1

Continue designing and decorating costume pieces and props (i.e. gumboots/ helmet) for traditional dance explored from weeks 2 - 4

Wk 8

9

LO 1

VISUAL ARTS 7.1.7.1

Complete designing and decorating gumboot/helmets or costume for traditional dance, explored from weeks 2 - 4.

DANCE AND DRAMA Formal Assessment Task 2 (continued): Dance and Drama integrated performance (choral verse/dramatised prose combined with dance sequences)

Wk 9

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10 LO 1

VISUAL ARTS 7.1.7.1

Complete designing and decorating gumboot/helmets or costume for traditional dance, explored from weeks 2 – 4

Informally assess the Visual Arts product through self or peer assessment using a checklist

DANCE AND DRAMA Formal Assessment Task 2 (conclusion): Dance and Drama integrated performance (choral verse/dramatised prose combined with dance sequences)

Wk 10

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Formal Assessment: Drama

Informal Assessment: Dance, Drama, Visual Arts

WK LO ASSESSSMENT STANDARDS & CORE TEACHING TG 1

LO 1, 2

MARGINALISED CULTURES DANCE AND DRAMA 7.1.1.1

Perform body warm-up and cool down exercises: o focus on good posture and alignment (breathing exercises)

7.1.3.1 Perform a voice warm-up exercise (relaxation and breathing)

MUSIC 7.2.4.1

Listen to, identify and classify different instruments according to shape and sound such as idiophones (self-sounding instruments) and chordophones (stringed instruments)

Link these instruments to Western, percussion and stringed, instruments

Wk 1

2

LO 1, 2, 3


Perform body warm-up and cool-down exercises: o focus on good posture and alignment o soft use of joints (e.g. swings)

7.1.3.1 Perform a voice and body warm-up exercises focusing on

developing resonance

MUSIC 7.2.4.1

Listen to, identify and classify different instruments, according to shape and sound such as membranophones (sound produced by vibration of a membrane) and aerophones (air vibrates to produce sound e.g. reed pipes)

Link these instruments to Western, percussion (drums) and brass and woodwinds

Wk 2

3

LO 1, 2, 3


Perform body warm-up and cool-down exercises: o focus on good posture and alignment o soft use of joints o exercises with safe landing technique (e.g. bounces, skips, etc)

Wk 3

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7.1.3.1

Perform a voice and body warm-up exercises focusing on voice and posture

7.3.3.1 Explain and discuss personal issues such as self esteem,

confidence, dreams for the future, etc Explain and discuss social issues such as friends, bullies,

family Discuss and find solutions to challenging social and personal

issues MUSIC 7.2.4.2

Select types of instruments e.g. percussion instruments, stringed instruments, wind instruments, etc Discuss the shape and materials used to make these

instrument/s Discuss the sound it makes, how it is played

4

LO 1, 2, 3

DRAMA AND DANCE 7.1.3.1, 7.3.2.1

Perform a voice and body warm-up exercise to develop concentration

Perform trust exercises with partners forming shapes with the body

DRAMA 7.3.3.1

Continue to explain and discuss personal issues such as self esteem, confidence, dreams for the future, etc

Continue to explain and discuss social issues such as friends, bullies, family, gender, ethics

Continue to discuss and find solutions to challenging social and personal issues

MUSIC 7.2.4.2

Continue from the previous week: Select types of instruments e.g. percussion instruments, stringed instruments, wind instruments, etc Discuss the shape and materials used to make the instrument Discuss the sound it makes, how it is played Revise drumming techniques e.g. bass slap, open slap and

muffle Revise drumming rhythms as developed in the first term

Wk 4

5

LO 1, 3, 4

DRAMA AND DANCE 7.1.3.1

Perform a voice and body warm-up exercise focusing on developing articulation

Wk 5

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7.3.2.1

Invent ways to counterbalance body weight using the partner’s body (e.g. fall and recover)

7.3.3.1 Develop and create a scene that explores a personal and

social issue developing plot, character, dramatic tension, space and time

Focus on different ways to demonstrate problem solving skills in the scene

MUSIC 7.4.3.1

Research the purpose and role of the selected instrument (week 3) e.g. the drumming rhythms used in typical African / South African songs and dances

6

LO 1, 3, 4

DRAMA 7.1.3.1

Perform a voice and body warm-up exercise focusing on projection

7.3.3.1

Continue developing the scene from week 5 Rehearse the scene demonstrating problem solving of

personal and social issues. Feedback on progression by teacher

MUSIC 7.4.3.1

Continue the research from the previous week on the selected instrument

Discuss the purpose and role of e.g. the drumming rhythms as used in typical African / South African songs and dances

7.3.4.1

Select songs from various cultures in South Africa Explain the terms, tempo and dynamics

Wk 6

7

LO 1, 3

DRAMA 7.3.3.1

Perform the scenes, developed from week 5, demonstrating problem solving of personal and social issues.

Formal Assessment Task 3: Drama performance demonstrating problem solving of personal and social issues. MUSIC 7.3.4.1

Sing the selected songs from week 6 Discuss the tempo, dynamics and rhythms appropriate to the

song/s

Wk 7

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7.3.4.2

Revise rhythms created in term 1 (rhythmic phrases, week 4-7) Create and combine rhythms for chosen songs

VISUAL ARTS 7.3.5.1

Discuss and select a collective art work to promote nation building (e.g. collage, mural, painting)

8

LO 1, 3

DRAMA 7.3.3.1

Continue to perform the scenes, developed from week 5, demonstrating problem solving of personal and social issues.

Formal Assessment Task 3: Drama performance demonstrating problem solving of personal and social issues. MUSIC 7.3.4.1, 7.3.4.2

Practise and perform the selected songs from various cultures Play rhythms on melodic or non-melodic instruments to

accompany selected songs VISUAL ARTS 7.3.5.1

Plan the creation of an art work (e.g. theme, materials, size, exhibition area)

Share resources with the class (e.g. group discussion)

Wk 8

9

LO 3

MUSIC 7.3.4.1, 7.3.4.2

Perform the selected songs Play rhythms on melodic or non-melodic instruments to

accompany chosen songs Informal discussion on performances

VISUAL ARTS 7.3.5.1

Create collective art work, discussed and explored in week 8 Groups critique each other’s work by means of constructive

class discussion

Wk 9

10

LO 3

MUSIC 7.3.4.1, 7.3.4.2

Continue to perform the selected songs from various cultures with rhythms on melodic or non-melodic instruments to accompany these songs

Discuss the performances and give feedback

Wk 10

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VISUAL ARTS 7.3.5.1

Complete the collective artwork developed during the previous weeks

Reflect on the art work using a checklist

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Formal Assessment: Music Informal Assessment: Dance, Drama


1

LO 1, 2, 4

DRAMA 7.1.3.1

Perform a voice and body warm-up exercise (selection from warm-up exercises from previous terms)

DANCE 7.4.1.1

Revise and discuss traditional dance (e.g. San, Trance Dance) as explored during term 2, focusing on: o purpose and function o costume o music

MUSIC 7.2.1.1

Identify and discuss three different cultural groups in South Africa and its musical heritage

7.2.1.2

Discuss the need for conserving a country’s musical heritage VISUAL ARTS 7.4.4.1, 7.2.5.1

Research - through excursions, field trips and interviews - the origin and purpose of: o statues o heritage sites o body adornments (e.g. tattoos ) o art works o dress or o architecture

Wk 1

2

LO 1, 2, 4

DRAMA 7.1.3.1

Perform a voice and body warm-up exercise (concentration skills)

DANCE 7.4.1.1

Investigate Indigenous dance (e.g. Spanish) available in South Africa focusing on the

o purpose and function • why is it performed?

Wk 2

- 20 -

o music o costume

MUSIC 7.2.1.1

Research in groups a South African musician of the past or present, from one of the selected cultures discussed during week 1

Investigate the South African musician with regard to the following: o music style/s o method of work o contribution to South African music o a specific song

VISUAL ARTS 7.4.4.1, 7.2.5.1

Continue to research through excursions, field trips and interviews the origin and purpose of: o statues, o heritage sites, o body adornments (e.g. tattoos), o art works, o dress or o architecture

3 LO 1, 2, 4

DRAMA 7.1.3.1

Perform a voice and body warm-up exercise (focus and observation skills)

DANCE 7.4.1.1

Investigate Classical dance (e.g. Venda Snake Dance) available in South Africa focusing on the: o purpose and function

• why is it performed? o costume o music

MUSIC 7.2.1.1

Research on South African musician continues of weeks 1 and 2

Provide feedback in groups and discuss these South African musicians in terms of: o music style/s o method of work o contribution to South African music o a specific song

Wk 3

- 21 -

VISUAL ARTS 7.4.4.1, 7.2.5.1

Discuss the findings of the research of the previous weeks.

4

LO 1, 2, 4

DRAMA 7.1.3.1

Perform a voice and body warm-up exercise (observation and listening skills)

DANCE 7.4.1.1

Present findings on traditional, classical and indigenous dance that reflect aspects of national heritage. o what makes it South African:

• identity: race, gender, culture MUSIC 7.2.1.1

Research of weeks 1 - 3 on a South African musician continues Provide feedback in groups and discuss these South African

musicians in terms of: o music style/s o method of work o contribution to South African music o a specific song

Sing the selected song of the South African musician in groups VISUAL ARTS 7.2.5.1, 7.4.4.1

Continue to discuss the findings of the research of the previous weeks.

Wk 4

5

LO 1, 2, 3, 4

DRAMA 7.1.3.1

Perform a voice and body warm-up exercise (focus on resonance and projection)

7.4.3.1

Explore indigenous performances such as o praise poetry (e.g. Zulu praise poetry, etc)

DANCE 7.4.1.1

Continue from the previous week and present findings on traditional, classical and indigenous dance that reflect aspects of national heritage. o what makes it South African in:

• music and use of costume

MUSIC 7.2.1.1

In groups sing the songs selected of each musician (from weeks 2 - 4)

Wk 5

- 22 -

7.3.4.2

Create in groups the melodic or non-melodic accompaniment for the chosen song

Notate in groups the melodic accompaniment in the key of C major or G major

Write out the non-melodic accompaniment as rhythmic patterns using learnt note values

VISUAL ARTS 7.2.1.2

Identify and explain the importance of conservation of a country’s heritage and marginalised cultures i.e. o indigenous knowledge systems (e.g. the San culture) o artifacts in museums (e.g. rock art) o galleries (e.g. sculptures) o cultural sights and architecture (e.g. The Castle of Good

Hope) o natural heritage sights (e.g. Kwa Nntuu)

6 LO 1, 2, 3, 4

DRAMA 7.1.3.1

Perform a voice and body warm-up exercise (focus on articulation)

7.4.3.1 Explore indigenous performances such as:

o folk tales (e.g. traditional stories, fables,etc) DANCE 7.4.1.1

Conclude research from previous weeks and present findings on traditional, classical and indigenous dance that reflect aspects of national heritage. o what makes it South African:

• identity: race, gender, culture • music • use of costume

Informally assess the dance research findings in a group presentation

MUSIC 7.2.1.1, 7.3.4.2

Continue from the previous week and practise selected songs with melodic or non-melodic accompaniment

Reflect in groups on suitability of accompaniment Peer feedback as informal assessment on the process

VISUAL ARTS

Continue to identify and explain the importance of conservation of a country’s heritage and marginalised cultures, i.e. o indigenous knowledge systems (e.g. the San culture) o artifacts in museums (e.g. rock art) o galleries (e.g. sculptures)

Wk 6

- 23 -

o cultural sights and architecture (e.g. The Castle of Good

Hope) o natural heritage sights (e.g. Kwa Nntuu)

7 LO 1, 2, 3, 4

DRAMA 7.1.3.1

Perform a voice and body warm-up exercise (listening skills)

7.4.3.1 Rehearse an indigenous performance of either:

o praise poetry (e.g. Zulu praise poetry etc) o a folk tale (e.g. fables, etc)

MUSIC 7.2.1.1, 7.3.4.2

Perform selected songs (from previous weeks) with suitable accompaniment for formal assessment

Formal Assessment Task 4: Group performance of songs with accompaniment

Wk 7

8

LO 1, 2, 3, 4

DRAMA 7.1.3.1

Perform a voice and body warm-up exercise (focus on consolidation of previous exercises)

7.4.3.1 Present an indigenous performance of either:

o praise poetry (e.g. Zulu praise poetry etc) o a folk tale (e.g. fables, etc)

Use a checklist to assess the drama performance and give

feedback

MUSIC 7.2.1.1, 7.3.4.2



Wk 8

9

LO 2, 3

MUSIC 7.2.1.1, 7.3.4.2



Wk 9

10

Written examination: Arts and Culture formal assessment (music) complete for Term 4 during weeks 7-9.

Wk 10

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Documents

Phase Work Schedules - Western Cape