Phase Work Schedules - Western Cape...o development of a scenario based on popular culture (e.g. soap opera, rock concerts) • apply dramatic elements i.e. character, storyline

Seni

or P

hase

W

ork

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dule

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Grade

8Arts 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)

- 1 -

ARTS AND CULTURE GRADE 8 TERM 1

Organising principle: Human rights, art industries, careers, popular culture,

Formal Assessment: Visual Arts

Informal Assessment: Drama

WK

LO

ASSESSSMENT STANDARDS & CORE TEACHING

TG

1

LO 1, 2

POPULAR CULTURE DRAMA 8.1.3.1

Perform a relaxation and breathing warm-up routine for voice and body

VISUAL ARTS 8.2.5.2

Discuss artworks i.e. landscapes, portraits, still-life, public art, or resistance art from past to present.

Explore o style (expressive, realistic, abstract, etc.) o subject matter (what the painting is about)

Wk 1

2

LO 1, 2


Perform a voice warm-up routine focusing on vocal tone. VISUAL ARTS 8.2.5.2

Discuss artworks i.e. landscape, portraits, still-life, public art, or resistance art from past to present.

Explore a composition of art elements and principles. 8.2.1.3

Discuss and explore artworks made of recycled material, (e.g. earrings made of old computer parts, cool drink tins etc.)

Demonstrate how artworks made from recycled material address environmental concerns

Wk 2

3

LO 1


Conduct a voice warm-up routine focusing on voice resonance.

Wk 3

- 2 -

VISUAL ARTS 8.1.7.1

Explain and explore the concept: ‘Popular Culture’

Explore art forms from:

o popular culture (e.g. Hip-Hop, video games, animation, consumer arts, like craft products, fashion accessories, etc.)

o Mass Media e.g. internet, magazines, cell phones, films, advertisments, graffiti, etc.

4

LO 1


Explore and present a warm-up routine for vocal development focusing on voice projection.

VISUAL ARTS 8.1.7.1

Create an artifact which communicates Popular Culture or Mass Media

Use recycled material to make the artifact, (e.g. earrings or from old cell phone parts)

Wk 4

5

LO 1


Explore and present a warm-up routine for vocal development focusing on voice articulation.

VISUAL ARTS 8.1.7.1

Continue to create an artifact which communicates Popular Culture or Mass Media

Continue using recycled material to make the artifact. Present the artifact for formal assessment

Formal Assessment Task 1: Visual Arts: Evaluate the artifact based on popular culture and mass media

Wk 5

6

LO 1


Explore and present a vocal warm-up routine focusing on voice articulation.

Wk 6

- 3 -

MUSIC 8.1.5 1

Listen to a variety of examples of popular or local music

7

LO 1


Practice and present own vocal warm-up routine using a variety of voice exercises.

Assess the voice warm-up routine and provide feedback. MUSIC 8.1.5 1

Continue to listen to examples of popular or local music Perform a song from popular or local culture in groups.

DANCE 8.1.1.1

Explore a variety of dances of popular culture (e.g. hip hop, pantsula, break dancing etc) focusing on: o the style of the dance o why is it performed? o who are the participants? o what movements are performed? o what costumes are used?

Identify a dance to be performed by each group

Wk 7

8

LO 1


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

Create a written sketch or polished improvisation, focusing on: o the development of a scenario based on popular culture (e.g.

soap opera, rock concerts) • apply dramatic elements i.e. who? (character) what?

(dramatic action) when? (time) and where? (pace and space)

o target audience (who will attend the performance?) MUSIC 8.1.5 1

Memorise the melody and lyrics from the selected song of popular or local culture

Wk 8

- 4 -

DANCE 8.1.1.1

Memorise the movements from the selected dance(s) of popular culture

9

LO 1


Continue to create a written sketch or polished improvisation, focusing on the: o development of a scenario based on popular culture (e.g. soap

opera, rock concerts) • apply dramatic elements i.e. character, storyline / dramatic

action, space and place and time o target audience (who will attend the performance)

MUSIC 8.1.5 1

Continue to memorise the melody and lyrics from the selected song of popular or local culture

DANCE 8.1.1.1

Continue to memorise the movements from the selected dance(s) of popular culture.

Wk 9

10

LO 1


Continue to create a written sketch or polished improvisation, focusing on: o development of a scenario based on popular culture (e.g. soap

opera, rock concerts) • apply dramatic elements i.e. character, storyline / dramatic

action, space and place and time o target audience (who will attend the performance)

MUSIC 8.1.5 1

Continue to memorise the melody and lyrics from the selected song of popular culture

DANCE 8.1.1.1

Rehearse the steps from the selected dance(s) of popular culture.

Wk 10

- 5 -

NOTE: The dance, drama and music activities on popular culture will be performed as an integrated performance for formal assessment during the second term

- 6 -



Formal Assessment: Dance, Drama, Music

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

WK

LO


TG

1

LO 1

POPULAR CULTURE MUSIC 8.1.5 1

Rehearse a selected popular song from Term 1 in preparation of an integrated performance on popular culture

Wk 1

2

LO 1

POPULAR CULTURE DANCE 8.1.1.1

Rehearse a selected popular dance from Term 1 in preparation of an integrated performance on popular culture

Wk 2

3

LO 1


Continue to develop a written sketch or polished improvisation paying attention to the following: o the development of character (e.g. age, gender, attitude,

purpose, etc) o use of resources that contribute towards meaning (e.g. props,

costume pieces, etc) Rehearse written sketch or polished improvisation as preparation

for an integrated performance on popular culture

Wk 3

4

LO 1

POPULAR CULTURE DRAMA, 8.1.3.2; DANCE 8.1.1.1; MUSIC, 8.1.5 1

Continue to rehearse a written sketch or polished improvisation

paying attention to the incorporation of other art forms (i.e. music, dance)

Integrate the song and the dance from popular culture into the drama improvisation

Wk 4

5

LO 1

POPULAR CULTURE DRAMA, 8.1.3.2; DANCE 8.1.1.1; MUSIC, 8.1.5 1

Wk 5

- 7 -

Rehearse and finalise the integrated arts performance based on

popular culture: dance, drama and music focusing on: o target audience o appropriate resources

Formal Assessment Task 2: Integrated arts performance on popular culture

6

LO 3

CAREERS Explore and discuss in groups various career opportunities found in every art form. DRAMA 8.3.1.3, 8.3.3.1

Research the following careers in drama through on-site visits: o careers in formal theatre (e.g. actor) and mass media i.e. film,

television etc (e.g. editor, cameraman) o careers in informal drama (e.g. street theatre, industrial theatre)

and drama-linked sectors (e.g. teaching, drama therapy) MUSIC 8.3.4.1

Collect and discuss information on a variety of music and music-related careers and training

DANCE 8.3.1.3, 8.3.2.1

Collect information on career options for dance (e.g. dancer educator, choreographer, costume designer, etc ) by: o interviewing people in the community or o visiting dance studios/tertiary institutions or o finding related documentation at libraries or o visiting websites

Identify the qualities needed for a career in dance (e.g. dedication, creativity, passion for dance)

VISUAL ARTS 8.3.1.3, 8.3.5.1 .

Research career and training possibilities in art, craft, architecture, design, etc through: o site visits, interviews, internet, books etc.

Wk 6

- 8 -

7

LO 3

CAREERS DRAMA 8.3.1.3, 8.3.3.1

Investigate and share the required training for careers in drama MUSIC 8.3.4.1

Continue to research and discuss a variety of music and music-related careers and training

DANCE 8.3.1.3, 8.3.2.1

Continue to collect information on career options for dance (e.g. dancer educator, choreographer, costume designer, etc ) by: o interviewing people in the community or o visiting dance studios/tertiary institutions or o finding related documentation at libraries or o visiting websites

Identify the qualities needed for a career in dance (e.g. dedication, creativity, passion for dance) Note the training that is needed for each of the careers researched (e.g. dance educator: 3 year diploma in dance studies

VISUAL ARTS 8.3.1.3, 8.3.5.1

Discuss findings on research on careers and training in art, craft, architecture, design.

Wk 7

8

LO 3

CAREERS DRAMA 8.3.1.3, 8.3.3.1

Continue to investigate and share the required training possibilities for careers in drama

MUSIC 8.3.4.1

Share information found on a variety of music and music-related careers and training

Formal Assessment Task 2: Dance, Drama, Music and Visual Arts careers: worksheet and report back to the class, sharing findings on variety of careers in the selected art forms.

Wk 8

9

LO 1, 3

June examination: No written examination. Arts and Culture Formal Assessment completed during weeks 5 and 8.

Wk9

- 9 -

10

LO 1, 3

June examination: No written examination. Arts and Culture Formal Assessment completed during weeks 5 and 8.

Wk 10

- 10 -



Formal Assessment: Dance, Drama, Music, Visual Arts

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

WK

LO


TG

1

LO 2

COMPOSITE 8.2.1.1

Discuss the importance of copyright with reference to: o oral and dramatic art forms e.g. storytelling o written compositions e.g. score of a musical composition o art works o choreography

Wk 1

2

LO 3

MARKETING

Select an art form per group to put into practice entrepreneurial skills in the marketing of art works.

COMPOSITE 8.3.1.1, 8.3.1.4 , 8.3.1.2

Reflect on the interdisciplinary performance on Popular Culture performed in Term 2

Discuss marketing strategies for an interdisciplinary performance on Popular Culture, focusing on: o planning skills o managing skills e.g. stage management o sharing roles and responsibilities e.g. team work o adhering to deadlines e.g. time management, discipline etc.

Wk 2

3

LO 1,3

MARKETING MUSIC 8.1.5 1, DANCE 8.1.1.1, DRAMA 8.1.3.2 , COMPOSITE 8.3.1.1, 8.3.1.4, 8.3.1.2

Select one art form (dance, drama, music) to market the interdisciplinary performance of Term 2 in groups e.g. for: o dance an advertisement, trailer, preview or o drama an advertisement, trailer, preview, radio advertisement

or o music a jingle, music video, advertisement etc.

Demonstrate the following skills to market the performance i.e.: o planning and managing skills e.g. stage managing o sharing roles and responsibilities e.g. actors, dancers,

designers, etc. o adhering to deadlines e.g. time management, discipline etc.

Wk 3

- 11 -

4

LO 3

MARKETING COMPOSITE 8.3.1.4, 8.3.1.2

Perform a rendition (version) of one of the performing arts to market the interdisciplinary performance of Term 2, i.e.: o dance e.g. advertisement, trailer, preview or o drama e.g. advertisement, trailer, preview, radio advertisement

or o music e.g. jingle, music video, advertisement

Demonstrate the following:

o planning and managing skills e.g. stage managing o sharing roles and responsibilities e.g. actors, dancers,

designers, etc. o adhering to deadlines e.g. time management, discipline etc

Wk 4

5

LO 3


Integrate the art performances (dance, drama, music) into a performing arts presentation to market the performance of Term 2 showing the following: o effective planning and managing skills e.g. stage managing o the sharing of roles and responsibilities e.g. actors, dancers,

designers, etc. o adhering to deadlines e.g. time management, discipline etc

Wk 5

6

LO 3


Continue developing the integrated arts performance to market the performance of Term 2

Assess the integrated arts performance informally and give constructive feedback

Wk 6

7

LO 3

MARKETING COMPOSITE 8.3.1.4, 8.3.1.2, VISUAL ARTS 8.1.7.1

Create an artifact (poster, pamphlet, advertisement) from popular culture/mass media to market the performance of Term 2, showing the following: o planning and managing skills o sharing roles and responsibilities e.g. team work o adhering to deadlines e.g. time management, discipline etc.

Wk 7

- 12 -

8

LO 3

MARKETING COMPOSITE 8.3.1.4, 8.3.1.2, VISUAL ARTS 8.1.7.1

Complete an artifact (poster, pamphlet, advertisement) from popular culture/mass media to market to market the performance of Term 2, showing the following: o planning and managing skills o sharing roles and responsibilities e.g. team work o adhering to deadlines e.g. time management, discipline etc

Wk 8

9

LO 1, 3

Formal Assessment Task 3:

The marketing of the integrated arts performance (dance, drama, music)

The specific artifact (poster, pamphlet, advertisement) from popular culture/mass media to market the performance of Term 2

Wk 9

10

LO 1, 3

Formal Assessment Task 3:

The marketing of the integrated arts performance (dance, drama, music)

The specific artifact (poster, pamphlet, advertisement) from popular culture/mass media to market the performance of Term 2

Wk 10

- 13 -



Formal Assessment: All Four Art Forms: Written Exam

Informal Assessment: Dance, Drama, Music and Visual Arts

WK

LO


TG

1

LO 2,4

HUMAN RIGHTS DRAMA 8.2.3.1

Explore and discuss human rights (e.g. equality) and environmental issues (e.g. conservation, pollution)

Develop small group role plays to explore human rights Present findings through small group role plays

MUSIC 8.4.3.1

Explore the terms stereotyping: o discrimination and prejudice in contemporary culture

DANCE 8.2.2.1, 8.4.1.1

Discuss the term differently-abled people Explore how inclusivity impacts on dance

o different movements that can be performed o identify limitations o how to make dance accessible

VISUAL ARTS 8.2.5.1

Identify and explore forms of mass media e.g. photography, filmmaking, adverts, magazines, etc.

Wk 1

2

LO 2,4

HUMAN RIGHTS AND ENVIRONMENTAL CONCERNS DRAMA 8.2.3.1, COMPOSITE 8.2.1.3

Continue to develop small group role plays to explore environmental issues

MUSIC 8.4.3.1

Listen, identify and explain how instruments are used in a stereotypical way.

Wk 2

- 14 -

COMPOSITE 8.2.1.2, VISUAL ARTS 8.4.4.1

Explore mass media and focusing on: o obvious or hidden messages o bias or stereotyping or propaganda

DANCE 8.4.1.2

Identify and discuss how traditional roles assigned to genders are represented in dance

Discuss how the roles have changed over time Debate this issue by exploring various opinions on power

relationship represented in dance.

Reflect on Dance, Drama, Music and Visual Arts in own journals.

3

LO 2,4


Explore how stereotyping through age and gender have been used from past to present in any one of the following mass media: o stories o theatre o film o television o radio

MUSIC 8.4.3.1

Identify and explain gender and cultural stereotypes in lyrics VISUAL ARTS 8.2.1.2

Explore how photography, filmmaking, sculpture and printmaking contribute to: o human rights abuses and o social and cultural change

Wk 3

4

LO 2,

4


Identify class and cultural stereotyping from past to present in a selected form of mass media

MUSIC 8.2.4.1

Discuss and revise time signature (Grade 7) i.e. (pulse/beat) and rhythm (note values)

Wk 4

- 15 -

o define note values: crotchets, minims, quavers o clap the beat o use body percussion to highlights note values (beat)

5

LO 2,4


Develop a short skit or scenario on any of the following: o stereotyping, o discrimination and o prejudice

MUSIC 8.2.4.1

Discuss time signature: (pulse/beat) and rhythm (note values) o define, note values: crotchets, minims, quavers o clap the beat o use body percussion to highlights note values o divide the pulse/beat to create and practice more rhythmic

patterns

Explore the structure of a 12-unit polyrhythm score through listening.

Use the number 12 (it is divisible into units of two, three and four).

Wk 5

6

LO 2,4


Perform the short skit or scenario to highlight the following problems in school or the local community: o stereotyping o discrimination o prejudice

Assess the drama performance through constructive group

discussion MUSIC 8.2.4.1

Continue the music activity from the previous week: Explore time signature: (pulse/beat) and rhythm (note values) Explore the structure of a 12-unit polyrhythm score. Use the number 12 as it is divisible into units of two, three and four. Explore/play the individual parts on non-melodic and melodic

instruments such as pipes, drums, sticks and shakers or body percussion

Listen to each individual rhythm.

Wk 6

- 16 -

7

LO 2

MUSIC 8.2.4.1

Continue the music activity from the previous week: Time signature: (pulse/beat) and rhythm (note values) Explore the structure of a 12-unit polyrhythm score Use the number 12 as it is divisible into units of two, three and

four. Explore/play the individual parts on non-melodic and melodic

instruments such as pipes, drums, sticks and shakers or body percussion.

Listen to each individual rhythm, as well as to rhythm in other groups.

Listen for the gaps or silence in a rhythm.

Wk 7

8

LO 2

HUMAN RIGHTS MUSIC 8.2.4.1

Continue the music activity from the previous week: Time signature: (pulse/beat) and rhythm (note values) Explore the structure of a 12-unit polyrhythm score Use the number 12 as it is divisible into units of two, three and

four. Explore/play the individual parts on non-melodic and melodic

instruments such as pipes, drums, sticks and shakers or body percussion.

Listen to each individual rhythm, as well as to rhythm in other groups.

Listen for the gaps or silence in a rhythm.

Wk 8

9

LO 1, 2, 3, 4

Formal Assessment Task 4: written examination: Popular culture, careers, human rights, marketing, dance, drama, music and visual arts skills and concepts

Wk 9

10

LO 1, 2, 3, 4

Formal Assessment Task 4: written examination: Popular culture, careers, human rights, marketing, dance, drama, music and visual arts skills and concepts

Wk 10

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Documents

Phase Work Schedules - Western Cape...o development of a scenario based on popular culture (e.g. soap opera, rock concerts) • apply dramatic elements i.e. character, storyline