Province of the Eastern Cape DEPARTMENT OF EDUCATION 4 LP Arts n Culture Gr 4 to... · arts and culture intermediate and senior phases exemplar lesson plans for the fourth term province

ARTS AND CULTURE

INTERMEDIATE AND SENIOR PHASES

EXEMPLAR LESSON PLANS FOR THE FOURTH TERM

Province of the Eastern Cape

DEPARTMENT OF EDUCATION

DRAMA

DANCE VISUAL ARTS

MUSIC

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Preamble

This Arts and Culture Intermediate and Senior Phase Exemplar Lesson Plans for the Fourth Term follow on Second and Third Term Exemplar Lesson Plans issued earlier which are products of a collaborated effort between Arts and Culture Provincial Curriculum Planning and District Curriculum Advisors. They act as a contribution in the developmental process that is aimed at increasing capacity of Arts & Culture Teachers in effective teaching, learning and assessment of this Learning Area. They also serve as guides towards effective and efficient implementation of National Curriculum Statements (NCS). This therefore means that underpinned in these Exemplar Lesson Plans are principles of NCS. Learning Outcomes and Assessment Standards are therefore cornerstones of these Lesson Plans. These Exemplar Lesson Plans for Fourth Term are based on the Term 4 Clusters of Assessment Standards that are in the Provincial Work Schedules for Grades 4-9 contained in the Arts and Culture Provincial Assessment Guidelines, Annexure B1 to B6. These Lesson Plans are therefore not standalones and should be used in conjunction with all relevant Policy Documents and Assessment Guidelines, viz, National Curriculum Statements Grade R-9, National Assessment Guidelines and Provincial Assessment Guidelines. It should be borne in mind that Arts and Culture deals mainly with four Arts Disciplines which are: Music, Visual Arts, Dance and Drama. Some aspects of Culture are dealt with under the Composite Assessment Standards. Focus has been on Intermediate and Senior Phases including Generic and Additional Assessment Standards in Grades 8 and 9. These Lesson Plans should be engaged with critically and creatively as they do not reflect “zero defects” or a “one answer” solution. This encourages all who will be using them to kindly alert the Arts and Culture Curriculum Planning - Intersen should any inconsistencies, highly impractical suggestions or any elements that may detract from the goal of establishing a common approach in effective teaching of this Learning Area. Further comments, concerns, suggestions and responses may be forwarded through the nearest Arts & Culture District Curriculum Advisor or directly to: T.G.SONGABE Arts & Culture Curriculum Planning - INTERSEN Eastern Cape Department of Education Steve Tswete Complex ZWELITSHA Contact Numbers Cell: 083 324 3395 Fax: 086 560 5046 e-mail: [email protected]

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Acknowledgements The Provincial Curriculum Planning – Intersen acknowledges the hereunder mentioned Arts and Culture District Curriculum Advisors for their contribution towards the development of this document. Without their dedication and commitment this product wouldn’t be what it is.

Title Surname First name District Contact Number

Ms Caga Lungiswa Uitenhage 082 200 7193

Mr Hoko Bantubonke Cradock 0797977822

Ms Nkalitshana Zukiswa Sterkspruit 072 111 6824

Ms Ntyinkala Nosisi Cofimvaba 076 851 3044

Ms Senkubunge Anne Queenstown 083 473 5469

Ms Ntanga Ntomboxolo Grahamstown 083 487 1118

Ms Ntlebi Nompumelelo King William’s

Town

082 762 5726

Dr De Villiers Alethea Port Elizabeth 083 735 3735

Mr Nomavayi Vukile East London 082 343 1171

Ms Maqungwana Funeka Fort Beaufort 078 347 7557

Title Surname First name District Contact Number

Mr Pikela Nkululeko G. Butterworth 082 575 8243

Ms Ntunja Nomaxabiso Dutywa 083 349 1430

Mr Pepping Louis Lusikisiki 071 946 1984

Ms Msali Vuyiswa Mbizana 083 218 6453

Ms Petse Phindiwe P. Mthatha 073331 9658

Ms Sethoabane Ntshupiseng Mt Fletcher 082 697 7747

Ms Cilwana Tandiwe W. Mt Frere 072 151 6215

Ms Mayongo Noxolo Ngcobo 083 672 0644

Ms Zilwa Nomakhwezi Qumbu 073 487 9340

Ms Mtoba Zoliswa Graaf Reinet 082 898 1859

Ms Macinwgane Nyameka Libode 083 294 4153

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TABLE OF CONTENTS

NO CONTENT PAGE 1. Intermediate Phase 2. Grade 4 Lesson Plans 5 3. Grade 5 Lesson Plans 15 4. Grade 6 Lesson Plans 24 5. Senior Phase 6. Grade 7 Lesson Plans 34 7. Grade 8 Lesson Plans 35 8. Grade 9 Lesson Plans 38

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Grade: 4 Term: 4 Lesson Plan: 1 Phase: Intermediate

GRADE 4 DATE: DURATION: 120 Mins

CONTENT IN CONTEXT: Musical Elements:- rhythm and Time Signatures

LOS AND ASS LEARNING ACTIVITIES DETAILS OF ASSESSMENT

BARRIERS TO LEARNING

LO 2: CLUSTER ( 3 ) MUSIC AS: Recognises crotchet and minim note values and rests in a short melody. AS: Recognises time signatures such as (4/4) and (3/4).

ACTIVITY 1 : Revision Activity The teacher recaps work done in the previous lessons on note values and the created rhythmic pattern and melodies that were presented in the class. The teacher utilises the chart on note values and learners clap the rhythm. Name Notes and their French Time Names Rest and their French

Time Names Value (when each beat is a crochet)

Semibreve or whole note

Taa-aa-aa-aa

Saa-aa-aa-aa

4 Beats

Minim or half note or

Taa-aa

Saa-aa

2 Beats

Crochet or quarter note

or Taa

Saa

1 Beat

Quaver or Eighth note

or Ta – te ta - te

Sa-se

½ (2 to a Beat)

Activity 2 The teacher asks learners whether they know the South African National Anthem, whether they can sing it, and eventually ask them to sing the first verse. As they sing they are asked to clap the rhythm and try to identify the note values. The teacher hand out an extract of the first two lines of the National Anthem and learners identify crotchet, minim and quavers:

FORM: Practical demonstration Performance METHOD: Teacher Peer Group TOOL: Analytic rubric Check List Observation

Learners with physical challenge to be assisted and are given alternative roles.

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ACTIVITY 3 Introducing Time Signatures • The teacher asks learners to sing the National Anthem and asks them to respond the way they feel,

maybe through movement like marching or walking. • The teacher observes their actions and then asks learners which movement they chose. Possible

responses may be that they chose walking or marching because of the pulse of the song. • The teacher then selects any other song that learners are familiar with e.g.: Happy Birthday to You. • Then asks for their responses. Possible responses include dancing because the pulse made them feel

like dancing

• The teacher then introduces the Time Signatures , and ,and explains that the songs Nkosi

Sikelel’I Afrika is in time and Iintakana is in • The teacher explains that:

o A time signature is a sign placed at the beginning of music to indicate the kind of time and the number of beats in each bar.

o It consists of two figures placed one above the other e.g. o The upper figure shows the number of beats in each bar, and the lower figure shows the value of

each beat whether it’s a minim, crotchet or quaver beats in a bar o Every time signature is a fraction of a semibreve, but the dividing line that is used in arithmetic is

not used o There are two kinds:

� Simple Time Signature � Compound Time Signature

o Simple time signatures are divided into 2, 3, 4 as its upper figure � 2 = simple duple time � 3 = simple triple time � 4 = simple quadruple

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o Example of duple time: = Two crotchet beats in a bar

o Example of simple triple time: = Thee crotchet beats in a bar

o Example of simple quadruple time: = Four crotchet beats in a bar

Activity 4 Assessment Activity

SKILLS: Bending, jumping, articulation, breathing, safe landing KNOWLEDGE – Gained knowledge on warming up and cooling down exercises VALUES: Enjoyment, sharing, appreciation. Resources: Pencils, pens, exercise books, tape recorders and cassettes, used materials EXPANDED OPPORTUNITIES: Learners are encouraged to watch warm up exercises in the T. V. They can participate in sport activities. Teacher Reflection:

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Grade: 4 Term: 4 Lesson Plan: 2 Phase: Intermediate GRADE 4 DATE: DURATION: 180

min CONTENT IN CONTEXT: Personal Development • Miming-communication

through gestures. LOS AND ASS LEARNING ACTIVITIES DETAILS OF

ASSESSMENT BARRIERS TO LEARNING

LO 4: CLUSTER (2) DRAMA AS: Explores the use of expressive mime to convey ideas and feelings.

ACTIVITY 1 Warm-up activity The teacher instructs the learners to think of an object that is very important to each of them. They have to pretend that the object is lost. Imagine that they are looking for it in the veld. They Identify any thing that they see around them. Now they have to search for the object. Look everywhere –underneath, around, above and below. Use their whole body. Show how they are feeling. They must not use words. ACTIVITY 2 The teacher will explain the following: Messages are given to people not only with the words we use, but also with the way we use our bodies and facial expressions. The body movements we use to communicate with are called gestures. You give signs to people with the way you move your body. Learners write down the information as notes. The teacher may ask learners which movie actors that use mostly gestures and less or no words in their movies. Possible answer would be “Mr Bean”. ACTIVITY 3 The teacher instructs learners to do the following : • With your partner show three simple gestures you think he/she will know. • With your partner, think about how each of these parts of your body can show different things

in a gesture, your hands, your eyes, your shoulders and your mouth. • Show your gestures to another pair. • In your group of four, work out a scene using gestures only. Your scene need only last for one

or two minutes. As you prepare, think about what it is you want to show and you can use different parts of your body to get the message across.

• Show your scene to the other groups. Can they identify what it is that you have shown? ACTIVITY 4 GROUP WORK The teacher divides the class into two groups. Group 1 will pretend to be in a photograph or picture, or a picture of a moment in time. Each learner will stand or sit as if frozen in that position, and will show expressions and gestures that match the situation in which the photograph was supposed to have taken. Learners: a) Quickly talk about what their photograph will show. b) Start with one person taking up a position. Then, one by one, each in Group 1 takes up his or her own position around the people already there.

FORMS Performances Test Oral presentation METHOD Group Peer Self TOOLS Rubric Memo Check list

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GRADE 4 DATE: DURATION: 180 min

CONTENT IN CONTEXT: Personal Development • Miming-communication

through gestures. LOS AND ASS LEARNING ACTIVITIES DETAILS OF

ASSESSMENT BARRIERS TO LEARNING

c) Make their photograph interesting! The learners in Group 2 look at the ‘photograph’ and improve what they see by: putting some learners at a different level, perhaps higher up or lower down, if needed. Changing expressions or gestures of some of the people in the picture. Now Group 2 has to create an exact copy of Group 1’s photograph. Again, this is done one learner at a time, until the whole scene has been recreated. Learners step out of their group picture when they hear their teacher tell them to talk about their task: • Did other learners do what they were expected? • Did Group 2’s photograph match Group1’s? • How did it feel like to work in a big group? • What surprised them most in the activity? Why? • What did they like? • What would they rather not do again? Why? ACTIVITY 5 Learners are instructed to sit in a circle, in groups of six. The first person pretends to be holding and passing an object. He/she pretends to use the object in such a way that allows everyone to see what the object is meant to be. No talking is allowed. The first person will pass the imagery object to the next person but the next person changes the shape of the object to make another object, use it and pass to another one. This continues until the last person. As learners mime they have to think about the following : • the shape of the object • how big the object is • whether it is light or heavy • whether it is rough or smooth • what shape/s their hands or the rest of their your body will make when they touch or move

around the object. The teacher will use the rubric to assess learners

SKILLS: Analytical, miming KNOWLEDGE: Miming, gestures VALUES : Sharing, respect and appreciation RESOURCES: Space and bodies EXTENDED OPPORTUNITY: Learners are encouraged to practice mime and watch other people while performing mime. TEACHER’S REFLECTION :

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RUBRIC FOR THE LESSON PLAN 2 CRETERIA LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 Explores the use of expressive mime to convey ideas and feelings.

Learners have little understanding of exploring the use of expressive mime to convey ideas and feelings.

Learners partly explore the use of expressive mime to convey ideas and feelings.

Learners are able to explore the use of expressive mime to convey ideas and feelings.

Learners have an outstanding understanding of exploring the use of expressive mime to convey ideas and feelings.

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Grade: 4 Term: 4 Lesson Plan: 3 Phase: Intermediate GRADE 4 DATE: DURATION:

120 Mins CONTENT IN CONTEXT: Personal Development-Improvisation incorporating elements/concepts in Dance and Drama



LO 3 Participating and Collaborating (Cluster 2) Dance AS: Sensitively uses the concept of personal (shared) space in dance explorations. Drama AS: Draws on and develops own and other’s ideas when planning and devising dramas.

ACTIVITY 1 Warm up The teacher gives learners the following instructions: -Stand up and form a circle. -Shake your fingers. -Shake your arms. -Shake your body. -Swing your left arm forwards and backwards two times. -Swing your right arm forwards and backwards two times -Walk in your circle to the right and left two times -Run in your circle to the left and right two times. -Walk around the class without bumping into each other imitating the following animals; cat, dog, horse, elephant and giraffe etc. and also make sounds made by these animals. ACTIVITY 2 Learners are divided in groups of 6. Group1 to prepare a traditional dance. Group 2 to prepare pantsula dance. Group 3 to prepare ballroom dance. Group 4 to prepare hip hop dance. Group 5 to prepare gumboot dance. In their groups the learners discuss about things they will need in their dance and also identify if they will use a personal space or self space (space around the dancer), general or shared space (the entire space on stage or room). They present their ideas in class. ACTIVITY 4 The learners rehearse and perform their different dances in class using the space they need effectively. ACTIVITY 5 In their groups the teacher gives learners topics where learners will have discussion about drama that can come out of the topic. Group 1-Birthday Party Group 2-Going to the beach Group 3 –Shopping Group 4-School Tour Group 5-School match The learners engage in group discussion guided by the teacher s̀ instructions

FORM Oral Presentation Performance METHOD Teacher Group TOOL Checklist

Physically challenged learners are given other roles to perform.

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CONTENT IN CONTEXT: Personal Development-Improvisation incorporating elements/concepts in Dance and Drama



-Each group must think of what is happening in its topic. -each group must think of the place where the event is taking place. -Each group to think of characters (people) involved in its topic. -Each group to think of props and costumes needed in its topic. ACTIVITY 6 The groups will present their ideas in the class, firstly in the form of improvisation. They will later develop scripts in line with the story line. ACTIVITY 7 Under teacher’s guidance, groups rehearse and perform their short plays.

SKILLS: Dancing dramatising improvising KNOWLEDGE: Personal space, general space, developing characters for a given topic, dramatising a given topic. VALUES :Trust, co-operation, appreciation, enjoyment, RESOURCES: Audio-Visual Aids, Print Media, Musical Instruments, Body Percussion, Dance Floor/Space ,Rehearsal Room/Space EXPANDED OPPORTUNITIES: Encouraging learners to watch dances in their communities and T.V. TEACHER REFLECTION:

TERM 4 GRADE 4 CHECKLIST

YES /NO COMMENTS Learners are able to effectively use general and personal space. Learners can use general and personal space. Learners are able to create characters from the given topic. Learners are able to develop a storyline from their given topic.

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CONTENT IN CONTEXT: Making masks, crafts and artefacts using found or waste materials



LO 3: CLUSTER ( 4 ) VISUAL ARTS AS: Collaborates with others to plan the making and use of masks, crafts, artifacts, costumes, collages or puppets using natural, waste or found materials with due regard to environmental concerns.

Activity 1 The teacher asks learners what they know about maintenance of environment. The teacher further asks learners what is it that Arts and Culture can do to contribute towards maintaining good environment. The teacher asks learners about way and means of turning the waste materials into expressive products like masks, crafts, artifacts, costumes, collages or puppets. Together with the learners the teacher identifies and categorise waste materials and products that can be produced by such materials. Categories may include newspapers that may be turned into paper m�ché and masks be created. Activity 2 Project In groups, learners are instructed to collaborate with one another organise materials and plan to make products of their choice to use in an exhibition. The teacher may guide learners in the process of development of mask as an example. The following steps may be followed: • Learners must choose to make a mask that will be human or animal. Learners must identify

shape of head, the kind of hair, shape of nose, shape of mouth and the feeling that the mask will show.

• To make the mask learners: o Tear up the newspaper strips o Blow up the balloon and cover it with a thin layer of Vaseline o Cover half to two thirds of the balloon with the strips of paper dipped in wallpaper paste o Cover the balloon with at least three or four layers of paper and paste in the first lesson

and leave it to dry. Cover the balloon in the same way two or three more times. o When the shapes are strong, learners pop-up the balloon and use a knife or a pair of

scissors to cut the mask into shape. o Learners mark the position of eyes, draw the eyes and mouth and cut them out. o Learners can form feature like nose, eyebrows, mouth and cheeks and add patterns

using paper m�ché pulp. o When their masks are dry they can paint them and decorate them with sand, leaves,

feathers seeds or pictures from magazines. o



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CONTENT IN CONTEXT: Making masks, crafts and artefacts using found or waste materials



Activity 3 Finished products are exhibited during a cultural day or as part of an integrated task.

SKILLS: Bending , jumping, articulation, breathing, safe landing KNOWLEDGE – Gained knowledge on warming up and cooling down exercises VALUES: Enjoyment, sharing, appreciation. Resources: Pencils, pens, exercise books, tape recorders and cassettes, used materials EXPANDED OPPORTUNITIES: Learners are encouraged to watch warm up exercises in the T. V. They can participate in sport activities. Teacher Reflection:

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CONTENT IN CONTEXT: Creating rhythms and poly rhythms



LO 1: INTEGRATION 1 (CLUSTER 3)

MUSIC AS: Demonstrates concentration and accurate listening through recognizing, repeating and creating rhythms and poly-rhythms, using movement, body percussion and natural instruments. AS: Improvises and creates music phrases that use repetition, accent, call and response.

ACTIVITY 1 : Revision Activity The teacher recaps work done in Grade 4 on note values and activities on creating rhythmic patterns and melodies. The teacher utilises the chart on note values and learners clap the rhythm. Name Notes and their French Time Names Rest and their French

Time Names Value (when each beat is a crochet)

Semibreve or whole note

Taa-aa-aa-aa

Saa-aa-aa-aa

4 Beats

Minim or half note or

Taa-aa

Saa-aa

2 Beats

Crochet or quarter note

or Taa

Saa

1 Beat

Quaver or Eighth note

or Ta – te ta - te

Sa-se

½ (2 to a Beat)

Semiquaver or sixteenth note

or Ta-fa te-fe ta-fa te -fe

¼ (4 to a Beat)

Activity 2: Familiarisation The familiarize learners with the concepts of repeat, accent and call and response. The teacher must draw a parallel between language and musical rhythms. All learners must be familiar with the concept of repetition. Learners are grouped in pairs. They decide who will be the leader and the leader must clap a rhythm that the second person in the pair must repeat exactly. Learners swap around so that the leader now has to repeat the rhythm clapped for him/her to copy.



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CONTENT IN CONTEXT: Creating rhythms and poly rhythms



Activity 2: Call and Response The teacher explains the concept of call and response as well question and answer (in music this is known as call and response). Learners at an early age may have been taught to respond using full sentences. For example if the question is “Where is John?” they would have been taught to respond with a sentence such as “John is here.” or, “John is at the shops”. This can be translated into musical rhythms in this way:

Where is John? John is at the shops. Working in pairs, learner in each pair clap a rhythm as he/she asks a question. The second learner in the pair must now clap a response as if he/she answers the question. One must of course swap the roles again, so that the learner who originally clapped the question now claps the answer to the question asked by his/her partner. Activity 3: Accent The now introduces learners to the concept of accent. Learners will be familiar with accent, but probably without knowing it. An accent occurs when one syllable of a word is stronger than the other(s). For example in the following boys’ names the first syllable is stronger than the second: Pe-ter, Matt-hew, Si-mon, whereas in the case of the flowers, nas-tur-tium and pe-tu-nia the second syllable is stronger than the first and third. Learners still working in their pairs, one learner must clap a series of words relating to a theme (girls names, makes of car,etc.) and the other one must imitate it. Learners are now challenged to create their own rhythms in which they use all three rhythmic techniques. The difference this time is that they must copy their own patterns, reply to their own questions and copy their own accents. (40 Musical Games to Make and Play by June Tillman, Nelson, 1988). Assessment: Rubric

SKILLS: Bending , jumping, articulation, breathing, safe landing KNOWLEDGE – Gained knowledge on warming up and cooling down exercises VALUES: Enjoyment, sharing, appreciation. Resources: Pencils, pens, exercise books, tape recorders and cassettes, used materials EXPANDED OPPORTUNITIES: Learners are encouraged to watch warm up exercises in the T. V. They can participate in sport activities. Teacher Reflection:

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Rubric for assessing Repetition, accent, call and response

LO 1 Creating, Interpreting and

Presenting

Excellent Achievement Satisfactory Achievement Partial Achievement Not achieved

4 70 - 100% 3 50 - 69% 2 35 - 49% 1 1 - 34 %

The learner understands rhythmic repetition

The learner understands rhythmic repetition very well

The learner understands rhythmic repetition

The learner struggles to understand rhythmic repetition

The learner cannot understand rhythmic repetition

The learner understands the concept of call and response

The learner understands the concept of call and response very well

The learner understands the concept of call and response

The learner struggles to understand the concept of call and response

The learner cannot understand the concept of call and response

The learner understands the concept of accent

The learner understands the concept of accent very well

The learner understands the concept of accent

The learner struggles to understand the concept of accent

The learner cannot understand the concept of accent

The learner can combine these elements to produce interesting rhythmic phrases

The learner can combine these elements to produce interesting rhythmic phrases with great skill

The learner can combine these elements to produce interesting rhythmic phrases

The learner struggles to combine these elements to produce interesting rhythmic phrases

The learner cannot combine these elements to produce interesting rhythmic phrases

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120 Mins PERSONAL AND SOCIAL DEVELOPMENT: Creative processes incorporating some Visual Arts elements (i.e. colour, texture etc.)



LO 1: INTEGRATION 1 (CLUSTER 5 )

VISUAL ARTS AS: Designs and creates artworks and craft works which explore the use of natural and geometric shapes and forms in two and three dimensions, in observational work, pattern making and design, and in simple craft objects. AS: Displays work in the classroom

ACTIVITY 1 Geometric mobile The teacher prepares 5 of 20cm diameter round and 20x20cm square shapes for children to use as templates to trace around. Use scrap card or a cardboard box for the templates. Learners are in groups of 5. Teacher refers to the patterns provided and draws them, showing cutting lines on the board for learners to copy.

The teacher then demonstrates step by step for learners to follow: Using the templates as a guide, learners

FORM: exhibition METHOD: Teacher TOOL Rubric

Learners with physical challenges to be assisted

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PERSONAL AND SOCIAL DEVELOPMENT: Creative processes incorporating some Visual Arts elements (i.e. colour, texture etc.)



draw the outline of the geometric shapes onto white or cloured paper. Lightly draw the cutting lines in pencil according to the patterns provided. Very, very carefully cut along the cutting lines. Thread a string 20cm to 30cm long through the centre of the top edge of each expanding shape and hold up to see the effect.(use the matchstick to prevent the string from pulling l through) Experiment by folding and cutting new and exciting shapes of your own. ACTIVITY 2 Display Make labels for mobiles (name and age of artists) As a group decide on the best way to sort artworks into groups. Agree on the best way to display the work. Help one another to set up an exhibition in the classroom. Here is one of the examples:

Resources for the above display :

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PERSONAL AND SOCIAL DEVELOPMENT: Creative processes incorporating some Visual Arts elements (i.e. colour, texture etc.)



Two sticks or thin branches 50cm and 25cm long slightly thicker than a pencil A few used matchsticks Fine wool or cotton or string A hanger to tie it on

SKILLS: Bending , jumping, articulation, breathing, safe landing KNOWLEDGE – Gained knowledge on warming up and cooling down exercises VALUES: Enjoyment, sharing, appreciation. Resources: Pencils, pens, exercise books, tape recorders and cassettes, used materials EXPANDED OPPORTUNITIES: Learners are encouraged to watch warm up exercises in the T. V. They can participate in sport activities. TEACHER REFLECTION:

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Rubric

LO 1 Creating, Interpreting and

Presenting


4 70 - 100% 3 50 - 69% 2 35 - 49% 1 1 - 34 % The learner followed pattern instructions and explored geometric shapes and patterns.

Outstanding ability to follow pattern instructions and explore geometric shapes and patterns.

The learner followed pattern instructions and explored geometric shapes and patterns.

Needs assistance to follow pattern instructions and explore geometric shapes and patterns.

Limited ability to follow pattern instructions and explore geometric shapes and patterns.

The learner participated in a group to design and assemble a three dimensional mobile.

Excellent participation in a group to design and assemble a three dimensional mobile.

The learner participated in a group to design and assemble a three dimensional mobile.

Needs help to participate in a group to design and assemble a three dimensional mobile.

Limited ability to participate in a group to design and assemble a three dimensional mobile.

The learner transformed geometric shapes from two dimensional into three dimensional shapes.

Excellent ability to transform geometric shapes from two dimensional into three dimensional shapes.

The learner transformed geometric shapes from two dimensional into three dimensional shapes.

Needs assistance to transform geometric shapes from two dimensional into three dimensional shapes.

Limited ability to transform geometric shapes from two dimensional into three dimensional shapes.

The learner sorts artworks into logical groupings.

Sorts artworks into logical groupings with ease.

The learner sorts artworks into logical groupings.

Needs assistance to sort artworks into logical groupings.

Limited ability to sort artworks into logical groupings.

The learner displayed artworks neatly and effectively according to groupings and labeled them clearly.

Excellent ability to display artworks neatly and effectively according to groupings and labeled them clearly.

The learner displayed artworks neatly and effectively according to groupings and labeled them clearly.

Needs assistance to display artworks neatly and effectively according to groupings and labeled them clearly.

Limited ability to display artworks neatly and effectively according to groupings and labeled them clearly.

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Grade: 5 Term: 4 Lesson Plan: 3 Phase: Intermediate GRADE 5 DATE: DURATION:60 min. COTENT IN CONTEXT

Social, Cultural and Environmental Issues in Drama



LO 4: INTEGRATION 1 (CLUSTER 2 )

DRAMA AS: Dramatizes social, cultural or environmental issues through the use of different drama techniques such as tableaux, verbal dynamic sequences or role-plays

ACTIVITY 1 Warm up routine. Each learner takes on the name of an animal. Learners form a circle and sit in a position that will enable them to get up quickly and move if their names are called out. The crocodile is in the middle of the group and has to call out the names of two animals. Those two animals must try to swap places quickly before the crocodile gets to one of the places. If the crocodile gets there first, the person who loses his/her place becomes a new crocodile. They walk slowly breathing in and out around the classroom doing cooling down exercises. ACTIVITY 2 : Comic Strips Teacher introduces learners to a few dramatic techniques such as a freeze, tableaux, slow motion and fast forward. Learners discuss what each technique is and teacher gets them to demonstrate their idea of what each technique is. Learners are shown some comic strips. They discuss how the pictures mainly tell us the story. The learners are told that they are going to focus on “Freeze” scenes.

Activity 3

Step 1 Learners are divided into groups of 5 to 8. Each group is given one of the following topics: • A Family Outing • A School Outing • My Parents and me • The Shopkeeper and me • First Day of School • The Soccer/Netball Match Each group must make up a simple story that could be represented using at least six pictures. No words or sounds are allowed. Learners can use whatever is available in the classroom to make their scenes appealing. Learners rehearse and present their frozen stories

Step 2: Slow Motion/Fast Forward

Learners are put into groups of two or three. They are to create a simple sequence of activities e.g. two clowns having fun with the audience at the circus. They perform the sequence for the class once they have had time to prepare. They perform their work twice. First in slow motion, and then as if

FORMS Performance METHOD Teacher Group TOOL Checklist

Physically challenged learners will be given easy roles to play.

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GRADE 5 DATE: DURATION:60 min. COTENT IN CONTEXT Social, Cultural and Environmental Issues in Drama



they were a movie that is being forwarded.

SKILLS: Analytical skills, awareness of use of dramatic techniques, improvisation skills, social skills KNOWLEDGE: Different dramatic techniques: freeze, tableux, slow motion and fast forward. VALUES: appreciation of comic strips Resources: Comic strips EXPANDED OPPORTUNITIES: Learners are encouraged to make their own collection of comic strips and try to act out some scenes using dramatic tecniques Teacher Reflection:

TERM 4 GRADE 5 CHECKLIST

YES /NO COMMENTS Do the learners understand what a tableau is Are the learners able to dramatise their given topic by means of a tableau Do all learners have a role to play in the tableau Are the learners able to identify what each group’s tableau is about Were all groups able to present their tableau Do each tableau show what was given to each group

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Grade: 6 Term: 4 Lesson Plan: 1 Phase: Intermediate GRADE 6

l

DATE: DURATION: 120 Mins

CONTENT IN CONTEXT: Social and Cultural Issues in Dance



LO 2: CLUSTER (1) DANCE AS: Researches the historical background of dances done by their elders in terms of social or cultural contexts, purpose and unique characteristics.

ACTIVITY 1 With teacher guidance, learners brainstorm different dances they know. They identify according to their observations the gender, age and race that is generally associated with such dances. ACTIVITY 2 The teacher explains to learners that dances have their historical background, their purpose and their characteristics. The teacher makes an example of a Classical Ballet Dance: HISTORICAL BACKGROUND The Italians brought ballet to France where the technique developed during the 1600’s. AGE: from age 5-35 years. RACE: All races dance ballet dance. PURPOSE: For enjoyment and is danced even in competitions almost in all countries. ATTIRE: Ballet dresses and ballet shoes. GENDER: Female CHARECTERISTICS OF BALLET DANCE: stance, turn-out, placing, laws of balance, basic rules of the head, legs, arms and body, transference of weight and co-ordination. Activity 3 The teacher provides learners with research questionnaires. Learners in groups conduct research on the historical background of at least three dances done by elders. Research questionnaire should focus on the following aspects: social or cultural contexts, purpose, unique characteristics, gender, age, race and purpose. Learners are encouraged to collect pictures of such dances ACTIVITY 4 Learners present their findings

FORMS Practical demonstration Assignment Research METHOD Group Peer Self TOOLS Observational sheet Rubric

Slow learners are given more and extra work to do until they understand the work done.

SKILLS: Dancing , researching, creative thinking. KNOWLEDGE: Gained knowledge on warming up and cooling down exercises, Historical background, social and cultural dances, purposes of dances. VALUES: Enjoyment, sharing, appreciation.

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GRADE 6 l

DATE: DURATION: 120 Mins

CONTENT IN CONTEXT: Social and Cultural Issues in Dance



Resources: Pencils, pens, exercise books, EXPANDED OPPORTUNITIES: Learners are encouraged to research more about any dance they come across. Teacher Reflection:

ANALYTIC RUBRIC FOR RESEARCH CRETERIA LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 The dance named is done by elders. Learners are unable to name the

dance that is done by elder people. Learners have little understanding of naming the dance that is done by elder people.

Learners are able to name the dance that is done by elder people.

Learners have outstanding ability of naming the dance that is done by elder people.

The historical background of dance is mentioned.

Learners are unable to mention the historical background of that particular dance

Learners have little understanding of mentioning the historical background of that particular dance

Learners are able to mention the historical background of that particular dance

Learners have outstanding ability of mentioning the historical background of that particular dance

Social or cultural contexts are addressed.

Learners are unable to address social or cultural contexts of that particular dance.

Learners have little limited ability address social or cultural contexts of that particular dance.

Learners are able to address social or cultural contexts of that particular dance.

Learners have outstanding ability to address social or cultural contexts of that particular dance.

The purpose and the unique characteristics of the dance are mentioned.

Learners are unable to mention the purpose and the unique characteristics of that particular dance.

Learners have little understanding of mentioning the purpose and the unique characteristics of that particular dance.

Learners are able to mention the purpose and the unique characteristics of that particular dance.

Learners have outstanding ability of mentioning the purpose and the unique characteristics of that particular dance.

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120 Mins CONTENT IN CONTEXT. Social and Cultural Development • Creative Processes

in South African Drama.



LO 2: CLUSTER (2) DRAMA AS: Finds out about different types of drama in the country and makes connections between some of them in terms of origins and similarities

Activity 1: Ellis and Bheki

The teacher tells the learners all about Bheki Mkhwane and Ellis Pearson. The two performers have worked together for fifteen years and are both passionate about the theatre. Bheki’s background is in township theatre and his love for Gibson Kente’s work. Ellis is rooted in the physical theatre as taught by L’Ecole Jacques le Coq in Paris. They combine their different backgrounds to inspire people to be positive about the transformation of South Africa. They help people to be more open and playful, and more creative and resourceful in their own fields. They perform their work all over the world, including non-English countries. It is a wonderful form of South African theatre as it reaches all our people because it is not language based.

They have performed works at schools where they make the learning programme a lot more fun. They perform plays with important messages. They work with very few props and so their work is very portable Activity 2: Acting Activities

When performing in outdoor theatre, the performer has to be more physical. The following exercises will help learners to stretch their boundaries and be ready for their own street theatre presentation.

1. Learners tell a story to the audience, using their faces and bodies. No speech allowed. 2. Learners imagine that they are behind a very thick window. No-one can hear them. They

have to ask the audience something in mime, but may not speak out words. 3. Learners are grouped in pairs. One learner must become the master and the other the

servant. The master must give the servant instructions e.g. Go and wash my car. The servant has to give an elaborate excuse for not washing the master’s car but must act out every aspect of the excuse. He should be jumping around and using the whole acting area and should be quite exhausted by the end of the exercise.

Activity 3: Performing in the Street

The teacher asks the learners to think about what problems would be there when performing in the street.

FORMS

Practical Demonstration Role-Play Spoken Language Drawing

METHODS

Teacher Group Peer

TOOLS

Rubric Observation Sheet

27


CONTENT IN CONTEXT. Social and Cultural Development • Creative Processes

in South African Drama.



The main problems are sound. There are so many street noises that the voices are not always heard. People in the street walk and talk during performances. Some audience members only see part of a performance as they pass by when the play has already started.

The learners offer suggestions as to what they think would be the best type of play to dramatise for Street Theatre.

The learners discuss what the plays could be about especially in their own area.

The teacher tells the learners that Street Theatre is hundreds of years old. In the early medieval times, bible stories were presented in wagons. The wagons travelled from town to town. The theatre went to the people. In Italy, a form of comedy called “Commedia dell Arte” was performed in the streets. Actors travelled all around the countryside and acted out stories. The actors wore masks and a lot of the characters were well known to the people and appeared in lots of plays with different plot lines.

The actors in these Commedia plays used big gestures and large body movements because they were wearing masks. Their type of acting was very clown-like and “over-the top” which means exaggerated.

Possible Extension Activities

The teacher could find out about local street performers and invite them to give a performance at the school.

• Learners could develop a project and take their “Street Theatre” production to a local shopping centre for performance.

• Learners could investigate a full history of Street Theatre in South Africa.

SKILLS: Research skills, improvisation, miming KNOWLEDGE : Evolution of theatre, street theatre VALUES: Enjoyment, sharing, appreciation. Resources: Pencils, pens, exercise books, tape recorders and cassettes, used materials EXPANDED OPPORTUNITIES: Learners are encouraged to watch warm up exercises in the T. V. They can participate in sport activities. Teacher Reflection:

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Rubric for assessing Street Theatre

LO 2 Reflecting


4 70 - 100% 3 50 - 69% 2 35 - 49% 1 1 - 34 % Researches different types of theatre in the country.

Very good research regarding different types of theatre in the country.

Researches different types of theatre in the country.

Needs assistance to research different types of theatre in the country.

Cannot research different types of theatre in the country.

Compares the different styles of theatre and identifies similar origins.

Competently compares the different styles of theatre and identifies similar origins.

Compares the different styles of theatre and identifies similar origins.

Needs assistance to compare the different styles of theatre and identifies similar origins.

Cannot compare the different styles of theatre and identifies similar origins.

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Grade: 6 Term: 4 Lesson Plan: 3 Phase: Intermediate GRADE 6 DATE: DURATION: 120

min.

CONTENT IN CONTEXT: Personal and Social Development –Creative processes in Visual Arts.



LO 4: EXPRESSING AND COMMUNICATING

(CLUSTER 2)

VISUAL ARTS AS: Researches murals in the community as a form of visual communication in relation to: • The intended message; • Target group; • Techniques; • Appropriate materials; • Symbols and signs.

ACTIVITY 1 The teacher brainstorm with the learners about what the mural is as revision. The learners also identify areas with murals in their communities. Learners are divided in groups and each group is given task of visiting one of these areas finding information on these murals under the following topics: • The intended group • Target group • Techniques • Appropriate materials • Symbols and signs The groups can also take photos of the murals or draw the murals as evidence of their research. ACTIVITY 2 In their groups learners sit down and compile report on their findings with the help of the teacher Each group will present findings in the class and also submit their compiled report with the photo or drawing to the teacher.

FORM Oral Presentation Research METHOD Teacher Group TOOL Observation sheet

SKILLS: Researching skills, Reporting writing skills KNOWLEDGE: Murals in the community, VALUES: Enjoyment, sharing, appreciation. Resources: Pencils, pens, drawing books, cameras EXPANDED OPPORTUNITIES: The teacher organises field trip for the learners . Teacher Reflection:

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TERM 4 GRADE 6 CHECKLIST CRIRERIA YES/NO COMMENTS The learners are able to find information about murals in the community.

The learners are able to identify target group or intended group

The learners are able to identify techniques and material used in the mural

The learners are able to identify symbols and signs used The learners are able to compile report about their findings ,submit it and present it.

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120 Mins CONTENT IN CONTEXT: Social Development Creative processes incorporating the Art Forms (Visual Art, Dance, Drama & Music)



L.O. 3: CLUSTER (5) COMPOSITE AS: Shows respect for and acknowledgement of the work of others. AS: Participates in a performance as an audience member. AS: Expresses own personal sense of identity and uniqueness in any art form.

Activity 1 Warm up exercise. Learners form a group of eight or nine. They think of all the movements that they use when they are with their friends. They must consider the following:

• How do they show “Hello “ • How do they show “that is a good idea” • How do they show “be careful” • How do they show “good “goodbye”

They combine these types of movements into a sequence that they can all practice together. Activity 2 Learners work together to create a ritual that they would perform for their own rites of passage. They decide as a group on the following:

• What they will be celebrating • How will they show these celebrations in a ritual

Learners write a chant to explain their rite of passage ritual. In their chant they include the following:

• Some words that they chant together • Some words that each learner chant.

Learners have to choose words carefully so that their audience will be able to understand the following:

• The reason for their ritual. • How will they celebrate it. • The results of celebrating the ritual.

Learners talk about the following : • What words will they will each say on their own. • How will these words explain their ritual. • What will they chant together as agroup. • How these words will show their group identity.

Learners will practise their ritual chant until they are able to perform it without making mistakes.

FORMS Practical Demonstration Role-Play METHODS Teacher Group Peer TOOLS Rubric Observation Sheet Check Lists

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CONTENT IN CONTEXT: Social Development Creative processes incorporating the Art Forms (Visual Art, Dance, Drama & Music)



Activity 3 The groups perform in turns and those that are not performing become the audience. Activity 4 Learners work on their own, create a mask that will show the aspects of their ritual that they think are the most important. They use found material as a base. They emphasise areas on their masks that they feel best show their ritual e.g

• If they feel that their ritual they can see the world more clearly, they make their eyes bigger. • If they feel that they have learnt to speak up for themselves they make the mouth much

bigger. Learners discuss with their group the kind of colours that they would all like to wear on their masks. Learners pay attention to craftmanship and detail e.g

• What found objects can they add to make interesting areas of detail on their masks . When learners have finished their masks they return to their groups and talk about the following :

• Has their mask emphasized the aspect that they believe are most important ? • Are their interesting areas of detail on their masks ? • Have they all used similar colours so that they have achieved a group identity .

SKILLS: Creation of masks, presentation KNOWLEDGE – types of masks, group identity, rituals VALUES: Enjoyment, sharing, appreciation. Resources: Pencils, pens, exercise books, tape recorders and cassettes, used materials EXPANDED OPPORTUNITIES: Learners are encouraged to watch warm up exercises in the T. V. Teacher Reflection:

33

CHECKLIST CRITERIA NOT AT ALL NOT ENOUGH OFTEN ALL THE TIME The ritual is easy to understand The masks create a group identity The words of the chant are clear and easy to hear.

The sound adds interest to the movement.

The mask, chant dance and sounds together make one strong theme.

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Grade: 7 Term: 4 Lesson Plan: 1 Phase: SENIOR


CONTEXT: Human rights issues • Culture • Inclucivity etc



LO 2: REFLECTING CLUSTER 4

COMPOSITE AS: Explains the need for conservation of a country’s indigenous knowledge systems, heritage, artifacts in museums, galleries, theatres cultural sites and natural sites.

ACTIVITY ONE Learners are referred to text books, museum and gallery sites to collect brochures, look at news paper reviews get information from internet to find why it is important to conserve indigenous knowledge systems like heritage, artifacts in museum, galleries , theatres, cultural sites and natural sites. Learners should also find out places that have been declared national heritage sites and why. ACTIVITY TWO During the past years cultural villages have become strong tourist attractions. Learners should find out villages closer to their community that have been declared cultural villages. Use brochures, news paper articles, internet features, magazine clippings, people or travel agencies to find more about this village and the impact it has on the community. Encourage learners to go there and experience the information. Learners are going to interview the management in the heritage sites.

FORM: Research Task METHOD: Teacher TOOL: Checklist


SKILLS: Communication skills, research, investigation KNOWLEDGE – The importance of conservation of indigenous knowledge systems like, heritage sites, artifacts, museums, VALUES: Enjoyment, sharing, appreciation. Resources: statement from internet, news paper articles, magazine clippings, brochures and cultural villages. EXPANDED OPPORTUNITIES: Schools are encourage to use heritage sites, museums, cultural villages as education support centres Teacher Reflection: CHECKLIST Tasks performed Yes Or No Score Verified 1 Did I show the value of my site? 2 Did I explain what it says about my own

background?

3 Did I show what it means to the community where the site is located ?

4 Did I say why it should be protected ? 5 Did I present my work neatly? Total 5 Name of verifier

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Grade: 8 Term: 4 Lesson Plan: 1 Phase: SENIOR


CONTENT IN CONTEXT: Copyright law and Ownership rights in the Arts.




COMPOSITE AS: Explains the importance of ownership of work and artists’ copyright in oral art forms and written compositions AS: Uses the Arts to demonstrate an awareness of environmental concerns. VISUAL ARTS AS: Comments on composition, style and subject matter in artworks (e.g. landscape, portraits, still-life, public art, or resistance art) over time.

ACTIVITY 1 The teacher brings to class 5 works of art that were done by artists who have been involved in doing paintings for some time .These artworks have been purchased by the teacher from an art exhibition or borrowed from friends and neighborhood. The teacher divides the learners into 5 groups. Each group is given 1 artwork. Learners look carefully at the artwork in their group’s .The teacher refers them to the writing at the bottom RIGHT corner of the artwork as a sign that indicates the ownership of the work of art. The teacher further explains that every finished piece of art has to be signed by the owner. Learners are requested to take all the works of art done earlier on and be signed by the owner following the example they see in front of them. ACTIVITY 2 The teacher asks the learners in the groups to discuss the importance of ownership of work and artists copyrights in oral art forms and written compositions. Learners discuss in groups. Each group has a chairperson and a scribe who will end up giving a report for the group. All the reports from the groups will be collected to one report the secretary of the plenary. ACTIVITY 3 The learners are referred back to the artworks to comment on the composition (all the elements that make up that art work), style, and subject matter in artworks. They state whether the artwork they have been allocated is in the portrait or landscape layout, is it still – life, public or resistant art. ACTIVITY 4 The teacher asks two learners each to tell a folk story. The teacher finds out where they got the story from. They got it from the elders who got from their elders who got it from theirs who . . . The teacher explains that if those stories were written, the original maker of the story would have had a copy right of the story so that it is not transferred from generation to generation as if it is original to the teller at that moment. ACTIVITY 5 The teacher brings paintings and drawings of animals that are found in south Africa to stimulate the following discussion.

FORM: Assignment METHOD: Teacher TOOL: Rubric


36


CONTENT IN CONTEXT: Copyright law and Ownership rights in the Arts.



The teacher discusses with learners about animals domestic and wild that make South Africa look so beautiful .Learners are expected to make a long list of animals like springbok, elephant ,bushbuck, lion, rhino, sheep, goats, cattle etc. Learners also discuss the beautiful physical nature of South Africa e.g. mountains, rivers, oceans, plant life. The teacher finds out from learners how can they take care of the beautiful environment mentioned above looking at the painting showing the physical nature of S.A. The teacher has all the time to use more visuals to discuss as many environmental concerns and possible solutions as he/she can e.g. global warming, climate change, drought, felt fires ,diseases to animals etc. ACTIVITY 6: ASSESSMENT ACTIVITY The learners are given an artwork ( by any artist- African / International ), to analyse, commenting on the composition, style and subject matter.

SKILLS: Explaining, commenting KNOWLEDGE – Importance of ownership of art work, Awareness of environmental concern through the use of arts, style and subject matter in art works VALUES: Enjoyment, sharing, appreciation. Resources: a statement from internet , pen and paper EXPANDED OPPORTUNITIES: learner are asked to visit libraries, art centres,etc to see if they can identify art works with copyright endorsements / Learners are encouraged to observe copyrights endorsements on CDs, Videos, DVDs, etc Teacher Reflection:

ASSESSMENT ACTIVITY –ASSIGNMENT - 12 marks converted to 25 LO 2 : REFLECTING VISUAL ARTS INSTRUCTION CRITERIA OUTSTANDING ACHIEVEMENT SATISFACTORY ACHIEVEMENT PARTIAL ACHIEVEMENT NOT ACHIEVED COMPOSITION

The learner is able to comment on the composition, highlighting the a elements that make up the composition, a graded shaded value in stroke color, and balance of line, shape, and space that is appropriate to the type of symmetry used.

The learner is able to pick up and comment about all the elements that are reflected in the artwork- color, line, balance of line, shape, arrangement of shapes.

The learner comments on the line and color but needs to be developed on how to comment on balance, shape and use of space,

The learner is only able to comment o n one aspect/ element that is contained in that particular artwork

STYLE The learner accurately comments The learner is able to comment on The learner struggles to differentiate The learner cannot differentiate

37

and explains on the relevant style the style e.g. realism/abstract between the styles between the styles SUBJECT MATTER The learner states clearly and

precisely what the artwork is all about and further supports her statement quoting on the contents of the artwork.

The learner is able to state what the artwork is all about.

The learner shows limited ability in specifying what the artwork is all about( instead of saying the subject matter is Wedding- she says Funeral)

The learner does not comment about the subject matter – comments about something else

38

Grade 9 Term 3 Lesson Plan 1 Phase: Senior

GRADE 9 DATE: DURATION: CONTENT IN CONTEXT: ECONOMICS EMPOWERMENT : • Entrepreneurial skills Marketing of Arts Products

LOS AND ASS LEARNING ACTIVITIES DETAILS OF ASSESSMENT BARRIES TO LEARNING LO1: CREATING, INTERPRETING AND PRESENTING

(CLUSTER 2) DANCE: ADDITIONAL AS: Creates a dance that fuses steps or styles from more than one South African dance form with a clear beginning, middle and ending. DRAMA: GENERIC AS: Participates in an aspect of planning, organizing, advertising, marketing, fund-raising or producing a dramatic item for an audience. MUSIC: GENERIC AS: Organizes and markets a musical performance with regard to planning, advertising, fund-raising and producing. MUSIC: ADDITIONAL AS: Blends the styles of own choice from immediate cultural environment and those used in West, East, Central or North Africa (e.g. Kwaito, Jazz, Kwassa-Kwassa, Gospel, Hip-hop, High Life, Soukous). VISUAL ARTS: GENERIC AS: Creates art, craft or design works that: • Translate ideas or concepts into

a visual form; • Demonstrate the confident use

of elements and principles of design.

AS: Develops entrepreneurial awareness of how to market art

ACTIVITY 1 Learners start with simple warm up like: • Walk slow and fast • Jump sideways 4 times • Gallop sideways 3 times • Jump and make a quarter /half /full turn ACTIVITY 2 STEP1 The teacher assists learners to brainstorm and demonstrate the different kinds of SA dances and their styles/steps. STEP2 Learners identify the similarities and difference in steps/styles of the SA dances. ACTIVITY 3 Divide the learners into groups. Each group create a dances that fuse steps from the different SA dances with a clear beginning, middle and ending and they rehearse with the teachers observation. ACTIVITY 4 Learners choose a topic for the day of marketing for example 16 days of activism against woman and children then they write a script. ACTIVITY 5 They plan, rehearse and perform the dramatic item. ACTIVITY 6 Learners compose lyrics that fit in to the drama performed in activity 4. ACTIVITY 7 Learners plan, rehearse and perform the musical item. ACTIVITY 8 Warm up activity Brainstorming about different types of music performed in their immediate communities. Learners research about the music from other African countries. ACTIVITY 9 Discuss the different types of music from the west, east, central and north Africa. The educator must provide the relevant musical DVD/videos in class so that

FORM: • Performances • Research • Oral presentation • Worksheet • Arts Processes and Products METHOD: • Teacher • Peer • Group

TOOL: • Rubric • Checklist • Memo


39

products in terms of target market, packaging, locale, pricing, advertising, customer relations and awareness of tourism .

learners can watch. Blend own styles of music with those From other countries. Choreograph and blend these into that MUSICAL PROJECT. ACTIVITY 10 Learners read a comprehension on “visual communication-change from traditional ways to modern technology-p 4( Spot on) then they discuss and report back to class. They draw lines showing their expression of feelings from past to present considering their emotions and experiences The teacher explains some art terms to learners and learners write notes. ACTIVITY 11 Learners design the following art products backdrops, pluck cards and props that translate the ideas of musical project theme. ACTIVITY 12 Learners design tickets, program, posters, flyers for advertising and marketing for the big day. ACTIVITY 13 The learners decorate the hall/class for the actual performance and ensemble the musical project and rehearse it. ACTIVITY 14 A musical project is performed for the audience.

SKILLS : Creating, interpreting, presenting, blending, dancing, comprehension, expressing, thinking, singing, designing, advertising and marketing. KNOWLEDGE: Dance steps. South African dances, music from immediate cultural communities and African countries, entrepreneurial awareness, choreograph intergration of music styles, tourism awareness, audience awareness and elements of design. VALUES: Enjoyment, sharing, appreciation, teamwork, respect and tolerance. Resources: Pencils, pens, exercise books, drawing papers, paints and brushes, used materials, audio visual aids ,hall/bigger classroom, musical instruments. EXPANDED OPPORTUNITIES: Learners encouraged to listen to different kinds of music and different types of dances. Participating in musical performances, learners are encouraged to listen to traditional songs, Teacher Reflection:

40

GRADE 9 ANALYTIC RUBRIC FOR ASSESSMENT Grade 9 LO: DANCE CREATING, INTERPRETING AND PRESENTING A S: Creates a dance that fuses steps/style from more than one SA dance form with a clear beginning, middle and ending.

CRETERIA 4

EXCELLENT ACHIEVEMENT (70-100)

3 SATISFACTORY ACHIEVEMENT

(50-69)

2 PARTIAL ACHIEVEMENT

(35-49)

1 NOT ACHIEVEMENT

(1-34) Able to create a dance that fuses excellently steps

or styles from more than one SA dance form. Able to create a dance that fuses steps/style from more than one SA dance form

Able to create a dance that fuses partially one SA dance form

Not able to create a dance that fuses one SA dance

Able to create a dance form with excellent and clear beginning, middle and ending.

Able to create a dance form with a clear beginning, middle and ending.

Partially able to create a dance form with a clear beginning, middle, and ending.

Not able to create a dance form with a clear beginning, middle and ending.

DRAMA AS: Participates in an aspect of planning, organizing, advertising, marketing, fundraising or producing dramatic item for an audience. CRETERIA 4

EXCELLENT ACHIEVEMENT (70-100)

3 SATISFACTORY ACHIEVEMENT

(50-69)

2 PARTIAL ACHIEVEMENT

(35-49)

1 NOT ACHIEVEMENT

(1-34)

Able to participate excellently in an aspect of planning and organizing a dramatic item for an audience.

Able to participate in an aspect of planning and organizing a dramatic item for an audience.

Partially able to participate in an aspect of planning and organizing a dramatic item for an audience.

Not able to participate in an aspect of planning and organizing a dramatic item for an audience.

Able to participate excellently in an aspect of marketing and fundraising a dramatic item for an audience.

Able to participate in an aspect of marketing and fundraising a dramatic item for an audience.

Partially able to participate in an aspect of marketing and fund-raising a dramatic item for an audience.

Not able to participate in an aspect of marketing and fund-raising a dramatic item for an audience.

Able to participate excellently in producing a dramatic item.

Able to participate in producing a dramatic item.

Partially able to participate in producing a dramatic item for an audience.

Not able to participate in producing a dramatic item for an audience.

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180 min CONTENT IN CONTEXT: Influences and circumstances shaping the development of an artist




COMPOSITE AS: Identifies the constituent parts of an integrated African art form. AS: Identifies sources of cultural information such as elders, scholars and artists from the communities, libraries, museums, heritage sites or the Internet to investigate a significant composer, musician, artist or performer in the history of music, dance, visual arts or drama. DANCE AS: Reflects on and compares how social dances reflect their time. VISUAL ARTS AS: Investigates and explains the influences and circumstances shaping the development of a South African, African or international artist, past or present.

ACTIVITY 1: CASE STUDY The teacher instructs the learners to read the case study and write detailed answers to the questions below: Mbongeni Richman Buthelezi says of his early artworks, ‘If you look at some of the images that were created in the Eighties, you can really get an idea of what was happening in this country …..there was no way I could paint flowers, because there was so much for us to address. My images were of chains and broken crosses. We were trying to say, “Here we are, and we have been crying and having these problems for a very long time”…..Through art we needed really to convey our messages.’ In the 1990s, Buthelezi began making art with old plastic packets. He also used chicken wire and newspaper clippings to show stories of horror and crime. ‘I needed to convey this message to people: art is not about the kind of materials that one can purchase, art is about how one puts things together to get something out of it. The use of so- called recycled waste materials is something people need to know about. Because our environment is just horrible….In Soweto, people tend to ignore their environment …..they chop down trees to build shacks, they build scrap yards.’ 1. What kind of messages do you think Mbongeni Buthelezi might have wanted to convey through art during the 1980s? 2. What do you think the images of crosses and chains symbolise? 3. Explain what kind of messages Mbongeni wanted to convey in the 1990s by making art with old plastic packets and chicken wire? 4. What kind of social images do you think that South African artists today might want to convey? 5. What message would you like to convey through an art work? ACTIVITY 2 Class Presentations of answers and discussions on the case study identifying the influences and circumstances that shaped Mbongeni Buthelezi’s art work.

FORM: Investigation Questionnaire Oral Presentation METHOD: Teacher Peer Group TOOL: Rubric memorandum

42

GRADE 9 DATE: DURATION: 180 min

CONTENT IN CONTEXT: Influences and circumstances shaping the development of an artist



ACTIVITY 3 1.The teacher with learners develop a questionnaire that the learners will use to investigate the influences and circumstances shaping the artist (music, visual art, drama and dance) 2. Learners are divided into 4 groups for each group to investigate on one different art form. 3. The questionnaire to cover the following aspects:

• Art form: e.g. Visual art – Sculptor/Silkscreen/Lino cut etc. Music genre: jazz/opera/pop/house etc Dance genre: ballroom/traditional/ballet Drama: Stage/Behind the camera/Street Drama

• Period (the year on which the art form was composed) • Artist’s name: e.g. Gladys Mgudlandlu / Loyiso Bala/ Jonny Clerg / Thandiswa Mazwayi/

Winston Ntshona/ John Kani • Birth Place of an artist, friends, family • Age • Material used • Social Influences (economy, style of living, beliefs, fashion, political climate)

4.Learners are to write their research in a form of an essay attach relevant photographs / pictures were possible ACTIVITY 4 GROUP PRESENTATIONS, DISCUSSIONS AND HANDING IN OF THE RESEARCH.

SKILLS: Investigate, Identify, Explain, Reflect, compare KNOWLEDEDGE :Constituent parts of an integrated art form, Influences and circumstances shaping the development of a South African, African or International Artist VALUES: Appreciation, Empathy, Respect and Sharing RESOURCES: Copies of a case study, Questionnaire, Information about the history of the arts, Resource book; Arts & Culture Today grade 9 EXPANDED OPPORTUNITIES: Provide Learners with videos with artists, books with a variety of artists and their history. TEACHER REFLECTION:

43

TEACHER ASSESSMENT RUBRIC: LO 2 CLUSTER 1

CRITERIA MARKS 8-10 6-7 3-5 0-2

The learner identifies sources of cultural information to investigate a significant composer, musician, artist or performer in the history of music, dance, visual art or drama

The presentation of the research is outstanding and shows that the learner has identified numerous sources of information available to him/her. The presentation of the research is clear, accurate, interesting and shows depth of understanding

The presentation of the research shows that the learner has identified a number of sources of information available to him/ her and written up the information in a concise, accurate and interesting way.

The presentation of the research shows that some research has been done and there is an attempt to present the search clearly, but the learner could have identified more source of information.

The presentation of the research is incomplete, inaccurate and shows that research has not been conducted, or been poorly conducted.

TOTAL MARKS: 10

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Grade: 9 Term: 3 Lesson Plan: 3 Phase: Senior GRADE 9 DATE: DURATION:

120 Mins CONTENT IN CONTEXT: The dynamic nature of Cultures o Classical/traditional

(African, Eastern or Western);

o Contemporary.




MUSIC AS: Analyses how music is used in songs, rituals, public events, movies, opera or advertisements to evoke responses. COMPOSITE AS: Analyses the interplay between global and local culture. AS: Analyses how cultures affect one another and undergo change

ACTIVITY 1: Learners are asked to state how music evokes responses or feelings in them. They have to fill in the following table:

SOUND/ MUSIC FEELING / RESPONSE High pitched sound Deep rumbling sound Thin scratchy sound Soft sound

The teacher consolidates by stating that with the use of different music elements, feelings/ responses can be evoked e.g. Rhythm, Tempo, Pitch, Dynamics, etc. With the use of these elements we can feel sad, bored, happy, tense, mellow, etc, ACTIVITY 2 In groups learners sing different songs in a variety of rhythms, tempi, dynamics and state how these songs make them feel. ACTIVITY 3 Learners are allocated different kinds of gatherings in groups e.g. ritual gatherings, public events, movies, etc – sing and state how each evoke response in them e.g. in public events when they sing Toyitoyi song how do you feel…….? Rituals – when you sing “Oonomathotholo bayeza kusasa, Vumani. Siyavuma” (Traditional Healer’s song) - how do you feel? ACTIVITY4 CASE STUDY (Arts and Culture Today) IMUMBO JUMBO With a large cast of black performers – a chorus, children (chicken) and a number of real sangomas- iMumbo Jumbo adapts the story of Chief Nicholas Tilana Gcaleka. Gcaleka, Xhosa healer, who went to find the skull of his ancestor, King Hintsa Ka Phalo, the supreme chief of AmaXhosa nation – in Britain. The show takes the form of a funky African pantomime . Escorted from Heathrow Airport by Sky TV, chief Gcaleka travels to Scotland where he eventually digs a skull in Inverness, but South African forensic specialist claim it is a skull of a white female, rather than a Xhosa king. The show has been seen all over SA, in theatres, community halls, as well as fields, and has often toured to Europe.

FORMS Research Projects Tests METHODS Teacher Group Peer TOOLS Rubric Observation Sheet Check list Memo

45


CONTENT IN CONTEXT: The dynamic nature of Cultures o Classical/traditional

(African, Eastern or Western);

o Contemporary.



When the play was performed in 2003 at the Baxter theatre in Cape Town, it created a scandal. One night the actors, ritually slaughtered a chicken on stage in front of every one; This action, meant to appease the ancestors, made people - animal rights activists and members of the audience - very angry. Some people even stormed out of the show. The next day the story was on the front pages of many news papers. DEBATING

1. Read and discuss the case study and information about the production iMumbo Jumbo as a class.

2. Talk about how elements of local and global culture interact. 3. In groups choose one of the topics below and organise a debate

Topic 1 Traditional rituals should be performed as part of mainstream theatre Topic 2 The differences between African/ local and global views make integrated theatre impossible

SKILLS: Bending , jumping, articulation, breathing, safe landing KNOWLEDGE – Gained knowledge on warming up and cooling down exerci ses VALUES: Enjoyment, sharing, appreciation. Resources: Pencils, pens, exercise books, tape recorders and cassettes, used materials EXPANDED OPPORTUNITIES: Learners are encouraged to watch warm up exercises in the T. V. They can participate in sport activities. Teacher Reflection:

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CONTENT IN CONTEXT: Musical Elements:- rhythm and Melody



LO3: PARTICIPATING AND COLLABORATING

(CLUSTER 4) MUSIC AS: Takes on the roles of conductor, singer, musician, manager or accompanist in ensemble music activities.

ACTIVITY 1 The teacher introduces the song to the learner and the whole class sings the song together with the teacher until the learners know the song. The teacher will take musical instruments from the classroom that the learners have designed from previous lessons and give them to some learners. They practice playing the instruments together with the song as accompaniment. ACTIVITY 2 The teacher arranges the class in a form of a stage using desks and benches, the whole class stands in a form of a choir. The accompanists will sit in their own position. The learners will sing the song introduced by the teacher and the teacher will conduct the song. After the choir has sung the learners identify the conductor, singers, accompanists from the demonstration e.g. the teacher was a conductor, the learners were singers and those playing instruments were accompanists or musicians. ACTIVITY 3 The learners are divided into groups, each group will prepare a musical ensemble in different styles of music (gospel, choral, folks songs, traditional songs ) where the learners will take roles of being a conductor, singers, musicians, accompanists etc. Each group will practice and rehearse the musical ensemble using the musical instruments designed by the learners in previous lessons and those in the school like melodicas, marimbas and keyboards with the help of the teacher where necessary. ACTIVITY 4 The learners will perform their musical ensembles in the class and the teacher will assess them.

FORMS Performance Worksheet METHODS Group Teacher TOOLS Rubric Memo

Physically challenged learners will be given roles of playing musical instruments.

SKILLS: Conducting KNOWLEDGE: Gained knowledge on warming up and cooling down exercises VALUES: Enjoyment, sharing, appreciation. Resources: Pencils, pens, exercise books, tape recorders and cassettes, used materials EXPANDED OPPORTUNITIES: Learners are encouraged to watch warm up exercises in the T. V. They can participate in sport activities. Teacher Reflection:

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Grade: 9 Term: 3 Lesson Plan: 5 Phase: Senior GRADE 9 DATE: DURATION: 120

Mins Content in Context: Personal Development • Creative Processes

in Music Application of musical concepts/ elements



LO 4: EXPRESSING AND COMMUNICATING

(CLUSTER 2) DRAMA AS: Uses a drama presentation to critique the impact of soap operas, radio shows or other available forms of performance media on people’s values and behaviour.

ACTIVITY 1 The teacher refers the learners to a drama activity they have done previously.Learners discuss the structure of the play looking at the story line, the selection of characters. Costumes, props etc. Learners are requested to mention a list of soap operas they have watched on television, videos, DVDs and cinema. They are also free to reflect on radio stories they have listened to and make a list. Learners also make a list of operas they have watched. ACTIVITY 2 Learners are divided into groups and each group is allocated soap, an opera watched and a radio story listened to. Learners in groups discuss the impact of soap operas and radio shows to people’s values and behaviour. These may include both positive and negative impact. Negative impact may include the following;

• Crime and violence • Prostitution • Same sex relationships or marriages • Early dropouts from school

Positive impact includes the following; • Promotes constitutional matters • Sexuality education • Language and communication improvement to learners • HIV/ AIDS awareness • Environmental awareness • Child care • Awareness on health issues • Awareness on family violence and the abuse of children etc

Learners are encouraged to look at this at a broader sense and give examples where necessary. Learners write an assignment on the positive and negative impact of soap, operas radio stories and other forms of media on the behaviour of people.

FORM: Written tasks assignment METHOD: Teacher TOOL: checklist

Learners with challenges to be assisted, braille are introduced to help who cannot read. Hearing aid helps those who cannot hear properly

SKILLS: Listening, watching, seeing, discussion interpreting KNOWLEDGE: soaps, opera, stories from the radio constitution VALUES: Enjoyment, sharing, appreciation. Resources: Pencils, pens, exercise books, music manuscripts, tape recorders EXPANDED OPPORTUNITIES: Learners encouraged to listen to different kinds of stories from the radio and watch television

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Content in Context: Personal Development • Creative Processes

in Music Application of musical concepts/ elements



Teacher Reflection:

CHECKLIST Name of Learner: ……………………………………………………………… Names of group members: ………………………………………………….. ………………………………………………………………………………………….. Date: …………………… Title of presentation: …………………………………………………………… Tick next to the items you had problems with: - • Everyone was speaking at the same time • Some people spoke to softly or did not speak clearly. • There was lots of giggling and members of the group did not concentrate. • We didn’t have any ideas. • We didn’t have enough time to finish our work. • We had lots of fights in our group when preparing. • One person was bossy and wanted the main parts and made us work on their idea. We were not able to express our ideas. • Some people in our group were not interested in the discussion. • Some people in our group were too shy to participate and wanted to do very little.

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• Some people spoke to softly or did not speak clearly. • There was lots of giggling and members of the group did not concentrate.