Province of the Eastern Cape DEPARTMENT OF EDUCATION

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ARTS AND CULTURE

INTERMEDIATE AND SENIOR PHASES

EXEMPLAR LESSON PLANS FOR THE THIRD TERM

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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 Third Term follow Second 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 Third Term are based on the Term 3 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” solutions. 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 Tshwete 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 14 4. Grade 6 Lesson Plans 24 5. Senior Phase 6. Grade 7 Lesson Plans 46 7. Grade 8 Lesson Plans 75 8. Grade 9 Lesson Plans 85

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Grade: 4 Term: 3 Lesson Plan: 1 Phase: Intermediate GRADE 4 DATE: DURATION: 120 Mins Content in Context

Personal Development • Creative processes

incorporating some Visual Arts elements (i.e. colour, texture etc.)

LOS AND ASS LEARNING ACTIVITIES DETAILS OF

ASSESSMENT BARRIES TO LEARNING

LO 1: CLUSTER ( 5 ) VISUAL ARTS AS: Makes and shares artworks to: � Demonstrate planning and

skillful use of design elements in creating masks based on various nature gods of different cultures;

� Explore the basic formal elements and techniques of two-dimensional art (drawing and painting);

� Identify tone and mix primary, secondary and tertiary colours;

� Represent form in space in three-dimensional work (e.g. model making and clay-work)

ACTIVITY 1 The teacher instructs learners to bring to the class waste materials like paper, plastics and cardboard to the class. Teacher provides resources like scissors, pencils, paints (primary colours), crayons, rubbish black plastic bags. The teacher asks learners about animals they identify themselves with and each learner choose one and tell a story about that animal. ACTIVITY 2 The teacher tells learners about nature gods like: the god of rain, god of the sun, god of fertility, god of power, god of mamification. Learners further develop in their stories to forge relationship between their animals and nature gods from the above. ACTIVITY 3 Each learner takes a pencil to draw an outline of his/her animal on a cardboard. The face of the animal should be big enough to cover that of its owner. A pair of scissors is used to cut the face of the animal following the outline drawn on the cardboard. Where appropriate the mouth and the eyes should be cut open. Learners use paints - primary colours provided to mix for secondary and tertiary colours for their masks. Learners are encouraged to use primary colours at the most when painting. Crayons can also be used. ACTIVITY 4 Learners may use black plastic bags and other materials available to enhance the mask and to add more detail. The finished masks must be worn by every learner for display purposes.

FORM Art process and product METHOD Teacher Learner TOOL Rubric

Learners who have learning barriers are given more time to finish the task. The physically challenged learners are provided with comfortable desks and chairs so that every material to be used is within their reach.

SKILLS: Fine motor skills, Design Skills KNOWLEDGE: Design elements, two dimensional art drawing, tone identification, mixing of primary, secondary and tertiary colours VALUES: Enjoyment, sharing, appreciation. RESOURCES: Pencils, crayons ,scissors, primary colours (powder paints) used materials EXPANDED OPPORTUNITIES: Learners may be referred to a television programme on Sunday morning on making of masks and the use of colour. TEACHER REFLECTION:

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RUBRIC

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 recognises primary colours and identifies primary colour combinations to produce secondary colours.

Excellent ability to recognise primary colours and identify primary colour combinations to produce secondary colours.

The learner recognises primary colours and identifies primary colour combinations to produce secondary colours.

Finds it difficult to recognise primary colours and identify primary colour combinations, but manages with help from the teacher.

Limited recognition of primary colours and ability to identify primary colour combinations.

The learner identifies and names secondary hues

Identifies and names secondary hues with great skill.

The learner identifies and names secondary hues.

Finds it difficult to identify and name secondary hues, but manages with help from the teacher.

Limited ability to identify and name secondary hues.

The learner identifies and mixes tertiary colours

Excellent ability to identify and mix tertiary colours.

The learner identifies and mixes tertiary colours.

Finds it difficult to identify and mix tertiary colours, but manages with help from the teacher.

Limited ability to identify and mix tertiary colours.

The learner successfully shades 3 to 4 tones of grey from light to dark.

Excellent ability to shade 3 to 4 tones of grey from light to dark.

The learner successfully shades 3 to 4 tones of grey from light to dark.

Finds it difficult to shade 3 to 4 tones of grey from light to dark, but manages with help from the teacher.

Limited success in ability to successfully shade 3 to 4 tones of grey from light to dark.

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Grade: 4 Term: 3 Lesson Plan: 2 Phase: Intermediate GRADE 4 DATE: DURATION:

120 Mins CONTENT IN CONTEXT: Personal Development • Creative and

Technological Processes in Visual Arts using found/natural and or bought materials

LOS AND ASS LEARNING ACTIVITIES DETAILS OF

ASSESSMENT BARRIERS TO LEARNING

LO 4: CLUSTER ( 3 )

VISUAL ARTS AS: Makes masks, crafts, artifacts, costumes, collages or puppets to use in a presentation. AS: Draws on technology and nature in the environment to stimulate and communicate visual ideas.

ACTIVITY 1 MAT MAKING The teacher provides maize cobs, found clothes and rags, news papers. Smoking pipes, selotapes, staplers, pritt, coloured cartridge paper. The teacher divides the learners into four groups .The learners in their different groups are given white and a blue cartridge papers and a pair of scissors to cut the paper into small thin line papers longitudinally. The teacher introduces a weaving technique where a white paper is mixed with a blue paper. A pritt, stapler or selotape can be used to glue the loose ends. This is done until the paper is finished. ACTIVITY 2 PUPPET AND COSTUME MAKING Learners are divided into 4 groups and each choose at least one of the 4 types of puppets. Learners use news papers to create puppet e.g a puppet can be a human being, an insect or any animal. A selotape, a pritt or a stapler can be used at this stage. Some learners can decide to use Millie cobs to create puppets. Learners make costumes for the puppets using the collected pieces of cloth and rags. Pairs of scissors are provided for learners to cut the cloth according to size. Learners are encouraged to add as much detail as they can in the designing of puppets and costumes. Collected plant leaves and tree branches are also used for costumes. More detail can be done from using small rock pieces and corn maize for eyes. Some learners are advised to use face masks as they were designed earlier on for a puppet. For a costume newspapers are wrapped around the body to create whatever kind of a costume they require. ACTIVITY 3 PRESENTATION Learners present their work in the form of an exhibition where each group will be called upon to exhibit the work. Groups are required to make their presentation exciting and entertaining They can tell a story, make a poem, sing a song or dramatise the presentation.

FORM: Display and a performance

METHOD: Teacher Learners TOOL: Rubric

Learners with physical challenge to be assisted and are given alternative roles or they perform while seated.

KNOWLEDGE: Making of masks. Costumes, artifacts, collages, puppets, presentation using puppets. VALUES: Enjoyment, sharing, appreciation. Resources: scissors, stapler, pritt, pieces of cloth, rags leaves and branches of trees. EXPANDED OPPORTUNITIES: Learners are encouraged to watch puppet shows to see how they perform, the design and use of costumes. TEACHER REFLECTION:

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RUBRIC

LO 1


4 70 - 100% 3 50 - 69% 2 35 - 49% 1 1 - 34 % Understands the potential of making costumes crafts artifacts and puppets using drawing from technology and nature using found materials.

Excellent understanding of making costumes crafts artifacts and puppets using drawing from technology and nature using found materials.

Understands the potential of making costumes crafts artifacts and puppets using drawing from technology and nature using found materials.

Has difficulty understanding the making costumes crafts artifacts and puppets using drawing from technology and nature using found materials. potential of.

Limited understanding of the potential of making costumes crafts artifacts and puppets using drawing from technology and nature using found materials

Has produced aesthetic colourful and meaningful masks, crafts, artifacts, costumes and puppets to use in a presentation

Outstanding ability to produce aesthetic colourful and meaningful masks, crafts, artifacts, costumes and puppets to use in a presentation.

Has produced aesthetic colourful and meaningful masks, crafts, artifacts, costumes and puppets to use in a presentation.

Needs help to produce aesthetic colourful and meaningful masks, crafts, artifacts, costumes and puppets to use in a presentation.

Limited ability to produce aesthetic colourful and meaningful masks, crafts, artifacts, costumes and puppets to use in a presentation.

Presentation is visually exciting and entertaining

Outstanding presentation in terms of visually exciting and entertaining

Presentation is visually exciting and entertaining

Presentation is less than visually exciting and entertaining

Limited ability to present in a visually exciting and entertaining manner

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Grade: 4 Term: 3 Lesson Plan: 3 Phase: Intermediate GRADE 4 DATE: DURATION: 180

min CONTENT IN CONTEXT: Personal Development • Miming-communication

through gestures. LOS AND ASS LEARNING ACTIVITIES DETAILS OF


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. Identify any thing that you see around them. Now they have to search for the object. Look everywhere –underneath, around, above and below .Use your whole body. Show how you are feeling. Don’t use words. ACTIVITY 2 The teacher will explain the following: Messages are given to people not only with the words we use, but also 1 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. ACTIVITY 3 The teacher instruct 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 say what it is you have shown? ACTIVITY 4 GROUP WORK The teacher groups the learners into two groups. Group 1 will pretend to be in a photograph may be a posed 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. a) Quickly talk about what your 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. c) Make your 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 as been recreated.

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


-Step out of our group picture when you hear your teacher tell me to. - talk about the task : -Did other learners do what you expected? -did Group 2’s photograph match Group1’s? -What did it feel like to work in such a big group? -What surprised you most in the activity? Why? -What did you like? -What would you rather not do again? Why? ACTIVITY 5 Learners are instructed to sit in a circle, in groups of six. The first person pretends to passes be holding an object. He/she pretend 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 and it continuous until the last person. As the learners mime they have to think about the following : -the shape of the object -how big s the object -is it light or heavy -is it rough or smooth -What shape/s your hands or the rest of your body will make when you touch or move around the object.

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 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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120 Mins CONTENT IN CONTEXT: Musical Elements:- rhythm and Melody

LOS AND ASS LEARNING ACTIVITIES DETAILS OF ASSESSMENT

BARRIERS TO LEARNING

LO 1: CLUSTER ( 4 ) MUSIC AS: Composes and presents a short rhythmic pattern that has crotchets, crotchet rests, minims, minim rests, through body percussion. AS: Creates and presents melodies using voice and found and natural instruments to demonstrate difference in pitch and note values.

ACTIVITY 1 : Revision Activity The teacher reminds learners about the previous lesson where they were clapping, stamping and clicking using words with one or two or three syllables e.g. dog, rabbit, alligator and porcupine. Learners are allowed to retrieve and clap rhythmic patterns they created. The teacher selects one or two of the most varied rhythmic patterns and let the whole class clap. Activity 2 The teacher introduces note values, rests and French Time Names: 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)

The teacher substitute all “cow”, “dog”, “rabbit” “alligator” notes with the appropriate terms and symbols:- Cow

= minim = = taa-aa; dog = Crotchet = = taa; rabbit= quavers = = ta-te; alligator = semiquavers =

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

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

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GRADE 4 DATE: DURATION: 120 Mins

CONTENT IN CONTEXT: Musical Elements:- rhythm and Melody



= ta-fa te-fe. ACTIVITY 3 • Using flash cards with different note values, the teacher plays or claps a mixed rhythmic pattern and

learners select from the flash cards the pattern that was clapped by the teacher. • The teacher organises flash cards in a mixed rhythmic pattern and learners respond by clapping. • Learners create and perform their own rhythmic patterns combining minims, crochets and quavers

including their rests. • ACTIVITY 4 • The teacher selects variety rhythmic patterns and demonstrates to the learners and learners follow: e.g.

o Click click stamp stamp click clap clap

o Click silence clap clap click stamp silence

• Learners in groups create their own rhythmic patterns and perform to the class ACTIVITY 5 • The teacher reminds learners of the song (Mntakwethu or Are you sleeping?) a round they learnt in

Grade 3 and let them sing in class. If they do not remember the teacher teaches them. • The teacher asks learners to clap the rhythm and identify minims, crochets and quavers in the song. • The teacher plays or sings along the song with learners as they clap the rhythm. Attention is paid to

different sounds (pitch) of each syllable in the song. Some sounds are identified to be in stepwise up and down and some are leaps apart.

• The teacher notates the song using the first six notes of the C major scale. (Tonic Solfa notation can also be used as some learners may be more familiar with it in choir competitions). Attention is paid to appropriate rhythm allocated to the song

e.g.

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Activity 6 • The teacher uses the same song to include accompaniment of the song with any found or natural

instrument or instrument learners have created. Maracas for example can be used, with minim notes at the first and third beat of the song.

Activity 7 Learners in groups create and present their own simple melodies incorporating the rhythmic patterns they have learnt. The teacher encourages them to utilise natural and found instruments to accompany their songs. Activity 8 Individual 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: 3 Lesson Plan: 5 Phase: Intermediate


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



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 lesson 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)

Semiquaver or sixteenth note

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

¼ (4 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.

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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The teacher hand out an extract of the first two lines of the National Anthem and learners identify crotchet, minim and quavers:

ACTIVITY 3 Introducing Time Signature • 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.: Iintakana

• The asks for their responses and the 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

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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

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


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120 Mins PERSONAL AND SOCIAL DEVELOPMENT Creative Processes in Dance and Drama



LO 3: INTEGRATION 1 (CLUSTER 2 )

DANCE AS: Works with various partners experimenting with ‘question and answer’ and ‘meeting and parting’ movement phrases. DRAMA AS: Adopts and maintains a role, and

is able to answer questions in role using appropriate language and

gesture

ACTIVITY 1 The teacher refers the learners to the previous lesson where learners were in partners doing mirroring, copying, leading and following. At this stage learners in partners come together and move apart in their movements. The leader leads by making a movement in the form of a message and the follower responds in the form of an answer. The teacher demonstrates these dance movements and the learners imitate. The leader role is exchanged and a leader becomes a follower and a follower a leader. ACTIVITY 2 The teacher asks learners to bring chairs and sit in a circle. The teacher tells the learners that the topic for the lesson is about one person who is going to open a conversation and the second person joins the conversation. The third person enters the stage to talk to the second person. The first person has to find a way to exit the stage so that there are only two actors on the stage. This continues until everyone has participated. The secret is that when one leaves the stage one has to convince the audience that there is a reason to do so. When the first actor leaves the stage the second actor becomes the first actor and this continues until everyone has participated. The teacher demonstrates this practically with other learners. Learners do it on their own and the teacher assesses them.

FORM: Performance METHOD: Teacher TOOL: Worksheet

Learners with physical challenges to be assisted

SKILL: listening skills, articulation, language skills, fast thinking KNOWLEDGE: Leading, following stage conventions .gestures VALUES: enjoyment, sharing, appreciation RESOURCES: stage, props, actors EXPANDED OPPORTUNITIES: Learners are referred television movies and stage drama shows TEACHER REFLECTION:

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(Lesson 2) Assessment tool: Worksheet

Complete the sentences/ choose the correct answer from the options below:

(a)Techno is created by …

(b) Opera is …. (c) Pop music is … (d) Kwaito is … (e) Blues music…

Possible answers: (had its origin in the USA among African Americans) (is SA township music. It has short verses, rap techniques and uses many SA languages) (the latest music that is enjoyed by young people) (using technology such as computers and synthesizers) (a poem that is sung and acted at the same time)

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120 Mins CONTENT IN CONTEXT: Physical Environment Effect on Dance



LO 4: INTEGRATION 1 (CLUSTER INTEGRATION 1 (CLUSTER 1 )

DANCE AS: Dances in different places (e.g. inside and outside, in the classroom, on stage, on wood, concrete, grass or mud), and describes how dance is affected by space and the physical environments.

ACTIVITY 1 (WARM-UP) The teacher instruct the learners to find their space and walk as if they are rushing to school in the morning, they have to make sure that they don’t bump to each other. Learners are to imagine that they are walking in a muddy area. They have to imagine that they are walking in the veld on a grassy area. They have to imagine that they are walking on a stage where there is an audience watching and they making sure that they don’t bump to each other. ACTIVITY 2 Learners are asked to list the different spaces that were mentioned and categories them whether they are inside or outside. Learners are grouped in to fours and they are to go outside and in writing describe how dance is affected by space and physical environment like in a grass, mud, stoney area i.e. concrete, wood and on a stage. Each group will be allocated one physical environment and will discuss as a group and write down the findings in preparation for reporting in class. ACTIVITY 3 Learners present their findings in class for each physical development and after wards the teacher will summarize the whole reporting by adding and explaining where necessary also looking at the issue of texture of that particular physical development, looking in the dance steps whether they are light or heavy. ACTIVITY 4 Learners are to write a worksheet based on the information that was discussed earlier in class.

FORMS Performances Worksheet Oral presentation METHOD Group Peer TOOLS Rubric Memo

SKILLS: Dancing ,describing KNOWLEDGE: Space ,time, places for dances VALUES: Sharing, respect, appreciation. RESOURCES: Available space, pen & paper. EXPANDED OPPORTUNITY: Learners are advice to observe places of dance in their communities and iin media. TEACHER’S REFLECTION:

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WORKSHEET QUESTION1 Are the steps heavy or light when dancing in the following steps physical environment? (a) In a grassy environment…………………………………………………. (b) In a muddy environment…………………………………………………. (c ) In a wooden surface …………………………………………………… (d) In a concrete surface ………………………………………………….. (e) In an ice surface ………………………………………………………. (5 marks) QUESTION 2 Is the space large or small? (a) In a grassy environment…………………………………………………. (b) In a muddy environment…………………………………………………. ( c ) In a wooden surface …………………………………………………… (d) In a concrete surface ………………………………………………….. (e) In an ice surface ………………………………………………………. (5 marks) QUESTION 3 Think about the people dance. Some dance indoors on a big dance floor, some dance on a stage, others dance outside on grass, concrete, or mud. The places in which you dance often affect the type of movements you make. 1 Do these things in two or three different places: (a) Stamp your feet. (b) Jump in the air. (c ) Turn around. (d) Collapse to the floor. (e) Tap your feet. (f) Leap around the area. 2 Write about how the movements you made in each place were different and how the different places made you feel. (10 marks) TOTAL MARKS= [20]

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Grade: 5 Term: 3 Lesson Plan: 2 Phase: Intermediate GRADE 5 DATE: DURATION:180 min. CONTENT IN

CONTEXT: Personal and Social Development-Improvisation incorporating elements/concepts of Dance and Drama



LO 1 CREATING INTERPRETING AND PRESENTING (CLUSTER 2) AS: Improvises and creates dance sequences that use the concept of contrast, while making clear transitions from one movement or shape to another, focusing on: • Space (high/low, large/small,

forward/sideward/backward, near/far, narrow/wide);

• Time ( fast/slow, regular/irregular);

• Force (strong/light, smooth/percussive).

AS: Improvises and creates dance sequences that explore:

• The movement range of each body part;

• Geometric concepts such as parallel, symmetry, distance, volume and mass, rectangles, pentagon, hexagon, octagon.

AS: Learns and performs steps of an indigenous and/or contemporary dance from South African culture with attention to detail. DRAMA AS: Uses sensory detail and emotional expression in dramatic activities such as simple mime

ACTIVITY 1 The teacher explains elements of dance to the learners. Space, time, force, technique, body awareness. He explains to the learners that when we dance we use these elements in different ways e.g. moving in different levels, shapes and directions. ACTIVITY 2 The teacher gives instructions to the learners. -Walk around without bumping to each other, freeze. -Swing your arms forward and backwards 3 times. -Twist your upper body with your arms in the waist. -Shake your right and left leg. -Nod your head up and down softly. -Shake your whole body. -Stretch your arms and legs to the left and to the right 3 times.. ACTIVITY 3 The teacher divides the learners in groups. Each group is given different units of action like stretch, bend, travel, turn to compose dance sequences. In their dance sequences they involve motion factors like, fast ,slow, light heavy, straight, curved, low/high or middle levels, e.g Group 1-travel,stretch,turn,jump (fast,curved,light,spatial levels) Each group will be given differently from each other. Each group will be given chance of presenting their dance sequences and other groups will observe and identify units of action and motion factors that each group was presenting. ACTIVITY 4 The learners brainstorm about different types of dances in South Africa. The teacher gives each group dance to prepare from those mentioned by learners. In their dances learners must be able to incorporate elements of dance. Learners are given chance to practise their dances. ACTIVITY 5 Learners perform the different dances. ACTIVITY 6 In their groups learners decide on the name of a character or characters and activity (ritual) that the character performs everyday. The group must decide on something that occurs to disrupt this daily ritual. The group must think of solution to the disruption.

FORMS Performance Test METHOD Teacher Group TOOL Observation Sheet Memorandum

Slow learners will be taken for remedial class. Physically challenged learners will be given alternative roles.

23

GRADE 5 DATE: DURATION:180 min. CONTENT IN CONTEXT: Personal and Social Development-Improvisation incorporating elements/concepts of Dance and Drama



showing weight, size and shape.

Each group now will have a story with a beginning, middle and end. Each group must select a title for their story. ACTIVITY 7 The groups will rehearse their story for performance. ACTIVITY 8 The learners perform their story in class in groups and each group will identify what is the story all about in each group.

SKILLS: Improvising ,composing ,dancing, miming KNOWLEDGE: Dance sequences, elements of dance, steps of different dances, dramatising through miming. VALUES: Respect ,co-operation, trust, enthusiasm. RESOURCES: EXPANDED OPPORTUNITIES: TEACHER REFLCTION: GRADE 5 TEST QUESTION 1 - Mention any 6 elements of Dance.(6) -Mention the 3 spatial levels in Dance(3) -Mention any 3 indeginous dances you know and any 3 contemporary dances you know.(6) (15) QUESTION 2 In your groups you composed dance sequences using units of action, including elements of Dance. Write down the units you used and the elements of dance you included.(10) TOTAL= (25)

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Mins CONTENT IN CONTEXT : Personal Development - Creative processes incorporating some Musical Elements (i.e. rhythm)



LO 1: CREATING, INTERPRETING AND PRESENTING MUSIC AS: Composes and presents a short rhythmic pattern that has crotchets

( ), crotchet rests ( ),

minims ( ), minim rests

( ), quavers ( ) and quaver ( ) rests through body percussion.

AS: Sings songs in long

( ) and normal ( ) triplet.

ACTIVITY 1 • Learners sing a familiar song. (Preferably the National Anthem) • Learners sing and clap the opening section of the National Anthem ACTIVITY 2 • Teacher notates the rhythmic pattern of the song while the learners sing –

making use of the minim ( ) Crotchet ( ) and the Quaver ( ) notes where appropriate.

ACTIVITY 3

• Teacher introduces the notes - minim ( ), crotchet ( ) and the quaver ( ) that make up the rhythmic patterns.

ACTIVITY 4 • Learner clap the notated rhythmic pattern as appears on the chalkboard, i.e.

the 1st two lines of the National Anthem as follows:

FORM: Aural Presentation Written Presentation Performance METHOD: Teacher TOOL: Analytic rubric


25


CONTENT IN CONTEXT : Personal Development - Creative processes incorporating some Musical Elements (i.e. rhythm)



ACTIVITY 5 • Teacher claps a variety of rhythmic patterns as learners notate them. Example:

1.

2.

3.

4. ACTIVITY 6 1. Teacher introduces the French Time Names to the indicated rhythmic

patterns. Example:

1. Taa taa taa-aa

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2. Taa ta te taa-aa

ACTIVITY 7 • Learners clap any rhythmic pattern and notate them, making use of the notes

and their relevant French Time Names

• Teacher goes around to assist learners ACTIVITY 8 • Teacher introduces the Rests of the Notes:

Crotchet rests ( ), Minim rests ( ), Quaver ( ) rests • Teacher leads learners to notate a variety of Rhythmic Patterns in Triple

Time making use of the Notes- Minim, Crotchet, Quaver and their Rests where appropriate

Example:

1.

2.

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ACTIVITY 9 • Learners sing any familiar song in Triple Time and notate the song in the

exercise books or Music Manuscripts. • Teacher collects learners work and mark. ACTIVITY 10 • Teacher plays some recorded music in triple time for the learners conduct. • Teacher asks learners to notate a particular song in triple time as a home

work. SKILL: Listening, Singing, Clapping, Writing, Composing, Presenting, Conducting KNOWLEDGE: Musical note values: - Minim, crotchet, quaver, and their rests; French time names; rhythmic patterns; time signatures; bar lines. VALUES: Enjoyment, sharing, appreciation. Resources: Pencils, pens, exercise books, music manuscripts, tape recorders and cassettes, piano/ keyboard instrument EXPANDED OPPORTUNITIES: Learners are encouraged to listen and participate to different kinds of musical performances TEACHER REFLECTIONS:

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Grade: 5 Term: 3 Lesson Plan: 3 - Rubric Phase: Intermediate

LO: MUSIC CREATING, INTERPRETING AND PRESENTING

AS: Composes and presents a short rhythmic pattern that has crotchets, crotchet rests, minims, minim rests, quavers and quaver rests through body percussion.

AS: Sings songs in long ( ) and normal ( ) triplet CRITERIA 4

EXCELLENT ACHIEVEMENT (70-100)

3 SATISFACTORY ACHIEVEMENT

(50-69)

2 PARTIAL ACHIEVEMENT

(35-49)

1 NOT ACHIEVEMENT

(1-34) Recognition of notes Able to recognize the minim, crotchet,

quaver and their rests easily and correctly without hesitation.

Able to recognize the minim, crotchet, quaver and their rests, but with some hesitation.

Hesitates quite a lot in the recognition of the minim, crotchet, quaver and their rests.

Shows a limited ability in the recognition of the minim, crotchet, quaver and their rests.

Writing of notes Able to write the minim, crotchet, quaver and their rests correctly.

Able to write the minim, crotchet, quaver and their rests with some slight mistakes.

Struggles a lot in writing the minim, crotchet, quaver and their rests.

Unable to write the minim, crotchet, quaver and their rests correctly.

Rhythmic notation Able to notate most of the rhythmic patterns correctly.

Able to notate some of the rhythmic patterns correctly

Shows a reasonable ability in notating the rhythmic patterns

Shows a limited ability in notating rhythmic patterns

Notation of French time names

Able to notate and articulate French time names correctly

Able to notate and articulate French time names, but with some hesitation

Hesitates a lot in articulation and notation of the French time names.

Unable to notate and articulate French time names correctly

Composition Shows excellent ability to compose simple rhythmic patterns creatively.

Shows satisfactory ability to compose simple rhythmic patterns

Shows reasonable ability to compose simple rhythmic patterns

Shows limited ability to compose simple rhythmic patterns

Singing and conducting songs in triple time

Able to sing and conduct songs easily and correctly in triple time without hesitation

Able to sing and conduct songs easily and correctly in triple time, but with some hesitation

Hesitates quiet a lot in singing and conducting songs in triple time.

Shows a limited ability in singing and conducting songs in triple time

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180 Min CONTENT IN CONTEXT: reflecting on various art forms



LO 2 : REFLECTING ( CLUSTER 1 ) DANCE AS: Takes an active role in class discussion about interpretation and reactions to a dance seen live or on a television, pays attention to the use of design elements, the purpose and the style of the dance. AS: Identifies and describes the many kinds of dances in South Africa.

ACTIVITY 1 • The learners brainstorm about the different types of dances in South Africa

(kwasa-kwasa, pop, gumboot dance, pantsula dance, ngwaza, traditional etc. • The teacher explains and demonstrates the design elements of dance e.g.:

� Space (shape, size, direction, levels, personal and general space, symmetry, asymmetry)

� Time (rhythm, duration, tempo, accent, unison), � Technique (posture, elevation, balance, gravity) � Energy or Force (strong/light, legato, staccato), � Body awareness (locomotor, Axial) � Form /Style (structure, historical).

ACTIVITY 2 [ DANCE PERFORMANCE ] • Learners do teacher directed warm ups. • Learners perform dances in groups while others are watching, taking note of the

use of design elements, purpose and the style of dance. The teacher may also utilise a video to achieve the same purpose

FORM Oral presentation METHOD Teacher Group TOOL Rubric Observation Sheet

1. [ Inclusivity ] Learners with physical challenge to be assisted and given alternative roles 2. Specify others ……………. [ Classroom related barriers]

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GRADE 5 DATE: DURATION: 180 Min

CONTENT IN CONTEXT: reflecting on various art forms



ACTIVITY 3 [DISCUSSION AND ORAL PRESENTATION] The learners discuss their findings from the performed dances and do oral presentation explaining design elements, purpose and the style of each dance.

SKILLS: follow instruction, listening, communicating ideas, concentration, sharing, sequencing, interpreting, describing, identifying KNOWLEDGE: Appropriate terms , traditional and national dances, dance styles, movement sequences, purpose of dance, giving instructions VALUES: Enjoyment, sharing, appreciation. RESOURCES: Pencils, pens, exercise books, television / DVD EXPANDED OPPORTUNITIES: Learners are encouraged to attend Local Cultural Events, Dance Studios. TEACHER REFLECTIONS:

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Mins CONTENT IN CONTEXT Personal and Economic Development • Creative

processes incorporating the Art Forms (Visual Art, Dance, Drama & Music)



LO 1: CLUSTER (5) COMPOSITE AS: Illustrates/interprets African tales through puppetry:

• Designing and making hand and/or head puppets;

• Devising and producing puppet shows;

• Composing music for puppet shows;

• Choreographing movement for head puppets if used.

AS: Uses dramatic devices, visual illustrations, movement and sound to tell jokes, tell stories, lies, fantasies or absurd tales to explore realities in South Africa.

ACTIVITY 1 The teacher asks the learners to discuss the destructiveness or usefulness of wind .Teacher draws the pattern for the paper pinwheel, showing cutting lines, on the board for learners to copy and demonstrates, step by step for learners to follow: draw a 12 cm square on a thin piece of card or double paper. Divide square into 4 by drawing lines diagonally from corner to corner .Using pen ,pencil or crayon decorate on both sides without covering up the diagonal lines .Cut 5cm from each corner along the line towards the centre Bring alternate corners to the center and fasten with a small piece of tape or paste. Nail the pinwheel through the centre to the top of a stick. The wheel must spin freely. Hold it into the wind. Observe what happens to the colours and patterns when the pinwheel turns swiftly. ACTIVITY 2 : Flying Headgear Teacher reads a story with a message from the animals: “If animals could fly” All the animals on the farm heard a rumour that a strong, strong wind was coming. They knew that the wind could be very, very destructive and blow roofs off, trees down and animals and people off their feet. The cows, the pigs, the goats and the chickens, being the cleverest of the farm animals, decided to make the most of the gale that was coming and to have some fun. But they need your help. They would like you to design a head attachment that will catch enough energy from the wind to enable them to fly. They have heard that you have a certain amount of experience in making some very effective wind propelling contraptions. They would like you to design something for them: a wind-powered flying headgear. to design a head attachment that will catch enough energy from the wind to enable them to fly. They have heard that you have a certain amount of experience in making some very effective wind propelling contraptions. They would like you to design something for them: a wind-powered flying headgear. Being very vain creatures with a love for beautifully made things with lots of pattern and colour, they want to look their best having fun flying in a gale across the African sky.

FORM Art process and product Performance METHOD Teacher Tool Analytic rubric

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CONTENT IN CONTEXT Personal and Economic Development • Creative




Activity 2: Flying Headgear Teacher reads a story with a message from the animals: “If animals could fly” All the animals on the farm heard a rumour that a strong, strong wind was coming. They knew that the wind could be very, very destructive and blow roofs off, trees down and animals and people off their feet. The cows, the pigs, the goats and the chickens, being the cleverest of the farm animals, decided to make the most of the gale that was coming and to have some fun. But they need your help. They would like you to design a head attachment that will catch enough energy from the wind to enable them to fly. They have heard that you have a certain amount of experience in making some very effective wind propelling contraptions. They would like you to design something for them: a wind-powered flying headgear. Being very vain creatures with a love for beautifully made things with lots of pattern and colour, they want to look their best having fun flying in a gale across the African sky. The places the learners into three groups. teacher assigns an animal to each group. As a group learners design a wind-powered flying headgear for their animal Start by constructing a basic mask and card strips for headgear following the pattern provided Add on ears, snouts, noses, horns, hairy bits and/or teeth to identify the animal you are making. Design the wind powered headgear by attaching propellers and other gadgets that will catch the wind’s energy. Decorate with colourful patterns and attach streamers, tubes, tails, wings and other bits and pieces that flap, flop, flutter and dance in the wind.

33






Three groups combine to plan a performance of an absurd story based on a funny incident that occurred on an African farm. Learners discuss how they can best present the story in dramatic form using sound and movement. Teacher guides learners by asking questions such as: Is the windstorm sudden or not? What sounds do you hear in a gale? What can you use to imitate the sounds?

34






What sounds and movement can you expect from animals in a flap, in distress or flying at great speed? Each group uses their flying animal head-gears as dramatic devices for their show and take turns to perform for the class

SKILLS : Listening, follow instructions, improvisation, constructing and assembling ,cutting folding ,scoring and curling paper pasting KNOWLEDGE: Textures and colours in nature, pattern and rhythms in nature, natural and manmade objects ,natural and man-made power resources, balanced composition VALUES: Enjoyment, sharing, appreciation. RESOURCES: EXPANDED OPPORTUNITIES : Participating in musical performances, Learners are encouraged to listen to traditional songs Learners are encouraged to watch puppet shows on the television TEACHER REFLECTION:

35

ANALYTIC RUBRIC

LO 1 Creating, Interpreting and presenting


4 70 - 100% 3 50 - 69% 2 35 - 49% 1 1 - 34 % The learner contributes ideas and assists in writing an absurd tale.

Excellent contribution of ideas and assistance.

The learner contributes ideas and assists in writing an absurd tale.

Needs prompting to contribute ideas and assist.

Limited contribution of ideas and assistance.

The learner contributes ideas and assists in planning and producing a puppet show based on the absurd tale.

Excellent contribution of ideas and assistance in planning and producing a puppet show.

The learner contributes ideas and assists in planning and producing a puppet show based on the absurd tale.

Needs prompting to contribute ideas and assist in planning and producing a puppet show.

Limited contribution of ideas and assistance in planning and producing a puppet show.

The learner uses appropriate materials and techniques to construct a head puppet for the absurd tale.

Outstanding use of appropriate materials and techniques to construct a head puppet.

The learner uses appropriate materials and techniques to construct a head puppet for the absurd tale.

Needs assistance using appropriate materials and techniques to construct a head puppet.

Limited use of appropriate materials and techniques to construct a head puppet.

The learner creates sound effects that effectively describe wind and objects and animals in the wind.

Outstanding creation of sound effects that effectively describe wind and objects and animals in the wind.

The learner creates sound effects that effectively describe wind and objects and animals in the wind.

Needs assistance to create sound effects that effectively describe wind and objects and animals in the wind.

Limited creation of sound effects that effectively describe wind and objects and animals in the wind.

The learner choreographs movements that show the effects of the wind on the animals.

Excellent choreography of movements that show the effects of the wind on the animals.

The learner choreographs movements that show the effects of the wind on the animals.

Needs help to choreograph movements that show the effects of the wind on the animals.

Limited ability to choreograph movements that show the effects of the wind on the animals.

The learner uses voice as a dramatic device to portray the various characters in the absurd tale.





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120 Mins CONTENT IN CONTEXT: Personal and Social Development Creative Processes in Drama



LO 3: CLUSTER ( 2 ) DRAMA AS: Extents and develops given snippets of dialogue with a partner, showing ability to ‘feed off’ and respond to partner’s ideas AS: Assumes both leader and follower roles willingly in dramatic activities.

ACTIVITY 1

• Form a circle with the whole group • Number each member of the group from 1 upwards. • Ask1 and 2 to step into the circle and to begin a scene between two people. They can

establish who they are and why they are there, as well as their relationship. • The facilitator will indicate to 3 when to enter the circle. He/she must have a reason to

interrupt the conversation already taking place .Why does he/she enter the acting area. • As soon as 3 enters, 1 must find a reason to leave. Why does he leave? • The scene needs to continue until 4 steps into the circle with a reason to enter. Immediately

after he /she enter, 2 must leave the scene. • This continues until everyone has had a turn. • Number 1 re-enters and concludes the scene.

ACTIVITY 2 Learners are given a chance to do rehearsals on the presentation time and again until they perfect it .The teacher assists the learners in their rehearsals by introducing stage conventions facing the audience and being in character and being a loud enough to be had by the audience . ACTIVITY 3 Learners select the kind of the stage setting they prefer to use and start performing for the audience .The performance at this stage is done by learners that have developed confidence in themselves.

FORM: Performance METHOD: Teacher Peer TOOL: Analytic rubric


SKILLS: Interpretation, dialogue, sharing ideas, works with others and sharing ideas KNOWLEDGE: Interpretation, characterization, use of voice and body expressively. VALUES: Enjoyment, sharing, appreciation. Resources: Classroom for performers, learners as performers, chairs, stage props EXPANDED OPPORTUNITIES: Learners encouraged to listen to different kinds of drama stories on the radio; participating in drama performances in and outside the school TEACHER REFLECTIONS:

37

Rubric

LO 3 Participating and Collaborating


4 70 - 100% 3 50 - 69% 2 35 - 49% 1 1 - 34 % Is able to develop snippets of dialogue. Develops very good snippets of

dialogue. Is able to develop snippets of dialogue.

Needs assistance to develop snippets of dialogue.

Unable to develop snippets of dialogue.

Responds and “feeds” off partner’s ideas.

Responds well and “feeds” off partner’s ideas.

Responds and “feeds” off partner’s ideas.

Has difficulty responding to and “feeding” off partner’s ideas.

Cannot respond and “feed” off partner’s ideas.

Is able to assume both “leader” and “follower” roles in activities.

Confidently assumes both “leader” and “follower” roles in activities.

Is able to assume both “leader” and “follower” roles in activities.

Struggles to assume both “leader” and “follower” roles in activities.

Unable to assume “leader” or “follower” roles in activities.

38

Grade: 6 Term: 3 Lesson Plan: 4 Phase: Intermediate

GRADE 6 DATE:

DURATION: 120 Mins CONTENT IN CONTEXT: Cultural Rituals in the Arts – Learners are encouraged to research and find out about rituals in their respective communities and observe how they integrate various arts disciplines. Wedding Celebration may be one of those rituals



LO 4: CLUSTER (1) DANCE & MUSIC AS: Finds out about, tries out and explains a song-dance ritual (e.g. snake dance, rain dance, wedding dance, circle dance, reed dance, stick dance), referring to its purpose and structure-patterns, repetition and sequence. DRAMA AS: Dramatizes a cultural ritual (religious ceremony or social celebration), showing the use of the elements of drama (e.g. patterns, repetition, sequence). AS: Explains the importance of this ritual for the people who participate in it. MUSIC AS: Researches, creates and presents music that conveys and suggests the symbolism of ritual.

BACKGROUND INFORMATION: This task integrates all art disciplines. It explores how arts disciplines naturally manifest themselves in rituals, and cultural events. Learners are expected to research, investigate and find out about rituals and cultural events that are taking place in their respective communities and communicate their findings through arts disciplines. ACTIVITY 1 : Research Step 1- Brainstorming session • Learners brainstorm rituals and cultural events that are taking place in their respective communities with

the guidance of the teacher. • Learners identify arts disciplines that manifest themselves naturally in those events and rituals Step 2 – Field Work • Learners in groups identify a Cultural event or ritual of their choice on which to conduct a research. (A

wedding Ceremony for example may be chosen by a particular group) • Research is conducted; data captured using research questionnaires, tape recorders, cell phones video

recorders. Aspects to be considered in the research to include: Dance- Song dance purpose structure patterns, dance sequences, repetitions and other dance elements. Music- songs that are associated with those the dances, Identify meaning and symbolism in the songs. Visual arts- identify the artefacts used in those rituals, finds out how they are used. Drama – identify role players and processes.

Step 3 – Presentation of Research findings • Learners in their respective groups consolidate their findings into a written presentation. • Learners in groups orally present their findings to the class ACTIVITY 2: Rehearsal Step 1: Script Writing

FORM: Oral Presentation Written Presentation Performance METHOD: Teacher Peer TOOL: Checklist Questionnaire Analytic rubric


39

GRADE 6 DATE:




VISUAL ARTS AS: Demonstrates and describes the use of various artefacts in cultural rituals.

• Learners in their respective groups assume roles by role players observed in the previous activity • Learners develop scripts and a story line which is relevant to the ritual or ceremony of their choice with

reference to the previous activity. Scripts are handed in for assessment Step 2: Developing a musical arrangement • Learners select their favourite songs learnt in the Activity 1. • Learners arrange songs allocating different parts. • Songs are all transposed to the key of C major in preparation for rehearsal. • Instrumental accompaniment may be added including drums indicating different drumming patterns. • Completed written layout arrangements must be submitted to the teacher for evaluation. Step 3 Developing dance sequences

• Learners in groups design dances sequences incorporating those that were leant in the previous Activity

Step 4 : Developing Visual Arts and Crafts

• In preparation for a final presentation, learners develop artefacts and crafts appropriate to the ritual or cultural event.

• They may use different media which may include sculpting with clay, paper maché or wood. • Learners may also use unbleached calico (4mx2m) to be and use fabric paint to create the atmosphere

and mood of the event. This will be used as a backdrop that will be used in the final presentation.

Step 5 Final rehearsal • Learners in groups finally rehearse their products integrating all art disciplines Activity 3: Final Performance • The school organizes community, learners and other grades learner as audience during the final

presentation. • Grade 6 Learners present their final products integrating all arts disciplines. Activity 4 : Final evaluation • Learners engage in the final evaluation, reflecting on the experience previous activities

40

GRADE 6 DATE:




• A pen and paper activity- learners documenting processes to be submitted

SKILLS: Listening, Singing, Clapping, Writing, Composing, Presenting, Conducting KNOWLEDGE: Rituals and Cultural events VALUES: Enjoyment, sharing, appreciation. Resources: Pencils, pens, exercise books, music manuscripts, tape recorders and cassettes, piano/ keyboard instrument EXPANDED OPPORTUNITIES: Learners encouraged to listen to different kinds of music, Participating in musical performances

41

Grade: 7 Term: 3 Lesson Plan: 1 Phase: Intermediate GRADE 7 DATE: DURATION: 120 Mins Content in Context :

Culture and Society o Language o Food o Architecture Dress etc



LO 3: PARTICIPATING AND COLLABORATING CLUSTER 3 VISUAL ARTS AS: Discusses, plans and shares resources with others in producing a collective artwork or presentation to promote nation-building in South Africa COMPOSITE

AS: Uses art activities to express individual and collection

ACTIVITY 1 The teacher discusses with learners national programmes, events and priorities of south Africa e,g H.I.V, Indigenous plants, world cup, global warming, wild life etc. From there learners discuss about the artworks that are found or used in those activities e.g a national flag, the coat of arms, a protea flower, a springbok, a blue crane, Strelitzia Reginae (Mandela’s gold) etc. The teacher tells the learners why the above are the pride of South Africa as a nation. ACTIVITY 2 Learners are divided into groups of six and each group is allocated one of national prides listed above. The teacher instruct the learners to make, draw and paint the artwork that is allocated to the groups . Learners in their groups discuss how they are going to develop the artwork allocated to them.

FORM: Performance METHOD: Teacher TOOL: Rating scale


SKILL: listening skills, presentation skills KNOWLEDGE: know the body parts and the muscle groups, know the meaning of verbs, know the words of the poem / prose item VALUES: enjoyment, sharing, appreciation Resources: Tape Recorders, VCR, VHS Cassettes, TV Media, MP3s, DVDs etc, space on the floor, poems or prose items in any language EXPANDED OPPORTUNITIES: Learners develop their own warm-up sequences. TEACHER REFLECTIONS:

42

Lesson 1) Assessment tool: Checklist for dance and drama exercises

Criteria Yes No The learners observe safe warm-up routines The learners observe safe elevation and safe landing practices The exercises explore space, co-ordination, style and musicality The learners participate in voice warm-up exercises The learners demonstrate the ability to perform their own warm-up routine based on their earlier experiences

(Lesson 1) Assessment tool: Rating Scale for drama performance Criteria 1 2 3 4 5 6 7 Learners choose an appropriate poem or prose item The poem or prose item is marked appropriately The learners know the words of the poem or prose item Learners perform the piece with expression: pitch, pace, pause, inflection, emphasis and tone Learners demonstrate enjoyment and enthusiasm

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120 Mins Content in Context : Personal Development Creative processes incorporating some Visual Arts elements (i.e. colour, texture etc



LO 1 (CLUSTER 5) VISUAL ARTS AS: With guidance, selects, prepares and mounts own artworks from their individual portfolio for class presentation.

ACTIVITY 1 SELECTING ARTWORKS Based to the selection criteria of artworks in the previous lesson on making of artworks that the artwork should be relevant to the topic given, work should be balanced .the selection of colour should be a combination of primary ,secondary and tertiary colours ,the main features of the artworks should be in the center of the artwork. The teacher follows the above criteria to select learners artworks from the portfolios for mounting. The criteria for selection will vary from teacher to teacher. Every learner in his/her portfolio has a number of artworks to choose from for class presentation. The teacher works with learners in selecting the best learners artwork for class presentation following the well explained criteria to the learners. This is done to each and every learner. ACTIVITY 2 MOUNTING Learners are each given 2 A5 white paper and 1 A4 paper .learners put the A4 paper on top of the A5 paper .The paper on top should be at the center of the A5 paper .A lead pencil is used to trace the A4 paper on the A5 paper. A sharp knife is used to cut the traces of the A4 paper on the A5 paper. A rectangular shaped cut off piece of the A4 paper is thrown away . A rectangular shaped wooden roller and a roller paints used to roll a black paint .A roller is use to paint the outer cut A5 paper black. The A4 sized artwork is placed and glued at the center of the other A5 paper .The cut and painted A5 paper is allowed to dry before it is glued from corner to corner of the A5 paper on top of the attached artwork. A prestic is used to paste the mounted artwork on the wall .A wooden frame can be used if the artwork is being prepared for marketing because it is expensive.

FORM: Art processes and products Displays and exhibitions METHOD: Teacher TOOL: Observation sheet Rating scale Checklist Memorandum


SKILL: selection, following instructions, tracing, cutting ,pasting, measuring, mounting KNOWLEDGE: mounting, painting, rolling the paint,

VALUES: enjoyment, sharing, appreciation Resources: knife,scisors,A5andA4 papers ,pritt, glue, prestic, artworks EXPANDED OPPORTUNITIES: Learners can mount their own artworks for marketing, visit the art gallery , museums, exhibitions to watch displays TEACHER REFLECTION:

44

(Lesson 2) Assessment tools:

1. Rating Scale for displays and exhibition Criteria 1 2 3 4 5 6 7 Selection process followed the given criteria Roles are clearly identified Situation depicted is realistic The steps followed accordingly The mounted artwork captures the eye of the viewer Co-operation among group members

2. Criteria for Essay Write an essay of three handwritten pages on the movie you have watched. In your essay you need to pay attention to the following points:

- Describe the storyline of the movie. - Provide a description of the human rights that are violated in the movie. - What is the context of the movie? - Are the characters seen as victims or do they fight back? - Are the violation of human rights redressed in the movie? If no, why not? - Would you change anything about the storyline? What would you change? (25)

3. Worksheet on television advertisement

- Which product is advertised? (2) - What is the slogan of the advertisement? (2) - In which other media have you seen this product advertised? (2) - Describe the jingle of the advertisement. (5) - At which target market is the advertisement aimed? Give a reason for your answer (4) - Is this product also advertised in another way? If yes, describe. (4) - What kind of stereotyping is depicted in the advertisement? (2) - What is the effect of the stereotyping on the audience? (2) - Would you buy the product? (2) [25]

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Grade: 7 Term: 3 Lesson Plan: 3 Phase: Senior


CONTENT IN CONTEXT: Culture and Society o Language o Food o Architecture Dress etc



LO 3: PARTICIPATING AND COLLABORATING CLUSTER 3 VISUAL ARTS AS: Discusses, plans and shares resources with others in producing a collective artwork or presentation to promote nation-building in South Africa COMPOSITE

AS: Uses art activities to express individual and collection

ACTIVITY 1 The teacher discusses with learners national programmes, events and priorities of south Africa e,g H.I.V, Indigenous plants, world cup, global warming, wild life etc. From there learners discuss about the artworks that are found or used in those activities e.g a national flag, the coat of arms, a protea flower, a springbok, a blue crane ,strelitzia Reginae ( Mandela’s gold)etc. The teacher tells the learners why the above are the pride of South Africa as a nation. Learners discuss the importance of the above in nation building. ACTIVITY 2 Learners are divided into groups of six and each group is allocated one of national prides listed above. The teacher instructs the learners to make, draw and paint the artworks that are allocated to the groups. Learners in their groups discuss how they are going to develop the artwork allocated to them. Learners in groups plan how to go about developing the artwork. Tasks are allocated to members of the group on the identification of materials to be used (who brings what from where).The resources collected will be a responsibility of the whole group for safe keeping and how they will be shared amongst members e.g Learners that are doing a national flag will organise a 1mx50cm white cloth, three primary colours white and black acrylic paints,a pencil and a one meter stick for handling. The same will happen to other groups depending on the artwork they are doing. ACTIVITY 3 The groups are involved in making of the artwork with the teacher monitoring guiding them in the process .It is advisable that learners have a cutting from a magazine or a news paper when doing this activity. Every learner at this stage is involved in the activity. Some activities include cutting, mixing of paints, drawing, measuring, painting etc. ACTIVITY 4 Each group will decide on a name of a member of the group who is going to make a presentation on their behalf. The way of reporting includes pasting or holding the artwork in front of the class for everyone to see. The presenter should in his/her presentation talk to the importance of the artwork in

FORM: Oral presentation METHOD: Teacher TOOL: Rating scale


46


CONTENT IN CONTEXT: Culture and Society o Language o Food o Architecture Dress etc



nation building.

SKILLS: cutting, drawing, mixing of paints, painting presenting KNOWLEDGE – planning and making the artwork, presenting the artwork, working with members of a group, VALUES: Enjoyment, sharing, appreciation. Resources: Pencils, cartridge paper,A4 paper, primary colours, black and white acrylic paints, white cloth,1m stick, paint brushes etc EXPANDED OPPORTUNITIES: Learners are encouraged to visit libraries, museums and any government gathering to get used to as many nation building activities as I can.

47

ANALYTIC RUBRIC

LO 3 Participating and Collaborating


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

Has shown due regard for the nation building in the way they collected and arranged resources for the artwork presentation

Has shown outstanding regard for the environment in collecting and arranging resources for the artwork presentation

Has shown due regard for the environment in collecting and arranging resources for the artwork presentation

Needs prompting to show regard for the environment in collecting and arranging resources for the artwork presentation

Shows limited regard for the environment in collecting and arranging resources for the artwork presentation

Collaborated, communicated, shared ideas and found solutions to make the artwork

Excellent collaboration, communication, sharing ideas and finding solutions.

Collaborated, communicated, shared ideas and found solution make the artwork

Needs assistance to collaborate, communicate, share ideas and find solutions.

Limited collaboration, communication, sharing ideas and ability to find solutions.

Has used and arranged materials in a creative, aesthetic way

Excellent use and arrangement of materials in a creative, aesthetic way

Has used and arranged the materials in a creative, aesthetic way

Needs help to use and arrange materials in a creative, aesthetic way

Limited ability to use and arrange materials in a creative, aesthetic way

Collaborated in a group while constructing the artwork

Excellent collaboration in group while constructing the artwork

Collaborated in a group while constructing the artwork

Needs prompting to collaborate in group while constructing the artwork

Limited collaboration in group while constructing the artwork

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120 Mins CONTENT IN CONTEXT: Musical Elements:- rhythm and Melody



LO 3: PARTICIPATING AND COLLABORATING (CLUSTER I) DANCE AS: Researches and shares information about training and careers in dance, and explains: • The kinds of dance-linked

careers there are; • The kind of attributes needed; • The kind of training required. DRAMA AS: Identifies careers available in the formal theatre and mass media industries, and explores possible opportunities for development in the informal drama and drama-liked sectors. MUSIC AS: Researches and shares information about music and music-related careers and training. VISUAL ARTS AS: Researches and shares information about art, craft, architecture, design and related careers and training. COMPOSITE AS: Explores and discusses training and careers in Arts and Culture fields, based on research and on-site visits.

Activity 1: - The class brainstorms different careers in each art form in the form of a spider diagram. - The class is divided into groups and each group researches careers in dance and music. Activity 2: - The learners read the case study provided for visual arts and complete the worksheet. Activity 3: - Learners brainstorm careers in drama. - They then write an oral presentation on drama in the informal sector, according to the criteria provided by the teacher. - The learners present their oral presentation to the class.

FORM: Oral Presentation Assignment Worksheet METHOD: Teacher TOOL: Checklist Rating scale Memorandum


49






50

Grade: 8 Term: 3 Lesson Plan: 2 Phase: Senior

GRADE 8 DATE: DURATION: 120 minutes Content in Context : Personal Development • Creative Processes in

Music Application of musical concepts/ elements in popular or local culture.



LO1: CREATING, INTERPRETING AND PRESENTING

(CLUSTER 4)

DANCE: GENERIC AS: Learns and performs steps from dances of popular cultures MUSIC: GENERIC AS: Learns and performs songs or music from popular or local culture. MUSIC: ADDITIONAL AS: Composes and performs a 4-bar melody using crotchets, quavers and minims. AS: Reads, writes and sings or play scales and simple melodies in the keys of C Major, G Major and F Major.

Activity 1 Learners brainstorm about music and dance styles in popular culture, egg spatula, kwaito, hip-hop, etc Activity 2 Learners are divided into groups and the teacher allows each group to choose a popular style. The learners watch a DVD of a performance in that style. The learners do warm-up exercises and imitate the dance from the recording. Activity 3 The learners rehearse the dance. They also sing the words of the song paying attention to intonation, style, rhythm and expression. Activity 4 The learners rehearse the song with the appropriate dance style and perform the dance and song, wearing the appropriate attire, eg baggy clothes (costumes) using body percussion and music instruments. Activity 5 The teacher will revise the note values, bar-lines, staves and clefs. Activity 6 With the help of the teacher the learners divide the stave into four bars. At the start of the stave the teacher writes the clef and the time signature. The learners add in different note values to complete the rhythm of the melody. The learners sing the 4-bar melody with the assistance of the teacher. Activity 7 The learners will compose their own melody in the key of C major, using the note values that they have learnt and perform these. Activity 8 - The teacher revises the major scale: C and G major. Attention is paid to the construction of the

FORMS Performance Worksheets Tests Projects METHODS Teacher Group Peer TOOLS Rubric Observation Sheet Check list Workbooks Memo FORMS Performance Worksheets Tests METHODS Teacher Group Peer TOOLS Rubric

Lack of manuscript paper. The teacher will photocopy manuscript paper.

51

scale – whole tones and semitones. - Learners follow the major scale pattern on their paper keyboards. - The teacher may also play the major scale on the melodica. - The teacher introduces the scale of F major. - The teacher draws the learners’ attention to the B-flat on the fourth degree of the scale. -Learners copy the scale of F major on their manuscript paper, indicating the semitones. - Learners read the note names in a melody in F major. - The learners play the scales of C, G, and F major on the xylophone / marimba or melodica.

Observation Sheet Check list Workbooks Memo

SKILLS: ability to perform popular dances and popular songs, ability to read and write music (rhythm and note names) KNOWLEDGE: popular culture, words of songs, dance steps; rhythms, note names, major scales: C, G, F. VALUES: enjoyment, sharing, appreciation RESOURCES: audiovisual aids; costumes; musical instruments; body percussion; dance floor / space; manuscript paper, paper keyboards or xylophones / marimbas or melodica. EXPANDED OPPORTUNITIES: Learners play melodies on the xylophone in the keys of C, G and F major. TEACHER REFLECTIONS:

52

Grade 8 Lesson Plan 2 ANALYTIC RUBRIC: LO1: CREATING, INTERPRETING AND PRESENTING DANCE: ADDITIONAL AS: Improvises, composes and combines movement motifs, using: • Movements or gestures; • Repetition and stillness; • Contrasting dynamics. CRITERIA 4



(50-69)


(35-49)

1 NOT ACHIEVED

(1-34)

Learners compose a dance using movements or gestures

Learners compose a dance with a wide variety of movements excellently

Learners compose a dance using movements or gestures

Learners compose a dance with few movements and gestures

Learners compose a dance with no movements or gestures

Learners compose a dance with repetition and stillness

Learners compose a dance with much repetition and stillness excellently

Learners compose a dance with repetition and stillness

Learners compose a dance with limited repetition and stillness

Learners compose a dance with no repetition and stillness

Learners compose a dance with contrasting dynamics in the dance

Learners compose a dance with a large variety of dynamic contrast, excellently

Learners compose a dance with contrasting dynamics in the dance

Learners compose a dance with some contrasting dynamics

Learners compose a dance with no dynamic contrast

Learners perform a dance using movements or gestures

Learners perform a dance using a wide variety of movements excellently

Learners perform a dance using movements or gestures

Learners perform a dance with a few movements or gestures

Learners perform a dance with no movements or gestures

Learners perform a dance with repetition and stillness

Learners perform a dance with much repetition and stillness excellently

Learners perform a dance with repetition and stillness

Learners perform a dance with limited repetition and stillness

Learners perform a dance with no repetition and stillness

Learners perform a dance with contrasting dynamics

Learners perform a dance with a large variety of dynamic contrast excellently

Learners perform a dance with contrasting dynamics

Learners perform a dance with limited dynamic contrasts

Learners perform a dance with no dynamic contrasts

Learners show appreciation, tolerance and commitment

Learners show excellent appreciation, tolerance and commitment

Learners show appreciation, tolerance and commitment

Learners show limited appreciation, tolerance and commitment

Learners show no appreciation, tolerance or involvement

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ANALYTIC RUBRIC: Grade 8 LO1: CREATING, INTERPRETING AND PRESENTING

MUSIC: ADDITIONAL AS: Composes and performs a 4-bar melody using crotchets, quavers and minims. AS: Reads, writes and sings or plays scales and simple melodies in the keys of C Major, G Major and F Major.

CRITERIA 4



(50-69)


(35-49)

1 NOT ACHIEVEMENT

(1-34)

Recognition of notes Able to recognize the minim, crotchet, quaver and their rests easily and correctly

Able to recognize the minim, crotchet, quaver and their rests

Hesitates quite a lot in the recognition of the minim, crotchet, quaver and their rests.

Shows a limited ability to recognize the minim, crotchet, quaver and their rests.

Writing of rhythms Able to write advanced rhythms using minims, crotchets and quavers

Able to write rhythms using minims, crotchets and quavers

Able to write some rhythms Unable to write rhythms using minims, crotchets and quavers

Writing of scales Able to construct C, G and F major scales easily and correctly

Able to write the C, G and F major scales

Struggles to write the major scales of C, G and F

Unable to write the C, G and F major scales

Performing scales Able to perform scales through singing and playing excellently

Able to sing or play melodies in C, G and F major

Struggles to sing or play melodies in C, G and F major

Unable to sing or play melodies in C, G and F major

Composition Able to compose an advanced four bar melody in C, G and F major using crotchets, minims and quavers

Able to compose a four bar melody in C, G, and F major using crotchets, minims and quavers

Shows a limited ability to compose a melody in any major key

Unable to compose a four bar melody in C, G, and F major using crotchets, minims and quavers

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Grade: 8 Term: 3 Lesson Plan: 3 Phase: Senior GRADE 8 DATE: DURATION: 240

Minutes CONTENT IN CONTEXT : Personal Development Improvisation incorporating elements/concepts in Dance and Drama: Wedding Day



LO1: CREATING, INTERPRETING AND PRESENTING

(CLUSTER 3) DANCE: ADDITIONAL AS: Improvises, composes and combines movement motifs, using: • Movements or gestures; • Repetition and stillness; • Contrasting dynamics. DRAMA: GENERIC AS: With teacher direction, participates in creating and presenting a written sketch or polished improvisation based on popular culture. This item should: • Show knowledge of target

audience; • Use resources that enhance

the piece; • Make use of appropriate

dramatic elements; • Incorporate other art forms

WITHIN LO2: REFLECTING COMPOSITE AS: Uses the Arts to demonstrate an awareness of

Activity 1 - Warm-up exercises, eg walking slowly and faster, freeze with a gesture, running hopping, gliding, stretching, transferring weight, etc - Teacher-directed activities, eg giving instructions, such as: 1. Stillness 8 times 2. Walk forward 8 times, backward 8 times, to the right 8 times, to the left 8 times 3. Sliding to the left and right 4 times. 4. Galloping forward, backward, sideways 4 times 5. Jumping with a gesture and landing safely. Activity 2 • The teacher divides the learners into groups. • Each group will discuss how to arrange their movements and the props that they are going to use. • After that they will compose and improvise their own movement motifs using units of action such as, jump, walk,

bend, stretch, twist, turn, etc. • The learners are instructed to start their dance with stillness and end their dance with gesture. • They are to add contrasting dynamics like high and low; light and heavy; slow and fast.

Activity 3 The learners practice / rehearse their dance to be used in their dramatic performance. Activity 4 Learners will perform cooling down exercises after the performance. They will sing a song directed by the teacher: Toe, knee, chest, nuts, nose, eye love you Activity 5 The learners are given a topic, eg wedding. They discuss with the teacher which steps are taken when planning a traditional wedding.

Activity 6 Learners are divided into groups. Each group will create a written sketch on each step of the traditional wedding starting from the proposal (oonozakuzaku), discussion on dowry, planning for the wedding and the wedding itself.

FORMS Performance METHODS Teacher Group Peer TOOLS Rubric Observation Sheet Check list FORMS Performance METHODS Teacher Group Peer TOOLS Analytic Rubric

Lack of space: The teacher can take the learners outside.

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GRADE 8 DATE: DURATION: 240 Minutes

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



environmental concerns.

(Learners can watch DVD’s of traditional wedding practices. They may also be referred to the print media). The teacher helps them to incorporate the dramatic elements, the use of props that can include music instruments, body percussion, costumes and incorporation of other art forms.

Activity 7 Learners practise and rehearse their dramatic performance incorporating dance and other art forms. Activity 8 Learners perform their dramatic performance incorporating other art forms.

SKILLS: dance skills: improvising, creating, exploring, designing, balancing, jumping, safe landing, choreography, planning, presenting; drama skills: creating, writing, performing; music skills: reading, writing/notating, playing, composing, performing KNOWLEDGE: warm-up and cooling down exercises; movement motifs; written sketch; wedding; dramatic elements VALUES: sharing, enjoyment, co-operation, respect, tolerance RESOURCES: audiovisual aids, print media, musical instruments, body percussion, dance / floor space; rehearsal room /space; flashcards (dance – units of action) props EXPANDED OPPORTUNITIES: Learners can watch television programmes and write a paragraph on performances. TEACHER REFLECTIONS:

56

GRADE 8 HOLISTIC RUBRIC LO &ASS LEVEL 4 LEVEL 3 LEVEL 2 LEVEL1 LO1: CREATING, INTERPRETING AND PRESENTING

(CLUSTER 3) DANCE: ADDITIONAL AS: Improvises, composes and combines movement motifs, using: • Movements or gestures; • Repetition and stillness; • Contrasting dynamics. DRAMA: GENERIC AS: With teacher direction, participates in creating and presenting a written sketch or polished improvisation based on popular culture. This item should: • Show knowledge of target audience; • Use resources that enhance the piece; • Make use of appropriate dramatic elements; • Incorporate other art forms

The learners demonstrate Outstanding participation in creating and presenting a polished improvisation based on popular culture showing knowledge of target audience; use of resources that enhance the piece; use of appropriate dramatic elements and incorporating other art forms with feeling.

The learners are able to participate in creating and presenting a polished improvisation based on popular culture showing knowledge of target audience; use of resources that enhance the piece; use of appropriate dramatic elements and incorporating other art forms.

The learners are inconsistent in participating, creating and presenting a polished improvisation based on popular culture showing knowledge of target audience; use of resources that enhance the piece; use of appropriate dramatic elements and incorporating other art forms.

The learners show little participation, in creating and presenting a polished improvisation based on popular culture showing knowledge of target audience; use of resources that enhance the piece; use of appropriate dramatic elements and incorporating other art forms.

57

Grade: 9 Term: 3 Lesson Plan: 1 Phase: Senior GRADE : 9 DATE DURATION:

2 Hours CONTENT IN CONTEXT: Trust building and dramatic exercises

LO`s AND AS`s TEACHING AND LEARNING ACTIVITIES DETAILS OF ASSESSMENT


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 peoples values and behaviour. VISUAL ARTS AS : Applies skills of media production, while considering target group, purpose and design elements ( eg create an advertisement , class newsletter, poster, T- Shirt, logo or jingle COMPOSITE AS: Combines individual art form to create a new form of artistic expression

ACTIVITY I [ BRAINSTORMING ] The learners brainstorm in groups the meaning of the following terms : Opera, soap, radio shows, performance media, design elements, advertisements, logos and the artistic expression. ACTIVITY 2 [ REPORT BACK ] The learners report their findings. The educator consolidates. Thereafter the learners write the findings in their workbooks / classwork books for further references. ACTIVITY 3 The teacher explains to the learners how to critique dramatic presentation. For example looking human context { whether it is about the imagined world or the real world }, dramatic tension { the feeling you have when watching the drama}, aspects of place { closed setting, open space } language { words we say , the way we say them , the roles and relationships, economic use of words} , movement { stillness, contrast rhythm, pace , direction}, mood { feeling , atmosphere , tension} ACTIVITY 4 [ OBSERVATION ] The learners watch a soap, opera ( Isidingo, Gazi Lam , Bold and beautiful, etc ) or listen to stories from the radio. Thereafter the learners critique the dramatic presentation they have watched or listened as individuals/ pairs making use of dramatic elements taught in activity 3 . The learners write an assignment. Thereafter the educator marks and allocate marks. ACTIVITY 5 [ ESSAY WRITING ] The educator asks the learners to write an essays about the following topic - the impact of performance on people s̀ values and behaviour. ACTIVITY 6 [ ART PROCESS AND PRODUCT ] The learners are given a project to create media production artwork on any of the following - create an advertisement - make a class newsletter - poster -T- Shirt - Logo - jingle

FORM Performance Art processes and products. METHOD Educator TOOL Rubric checklist

Time constraints Some of the activities will be done as homeworks. Lack of resources. The educator will improvise.

58

GRADE : 9 DATE DURATION: 2 Hours

CONTENT IN CONTEXT: Trust building and dramatic exercises

LO`s AND AS`s TEACHING AND LEARNING ACTIVITIES DETAILS OF ASSESSMENT


In creating the artwork the learners have to apply the skills of media production, consider the target group, purpose and design elements. ACTIVITY 7 The learners are given a theme eg wedding, birthday party, graduation party, etc, to come up with products which include all the artforms. For example prepare praise poetry, invitation cards, advertisement, create songs and dances that are relevant to the ceremony. The learners thereafter present/ perform their product. The educator assesses uses rubric and allocates marks.

SKILLS: Analytical Skills KNOWLEDGE: Drama presentation, impact of operas, radio shows, impact of performance media in behaviour and values, media production while considering target group, purpose and Design elements, advertisements, logos, class news letter, poster, T- Shirt, jingles VALUES: Appreciation RESOURCES: Drums, TV, Radio cassettes EXPANDED OPPORTUNITIES: Learner are encouraged to watch TV programmes such as Jika – Majika and You think You can dance. TEACHER REFLECTION: