Creative Arts CAPS Teacher’s Guide GGrraaddee Gabby van Heerden • Dawn Heather Daniels 181 Joseph Bolton • Bernadia Virasamy
Study & Master Creative Arts Grade 8 Teacher’s Guide Gabby van Heerden • Dawn Heather Daniels Joseph Bolton • Bernadia Virasamy
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Contents 1. INTRODUCTION 1 1.Curriculum and Assessment Policy Statement (CAPS) 2 2. Creative Arts as a subject 2 3.How Study & Master Creative Arts 12 Grade 8 works 14 4. Grade 8 Term (teaching) Plans 2. LESSON–BY–LESSON 65 TERM 1 Dance 66 Unit 1 Dance conventions 66 Unit 2 Warm-up 68 Unit 3 Cool-down 71 Unit 4 Transfer of weight movement combinations 73 Unit 5 Improvisation and composition: Vary space and directions75 Unit 6 Improvisation and composition: Vary levels 76 Unit 7 Improvisation and composition: Vary tempo 78 Unit 8 Formal assessment: Practical 80 Drama 81 Unit 1 Vocal and physical development 81 Unit 2 Research a theme for a drama 84 Unit 3 Describe your audience (Who?) 87 Unit 4 Develop your story (What happens?) 89 Unit 5 Develop characters (Who are they?) 91 Unit 6 Place and space (Where?), time (When?) 93 Unit 7 Shape your performance 95 Unit 8 Focus your performance 97 Unit 9 Critical reflection 99 Unit 10 Formal assessment: Practical 100 Music 101 Unit 1 Music literacy 101 Unit 2 Music listening 104
Unit 3 Breathing and technical exercises 106 Unit 4 Music that expresses personal or social issues 107 Unit 5 Create music 109 Unit 6 Formal assessment: Practical 110 Visual Arts 111 Unit 1 Visual literacy: Discuss creative lettering 111 Unit 2 Create in 2D: Creative lettering 113 Unit 3 Visual literacy: Describe functional containers 114 Unit 4 Create in 3D: A functional container 116 Unit 5 Create in 3D: A mythological container 118 Unit 6 Formal assessment: Practical 119 TERM 2 120 Dance 120 Unit 1 Consolidate work done in Term 1 121 Unit 2 Warm-up and cool-down 124 Unit 3 Transfer weight, travel, jump and turn 126 Unit 4 Body part isolations and combinations 128 Unit 5 The dance elements 130 Unit 6 A popular dance: Breakdance 131 Unit 7 Formal assessment: Practical 132 Unit 8 Formal assessment: Written 134 Drama 134 Unit 1 Analyse forms of South African poetry 136 Unit 2 Develop vocal clarity 137 Unit 3 Use pitch, pace and tone 139 Unit 4 Prepare for your poetry performance 141 Unit 5 Use pauses and emphasis 143 Unit 6 Use movement and/or stillness 145 Unit 7 Show emotions convincingly 147 Unit 8 Develop mood and audience contact 149 Unit 9 Formal assessment: Practical and written
Music 150 Unit 1 Music literacy 150 Unit 2 Listen to different styles of music 153 Unit 3 Beatboxing 154 Unit 4 Create music 157 Unit 5 Formal assessment: Practical and written 158 Visual Arts 159 Unit 1 Visual literacy: Discuss the world of fashion 159 Unit 2 Create in 3D: Design and create a garment 160 Unit 3 Visual literacy: Discuss art in society 162 Unit 4 Create in 2D: Explore social issues in South Africa 164 Unit 5 Formal assessment: Practical 165 TERM 3 166 166 Dance 167 Unit 1 Consolidate work done in Terms 1 and 2 169 Unit 2 Warm-up 171 Unit 3 Floor-work and arm movements 173 Unit 4 Leg muscles and joint mobility Unit 5 Dance and related careers 175 Unit 6 Weight transfer, travelling patterns, turns and 178 rhythmic variations 180 Unit 7 Dance elements: Space and force 181 Unit 8 Dance elements: Relationships Unit 9 Formal assessment: Practical Drama 182 Unit 1 Specialised drama styles 182 Unit 2 Structure the story to suit the dramatic style 184 Unit 3 Create characters to suit the dramatic style 186 Unit 4 Shape your polished improvisation 189 Unit 5 Make technical resources to enhance the performance 191 Unit 6 Focus your polished improvisation 195 Unit 7 Formal assessment: Practical 198
Music 199 Unit 1 Music literacy 199 Unit 2 Music listening 202 Unit 3 Perform music 204 Unit 4 Create music 205 Unit 5 Formal assessment: Practical 207 Visual Arts 208 Unit 1 Create in 2D: Drawing from life 208 Unit 2 Visual literacy: Describe own and others’ artwork 209 Unit 3 Visual literacy: The artist in society 211 Unit 4 Formal assessment: Presentation 212 Unit 5 Create in 2D: Design a logo 212 Unit 6 Create in 3D: Design a shoe 213 TERM 4 215 Dance 215 Unit 1 Looking back 216 Unit 2 Warm-up and cool-down 218 Unit 3 Explore gestures 220 Unit 4 Dance technique and choreography 223 Unit 5 Formal assessment: Practical examination 223 Review 225 Drama 225 Unit 1 Indigenous storytelling, prose and dialogue 229 Unit 2 Drama elements in media 231 Unit 3 Techniques for narrative, prose and dialogue 234 Unit 4 Vocal clarity and characterisation 236 Unit 5 Idiophones, sound effects and songs 238 Unit 6 Movement creates mood 239 Unit 7 Formal assessment: Practical examination 240 Review
Music 241 Unit 1 Duration 241 Unit 2 Pitch 243 Unit 3 Music terminology 245 Unit 4 Performing and creating music 246 Unit 5 Formal assessment: Practical examination 249 Review 249 Visual Arts 250 Unit 1 Create in 2D: Use drawing techniques 250 Unit 2 Visual literacy: Describe landscapes 251 Unit 3 Create in 2D: A landscape 252 Unit 4 Create in 2D: A scraperboard cityscape 254 Unit 5 Formal assessment: Practical and written examination 255 Review 256 3. Formal assessment 257 1. Assessment in Creative Arts in Grade 8 258 2. Programme of assessment 259 3. Formal assessment tasks per Creative Arts form 262 4. Recording and reporting 307 5. Photocopiable assessment resources 311 4. Resources 329 1. CD: List of tracks 330 2. Memoranda for Examination papers 331 3. Examples of generic assessment tools 342 4. Lesson plan template 346 5. Example lesson plans for each Creative Arts art form 347 6. Other resources 351 5. Documents 353
1. Introduction 1. C urriculum and Assessment Policy 2 Statement (CAPS) 2 2.Creative Arts as a subject 12 3. How Study & Master Creative Arts 14 Grade 8 works 4.Grade 8 Term (teaching) Plans 1
1. Curriculum and Assessment Policy Statement (CAPS) A single Curriculum and Assessment Policy Statement (CAPS) exists for each school subject. The CAPS for each subject details the minimum outcomes and standards of the learning process, as well as assessment processes and procedures. For more information on the CAPS, please see Section 1 of the CAPS document for Creative Arts. 2. Creative Arts as a subject Aims Creative Arts is a fundamental subject and is therefore compulsory for all Grade 7 to 9 learners. The subject Creative Arts provides exposure to and study of a range of art forms including dance, drama, music and visual arts (including design and crafts). The main purpose of the subject Creative Arts is to develop learners as creative, imaginative individuals who appreciate the arts and who have the basic knowledge and skills to participate in art activities and to prepare them for possible further study in the art forms of their choice in Further Education and Training (FET). In other words, Creative Arts aims to: • develop creative, expressive and innovative individuals and teams; • provide learners with exposure to and experiences in dance, drama, music and visual arts; • provide access to basic arts education for all learners; • identify and nurture artistic talent, aptitude and enthusiasm; • equip learners with adequate basic skills to pursue further studies in the art forms of their choice; • develop an awareness of arts across diverse cultures; • expose learners to the range of careers in the arts; • develop arts literacy and appreciation; • develop future audiences and arts consumers; and • develop life skills through the arts. Range of art forms in Creative Arts The art forms dealt with in Creative Arts includes: • Dance • Drama • Music • Visual Arts. These topics relate to and build on the knowledge, skills and values taught in Grades R to 6. You will find an overview of the content covered by the four art forms on pages 3–11. 2 INTRODUCTION
Overview of topics covered Art Topic Grade 7 Grade 8 Grade 9 form Topic 1 •Dance conventions: greeting, use of space, •Dance conventions: safe environment, •Dance conventions: use of space, respect Dance Dance controls code of conduct for others, class discipline performance •Warm-up: gradually building up a warm- •Warm-up: gradually building up a warm-up •Warm-up: gradually building up a warm-up up ritual and introduction to principles of ritual focusing on posture and alignment ritual with focus on safe dance practice, posture and alignment placement and kinaesthetic awareness •Floor–work: core stability, breathing, •Floor–work: limbering; joint mobility strengthening limbs, hands and arms •Floor-work: core stability and side bends; •Body-part isolation coordination hip mobility and strengthening exercises of •Arm movements for coordination and the legs and feet •Body-part isolation combining different mobility body parts •Body part isolation with increasing •Leg muscles and joint mobility, complexity and patterning •Arm movements and hand gestures for strengthening and control: knee bends coordination and control •Arm exercises to develop fluidity and rises, simple leg brushes/shuffles and •Leg muscles and joint mobility footwork •Leg muscles and joint mobility, •Turns: introduction to turning with strengthening and control: knee bends strengthening, and control: knee bends “spotting” (eye focus) and rises in parallel and turned-out and rises, with coordinating arms; low •Transfer of weight from side to side, positions; low brushes, lunges, circular leg and high brushes, balancing on one forward and backward movements and kicks/extensions leg, circular leg movements and kicks/ •Preparation for aerial movement with extensions in all directions safe landings, foot isolations, locomotor •Turns on the spot and on one leg with •Turns: travelling with spotting movements and steps with rhythmic spotting •Transfer of weight at a slow pace with variations control and balance •Steps from a South African dance •Transfer of weight changing directions •Building stamina through jumping, •Cooling down and stretching •Articulation of the feet and jumps/ step-hops, galloping and leaping with coordinating arm movements and changes INTRODUCTION footwork sequences with safe landings, of directions, to varied music genres travelling and aerial movement and rhythms with variations in dynamics combinations across the floor changing (speed, energy) directions, using a range of music genres •Dance steps and style from an indigenous and rhythms South African culture •Steps and sequences from a social or •Short, fast dance sequences with attention popular dance to detail, commitment to movement, focus, •Presentation skills: eye focus, commitment musicality and spatial awareness between to movements, memory of dance steps dancers •Cooling down: flowing lyrical movements •Cooling down with flowing lyrical to slow, calm music with stretching movement and relaxation imagery followed by gentle slow stretching 3
4 INTRODUCTION Art Topic Grade 7 Grade 8 Grade 9 form Topic 2 Dance •Dance elements: •Dance elements •Dance elements – contrasting dynamics Dance improvisation ——Space – levels, directions, pathways, ——Space – symmetry and asymmetry, •Natural gestures with exaggeration, slow and shape, size patterning composition ——Time – tempo, rhythm, accent ——Time – slow motion, double time, motion and repetition ——Force – flow of energy syncopation and polyrhythms •Composition structures: beginnings and Topic 3 ——Force – weight, energy, gravity, Dance theory •Relationships – working in pairs/groups counterbalance endings, repetition, stillness, transitions, •Movement vocabulary in response to unison and canon •Locomotor and non-locomotor •Relationships: meeting and parting, call different stimuli movements, varying directions, levels and and response, blind and guide, positive •Eye contact and eye focus tempo and negative shapes, giving and receiving •Composition of a short dance sequence weight •Relationships: leading and following, •Composition based on different stimuli based on a South African picture, unison movement, active and passive photograph or theme •Dance terminology introduced in practical •Gestures: literal to abstract classes •Dance terminology introduced in practical •Composition exploring an idea, mood or classes •Principles of posture and alignment thought •Use of core, use of spine, safe landings •Importance of posture and alignment •Self-reflection on own dance experiences •Importance of warming up and cooling •Dance terminology introduced in practical •Dance literacy – simple analysis of own classes down dances and dances seen on stage, in •Importance of spotting •Code of conduct communities, on television, or on DVD •Dance literacy – own and others’; how •Purpose of warming up and cooling down •Comparison between the dance forms in •Social/popular dance South Africa movements convey meaning •Dance and related careers •Dance elements: space, time, energy/force, •Dance literacy – description of a dance relationships seen in the community, on television or on •Different dance forms (at least 3) stage
Art Topic Grade 7 Grade 8 Grade 9 form Topic 1 Vocal development Vocal development Vocal development Drama Dramatic Explore: Explore: Explore: skills •Relaxation exercises •Relaxation exercises •Relaxation exercises development •Breathing exercises: awareness of breath •Breathing exercises: breath control and •Breathing exercises: breath control and •Resonance exercises Topic 2 •Articulation exercises and tongue twisters capacity capacity Drama •Exercises for audibility in classroom drama •Correct posture and alignment (neutral •Correct posture and alignment (neutral elements in •Vocal expressiveness in spontaneous playmaking position) position) conversation and presentation •Tone and resonance exercises •Tone and resonance exercises INTRODUCTION •Articulation exercises •Articulation exercises Physical development •Interpretation skills, using pause, pitch, •Projection exercises •Release of tension, loosening and •Modulation exercises pace, stress, intonation and tone •Interpretation skills, using pause, pitch, energising the body •Exercises for audibility in classroom drama •Controlled focused movements through pace, projection, intonation and tone Physical development mirror work •Release of tension, loosening and Physical development •Warm-up using imagery to explore •Release of tension, loosening and energising the body movement dynamics •Concentration and focus in movement energising the body •Lead and follow movements in pairs, small •Trust exercises •Development of focus through exercises •Creating character and mood through •Spinal warm-up groups and as a class •Isolating body parts to tell story, express movement Short improvised dramas to explore mood or character structure of drama — beginning, middle and Written sketch or polished improvisations: •Understanding purpose of warming up and end: •Theme(s) related to a social or •Shape and development of the scene cooling down •Exploration of relevant themes environmental issue for the drama •Creating an environment through the body •Groupings and physical relationships in •Isolating and developing a topic from the •Physical characterisation space research Classroom drama reflecting cultural •Consideration of the audience in exploring •Structure of the performance practices: •Shape and focus of the performance •Integration of cultural practices into the different spatial arrangements •Specialised style, e.g. melodrama, comedy, •Characterisation: observe, imitate and classroom drama, e.g. rituals, ceremonies tragedy, farce, musical and puppet show. and symbols invent detail •Technical resources to enhance the •Purpose of performance •Drama elements in cultural and social •Basic staging conventions performance •Exploration of performance space: events compared to their use in theatre appropriate groupings and movement •Reflection on drama: give and receive patterns •Technical elements: design, develop and feedback constructively make 5
6 INTRODUCTION Art Topic Grade 7 Grade 8 Grade 9 form Topic 3 Interpretation and performance techniques Interpretation and performance techniques Interpretation and performance techniques Drama Interpretation in: in: in: and •Folktales •Indigenous poems/praise poetry written •Poetry or dramatised prose or monologue performance •Choral verse •Scene work (theatre/television) or radio of selected •Reflection on own and others’ by South African poets, performed dramatic individually and/or in groups dramas forms performances, constructive feedback •Dialogues or dramatised prose or indigenous storytelling Topic 4 Appreciation and reflection of at least ONE Appreciation professional performance, preferably live, •Appreciation and reflection based on •Appreciation and reflection based on peer and reflection through the course of the year peer interpretation and performance interpretation of the polished improvised of polished improvisation, using drama performance, using drama terminology terminology •Appreciation and reflection of the poetry •Appreciation and reflection of the poetry or dramatised prose or monologue, radio performance, dialogues or dramatised drama or scene, using drama terminology prose or indigenous storytelling, using •Appreciation and reflection of at least ONE drama terminology professional performance, preferably live, •Appreciation and reflection of at least ONE through the course of the year professional performance preferably live, through the course of the year Topic 5 Exploration: •Accessible and relevant media •Positive and negative effects of media Media and •Performers •Media forms such as film, television, radio, •Stereotyping (including typecasting, careers •The creative team •The support team documentaries and the Internet labelling, stock characters) in stories, •Related fields of study •Drama elements in the selected media theatre, film, television and radio •Stereotyping according to age, gender, form class/status and culture, etc.
Art Topic Grade 7 Grade 8 Grade 9 form Topic 1 •Letter names of notes on the treble clef Duration Duration and pitch Music Music literacy •Revision of the concept of note values •Meter – _42 _ ; _43 _ ; _44 _ ; compound duple _86 _ •Writing the scales of C, G, D and F major in •Reading (clapping or playing) music (already covered in Grades 4—6) and in _42 _ ; the treble and bass clefs cover all note values _43 _ ; _44 _ ; compound duple _86 _ •Key signatures of C, G, D and F major •Clapping or drumming short rhythmic •Ledger lines phrases that use crotchets, minims and Pitch •Intervals quavers •Consolidation of the construction of the •Triads •Writing of C, G, D and F major scales in the Pitch major scale: C, G, D and F major •Sight singing melodic phrases from known •Reading (singing or playing) music in the treble clef rhythmically using note values learnt and unknown songs using tonic sol-fa keys of C, G, D and F major •Reading (singing or playing) music in the •Following musical scores while listening to •Music terminology keys of C, G, D and F major using either •Tempo: moderato, presto, ritardando, a tonic solfa or humming music •Duration: Introduction of the dotted note, tempo •Articulation: legato, staccato also in relation to: INTRODUCTION ——crotchets ——quavers ——minims ——semibreves ——dotted minim •Treble and bass clef •Duration: consolidation of content learned •Treble and bass clef •Letter names of notes on the treble and bass clef •Clapping or drumming polyrhythmic phrases 7
8 INTRODUCTION Art Topic Grade 7 Grade 8 Grade 9 form Topic 2 •Listening to performed music and •Active listening to identify the elements •Listening to the sound of the families of Music Music orchestral instruments and describing how listening sound is produced: identifying or describing the: and principles of music in a variety of ——strings ——woodwind ——Beats including – duple (two beats), triple musical styles (Western Classical, African, ——brass ——percussion (three beats) and quadruple (four beats) Indian, popular music): •Listening to one of the following styles: meter ——Meter (duple, triple and quadruple) Reggae, kwaito, R&B, African jazz ——Instruments used in the performance ——Dynamics (piano, forte) •Writing own impression of the music focusing on the ——The story the music is telling (sad/happy, ——Repetition (rhythmic and melodic) ——Artist/s ——Special features of the music with regard recognizing a dance, march, etc.) ——Contrasts in tempo and texture to rhythm, tempo, instruments, voices •Following simple musical scores while ——Meaning of the lyrics •Story of the music/lyrics ——Listening to excerpts from a musical (e.g. listening to music •Listening to the sound of the families of West Side Story) or an opera (e.g. Magic Flute, Nabucco) •Active listening to a variety of recorded instruments and describing how the sound ——Writing a storyline of a musical/opera or live music by clapping or humming or is produced: •Sing along with one of the choruses/solos •Discussion of the National Anthem moving ——membranophones reflecting on the: •Listening to a variety of recorded or live ——idiophones music and describing the: ——chordophones ——Meter of the music as duple or triple or ——aerophones quadruple time •Listen to recorded or live music and ——Tempo (fast/slow) identifying the sound of instruments in ——Dynamics (soft/loud) a variety of works using the following ——Meaning or story of the music instruments: ——Lyrics of the music ——chordophones ——Texture of the music ——idiophones •Creating a graphic score ——membranophones (sound picture) of a musical piece that has ——aerophones been listened to, e.g. storm, rain •Listening to recorded or live music and writing own impression focusing on: ——Message of the music (lyrics) ——Instruments/voices used ——Tempo ——Dynamics
Art Topic Grade 7 Grade 8 Grade 9 form Topic 3 •Breathing exercises •Breathing and technical exercises suitable •Breathing and technical exercises suitable Music Performing for the instrument or voice and creating music •Developing the ability to sing in tune for the instrument or voice •Group or solo performances from the standard repertoire of Western/African/ through a repertoire of songs that include: •Group or solo performances from the Indian/popular musical styles: ——choral works ——The National Anthem of South Africa standard repertoire of Western/African/ ——group instrumental works ——solo vocal works ——Folksongs (indigenous songs, cultural Indian/popular musical styles: ——solo instrumental works songs) ——choral works •Writing own music in group and solo context by rhythmic and melodic ——Popular music ——group instrumental works completion of a four-bar phrase in C, G, D and F major after the first two bars have ——Light music ——solo vocal works been given ——Rounds ——solo instrumental works •Group or solo performances from the standard repertoire of Western/African/ ——Part singing (songs with descants) •Creating own music in group and solo Indian/popular musical styles focusing on a performance of the music learners were •Accompanying songs with body context by composing a musical work and asked to appraise in Topic 2 percussion, found or self-made adding another art form to it •Creating own music in group and solo context instruments, traditional instruments, Orff •Adding music to words (two lines) instruments •Group or solo performances from the •Playing music from graphic scores appropriate repertoire of Western/African/ Indian/popular musical styles •Creating instrumental music in group and •Adding music to words of a poem (four lines) solo context: •Creating an advertisem*nt for a product or event using own lyrics and music ——Rhythmic repetition through clapping or drumming •Continuous development of in-tune singing through a repertoire of songs that include instruments learners may be studying (optional) •Performing and composing music that uses nonconventional notation, e.g. graphic scores •African drumming •Creating own vocal and instrumental INTRODUCTION music in group and solo context: ——Melodic repetition (vocal or instrumental) ——Melodic question and answer (vocal or instrumental) ——Rhythmic improvisation on an ostinato or riff by clapping or drumming ——Vocal or melodic improvisation on an ostinato or riff 9 ——Rhythmic improvisation on African drums
10 INTRODUCTION Art Topic Grade 7 Grade 8 Grade 9 form •Performing music that uses non- Music conventional notation, e.g. graphic scores Visual Topic 1 •Creating a sound picture based on a story Own and wider world Own and wider world Arts Create in 2D or poem using the voice or instruments Observation and interpretation of own and Observation and interpretation of global ——light music broader visual world through increasing visual world. Through increasing complexity ——rounds complexity of: of: •Drawing •Drawing •Creating own vocal and instrumental •Painting •Painting music in group and solo context: •Exploration of media •Exploration of media ——rhythmic and melodic improvisation on •Etching techniques •Etching techniques an ostinato or riff Using: Using: •Writing own four-line song lyrics and •Art elements (same as before, but include •Art elements (same as before, but include melody based on a social issue analogous/related colour) analogous/related colour) Own and wider world •Design principles •Design principles Observation and interpretation of own •Drawing and painting with extended use of •Drawing and painting with extended use of visual world through various approaches to: •Drawing (line, tone, texture, mark-making) media and techniques media and techniques •Painting (colour-mixing, brush •Design projects •Design projects •Lettering and design projects •Lettering and design projects manipulation, personal interpretation) •Pattern-making •Pattern-making •Exploration of a variety of media •Variation of paper size and format •Variation of paper size and format •Simple etching techniques (e.g. scraperboard) Using: •Art elements (shape, line, tone, texture, colour to include complementary colour, monochromatic colour) •Design principles •Design projects using art elements and design principles •Lettering and design projects: images and text •Pattern-making (drawings, collages, designs, surface decorations) •Variation of paper size and format (different scale and degrees of detail)
Art Topic Grade 7 Grade 8 Grade 9 form Topic 2 •Three-dimensional art works and design •Three-dimensional art works and design •Three-dimensional art works and design Visual Create in 3D projects based on own world focusing on projects of increasing complexity based on projects of increasing complexity based on Arts art elements and design principles with wider world focusing on art elements and global world focusing on art elements and Topic 3 emphasis on accurate or imaginative design principles design principles Visual literacy representation; conscious use of space; spatial awareness: developing •Themes to explore the social world, and •Themes to explore current events in the INTRODUCTION understanding of plane, depth and visual popular culture global world perspective •More complex construction and modelling •Personalised construction and modelling •Themes to explore learner’s interests techniques to deepen spatial awareness techniques to further deepen spatial •Construction and modelling techniques to awareness •Extended manipulation of a variety explore spatial awareness of materials and tools using good •More complex manipulation of a variety •Manipulation of a variety of materials and craftsmanship and safety precautions of materials and tools using good craftsmanship and safety precautions tools using good craftsmanship and safety •Concern for the environment: use of precautions recyclable materials •Concern for the environment: use of •Concern for the environment: use of recyclable materials recyclable materials •Communication skills: Express, identify/name, question and •Communication skills: •Communication skills: reflect through looking, talking, listening Express, identify/name, question and Express, identify/name, question and and writing about the visual world through reflect through looking, talking, listening reflect through looking, talking, listening the language of art elements and design and writing about the visual world through and writing about the visual world through principles the language of art elements and design the language of art elements and design principles principles •Interpret, analyse and recognise symbolic language with reference to: •Interpret, analyse and recognise symbolic •Interpret, analyse and recognise symbolic ——creative lettering language with reference to: language with reference to: ——functional containers ——portraits ——buildings ——fashion design careers in the arts ——the role of the artist ——still life ——social commentary ——local craft and crafters •The role of the artist in wider society and ——popular culture ——masks careers in the arts and design fields ——design in public commentary ——groups of figures •Developing research skills •The role of the artist in global society •The role of the artist in own society as •Planning and preparation: with guidance, as contributor, observer and social contributor and observer commentator collect resources, visual information and •Introducing research skills preliminary drawings and sketches in •Further development of research skills preparation for the final projects •Planning and preparation: same as before 11 but works independently
Time allocation and time-tabling Creative Arts is allocated two hours per week in Grades 7 to 9. To allow for depth of study and to prepare learners for arts subject choices from Grade 10 to 12, learners study only TWO art forms. Topic Number of hours per year Dance 40 Drama 40 Music 40 Visual Arts 40 Contact time 70 Examinations 10 Total hours 80 Total weeks 40 For information on assessment in Creative Arts, please see Section 3 of this Teacher’s Guide. 3. How Study & Master Creative Arts Grade 8 works Course components Study & Master Creative Arts Grade 8 consists of a: • Learner’s Book • Teacher’s Guide with a CD. Learner’s Book The Learner’s Book is divided into four terms that cover the four art forms for Creative Arts in the same order as they appear in the Annual Teaching Plan of the CAPS document. Thus each term in the Learner’s Book is divided as follows: • Creative Arts art forms • Units • Activities. There is a revision section (called ‘Review’) at the end of Term 4, which learners can use to revise the years’ work in preparation for the written assignment or tests at the end of Term 2 and the end-of-year examination. Formal assessment opportunities for each arts form are included in the Learner’s Book where appropriate: Term 1: Practical assessment test Term 2: Written assignment test; and Practical assignment test Term 3: Practical assessment Term 4: Practical examination; and Written examination Teacher’s Guide The Teacher’s Guide provides information and guidance on: • Creative Arts as a subject (Section 1) • Planning for the Grade 8 year and lessons (Sections 1 and 2) • Using the units in the Learner’s Book to create lessons (Section 2) 12 INTRODUCTION
• Suggested answers for activities in the Learner’s Book (Section 2) • Consolidation and extension activity suggestions (Section 2) • Informal assessment suggestions (Section 2) • A Programme of assessment (Section 3) • Model end-of-year examination paper (Section 3) • Guidance on the assessment of all Formal assessment tasks (Section 3) • Memoranda for all Formal assessment tasks (Section 3) • Recording and reporting of Formal assessment (Section 3) • A list of the items on the accompanying CD (Section 4) • Additional resources on all Creative Arts topics (Section 4) Section 2 mirrors the Learner’s Book and is divided into terms. All terms indicate how the units in the Learner’s Book can be used to create lessons. Inclusivity An important part of teaching is to accommodate all learners, including those who experience barriers to learning. Study & Master Creative Arts takes into account that learners come from different backgrounds and have different abilities. So it offers learning material that learners can relate to while extending their learning and experiences. There are a variety of types of activities – activities that appeal to learners of all levels and backgrounds, and that offer opportunities to work individually, in pairs, in groups or as a whole class. This Teacher’s Guide also provides consolidation and extension activities for each unit, which teachers need when they have to manage a class of diverse learners. A note about inclusivity and diversity As a teacher of Creative Arts, you need to be able to recognise and be sensitive to issues of diversity, such as poverty, inequality, race, gender, language, age, and varying physical or intellectual abilities/challenges. By its very nature, Creative Arts lends itself to encouraging all learners to discover and develop their confidence, self-discipline, focus and creativity to the best of their abilities. Your role as the teacher is to encourage and support learners so that they feel safe enough to participate in their chosen art form in an active and meaningful way. The steps below will help you to ensure that inclusivity is a central part of all your planning and teaching. Steps to address barriers to learning Step 1 Identify and list barriers to learning and to inclusivity in each class (for example, socio- economic background, race, gender, physical and/or intellectual ability, language). Step 2 List the support you or others can provide to address these barriers to learning (for example, how can you adapt teaching strategies to ensure inclusivity?). Step 3 Plan ways of creating a safe context for all learners in which they can explore their creativity. Step 4 Organise your class and lessons to encourage all learners to participate, collaborate, explore and present the art form they are engaged with. Step 5 Plan how you can encourage all learners to develop an awareness of barriers to learning, to be sensitive to the needs and abilities/challenges of others, and to provide relevant support where possible. Step 6 Decide how you can assist all learners to develop an awareness of arts across diverse cultures. INTRODUCTION 13
14 INTRODUCTION 4. Grade 8 Term (teaching) Plans The table below indicates how Study & Master Creative Arts Grade 8 covers all the requirements of the CAPS for Creative Arts and how it is intended for use in each of the 40 weeks in the school year. TERM 1 Unit number and title Time allocation Creative Arts CAPS reference Resources Dance 1. Dance conventions 45 minutes Topic 1: Dance performance Recommended: Week/s per week •Dance conventions: setting up of a safe environment (class Music system and CDs or percussion 1 management system): greeting, focus, controls, use of space, code of instruments, videos, live conduct performances (optional), 15 minutes Topic 2: Improvisation and composition dance books, dance per week •Exploration of the eight basic locomotor movements, varying space, magazines,materials for directions and tempo: walk, run, skip, hop, jump, slide, gallop, leap making a poster, •Exploration of non-locomotor movements: curl, uncurl, bend, twist, Learner’s Book p. 3 swing, turn, kick and others Teacher’s Guide pp. 66—67 Topic 3: Dance theory and literacy •Code of conduct in the dance class: discussion, negotiation and generating a class poster
Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 2—4 2. Warm-up 45 minutes per Topic 1: Dance performance Recommended: week •Dance conventions: setting up of a safe environment (class management Music system and CDs Learner’s Book pp. 4—6 system): greeting, focus, controls, use of space, code of conduct Teacher’s Guide pp. 68—70 •Warm-up: locomotors with change of directions and focus 15 minutes per •Floor work: core stability exercises for strengthening back and week (Integrated with abdominal muscles, focusing on breathing, curving and lengthening Topics 1 and 2) the spine •Leg muscles and joint strengthening and mobility: knee bends and rises in parallel and turned-out positions and low leg extensions/ brushes •Travelling movement combinations across the floor with changing directions, e.g. walks and runs Topic 2: Improvisation and composition •Exploration of the eight basic locomotor movements, varying space, directions and tempo: walk, run, skip, hop, jump, slide, gallop, leap •Exploration of non-locomotor movements: curl, uncurl, bend, twist, swing, turn, kick and others Topic 3: Dance theory and literacy •Dance terminology: locomotor and non-locomotor movement terms INTRODUCTION 15
16 INTRODUCTION Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 5 3. Cool-down 45 minutes Topic 1: Dance performance Recommended: •Dance conventions: setting up of a safe environment (class Music system and CDs Learner’s Book p. 7 management system): greeting, focus, controls, use of space, code of Teacher’s Guide pp. 71—72 conduct About 15 minutes •Warm-up: locomotors with change of directions and focus (Integrated with •Floor–work: core stability exercises for strengthening back and Topic 1) abdominal muscles, focusing on breathing, curving and lengthening the spine •Leg muscles and joint strengthening and mobility: knee bends and rises in parallel and turned-out positions and low leg extensions/ brushes •Travelling movement combinations across the floor with changing directions, e.g. walks and runs •Cooling down with imagery and safe, slow stretching Topic 2: Improvisation and composition •Exploration of the eight basic locomotor movements, varying space, directions and tempo: walk, run, skip, hop, jump, slide, gallop, leap •Exploration of non-locomotor movements: curl, uncurl, bend, twist, swing, turn, kick and others
Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 6 4. Transfer of 45 minutes Topic 1: Dance performance Recommended: weight movement per week •Dance conventions: setting up of a safe environment (class Music system and CDs combinations Learner’s Book pp. 8—9 management system): greeting, focus, controls, use of space, code of Teacher’s Guide pp. 73—75 conduct 15 minutes •Warm-up: locomotors with change of directions and focus per week •Floor–work: core stability exercises for strengthening back and abdominal muscles, focusing on breathing, curving and lengthening INTRODUCTION the spine •Leg muscles and joint strengthening and mobility: knee bends and rises in parallel and turned-out positions and low leg extensions/ brushes •Exercises to develop eye focus in preparation for turns •Transfer of weight movement combinations •Articulation of the feet and mobility of the ankle and knee joints: foot isolations and small jumps with safe landings •Travelling movement combinations across the floor with changing directions, e.g. walks and runs •Cooling down with imagery and safe, slow stretching Topic 2: Improvisation and composition •Exploration of the eight basic locomotor movements, varying space, directions and tempo: walk, run, skip, hop, jump, slide, gallop, leap •Exploration of non-locomotor movements: curl, uncurl, bend, twist, swing, turn, kick and others •Composition of a short dance sequence combining locomotor and non-locomotor movements, with use of varying directions, levels and tempi 17
18 INTRODUCTION Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 7 5. Improvisation and 45 minutes Topic 1: Dance performance Recommended: composition: Vary per week •Dance conventions: setting up of a safe environment (class Music system and CDs space and directions Learner’s Book p. 10 management system): greeting, focus, controls, use of space, code of Teacher’s Guide pp. 75—76 conduct 15 minutes •Warm-up: locomotors with change of directions and focus per week •Floor–work: core stability exercises for strengthening back and abdominal muscles, focusing on breathing, curving and lengthening the spine •Leg muscles and joint strengthening and mobility: knee bends and rises in parallel and turned-out positions and low leg extensions/ brushes •Exercises to develop eye focus in preparation for turns •Transfer of weight movement combinations •Articulation of the feet and mobility of the ankle and knee joints: foot isolations and small jumps with safe landings •Travelling movement combinations across the floor with changing directions, e.g. walks and runs •Cooling down with imagery and safe, slow stretching Topic 2: Improvisation and composition •Exploration of the eight basic locomotor movements, varying space, directions and tempo: walk, run, skip, hop, jump, slide, gallop, leap •Exploration of non-locomotor movements: curl, uncurl, bend, twist, swing, turn, kick and others •Composition of a short dance sequence combining locomotor and non-locomotor movements, with use of varying directions, levels and tempi
Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 8 6. Improvisation and 45 minutes Topic 1: Dance performance Recommended: composition: Vary per week •Dance conventions: setting up of a safe environment (class Music system and CDs levels Learner’s Book p. 11 management system): greeting, focus, controls, use of space, code of Teacher’s Guide pp. 76—78 conduct 15 minutes •Warm-up: locomotors with change of directions and focus per week •Floor–work: core stability exercises for strengthening back and abdominal muscles, focusing on breathing, curving and lengthening INTRODUCTION the spine •Leg muscles and joint strengthening and mobility: knee bends and rises in parallel and turned-out positions and low leg extensions/ brushes •Exercises to develop eye focus in preparation for turns •Transfer of weight movement combinations •Articulation of the feet and mobility of the ankle and knee joints: foot isolations and small jumps with safe landings •Travelling movement combinations across the floor with changing directions, e.g. walks and runs •Cooling down with imagery and safe, slow stretching Topic 2: Improvisation and composition •Exploration of the eight basic locomotor movements, varying space, directions and tempo: walk, run, skip, hop, jump, slide, gallop, leap •Exploration of non-locomotor movements: curl, uncurl, bend, twist, swing, turn, kick and others •Composition of a short dance sequence combining locomotor and non-locomotor movements, with use of varying directions, levels and tempi 19
20 INTRODUCTION Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 9 7. Improvisation and 45 minutes Topic 1: Dance performance Recommended: composition: Vary per week •Dance conventions: setting up of a safe environment (class Music system and CDs 10 tempo Learner’s Book p. 12 management system): greeting, focus, controls, use of space, code of Teacher’s Guide pp. 78—79 conduct 15 minutes •Warm-up: locomotors with change of directions and focus per week •Floor–work: core stability exercises for strengthening back and abdominal muscles, focusing on breathing, curving and lengthening 8. Formal assessment: 1 hour the spine Practical •Leg muscles and joint strengthening and mobility: knee bends and rises in parallel and turned-out positions and low leg extensions/ brushes •Exercises to develop eye focus in preparation for turns •Transfer of weight movement combinations •Articulation of the feet and mobility of the ankle and knee joints: foot isolations and small jumps with safe landings •Travelling movement combinations across the floor with changing directions, e.g. walks and runs •Cooling down with imagery and safe, slow stretching Topic 2: Improvisation and composition •Exploration of the eight basic locomotor movements, varying space, directions and tempo: walk, run, skip, hop, jump, slide, gallop, leap •Exploration of non-locomotor movements: curl, uncurl, bend, twist, swing, turn, kick and others •Composition of a short dance sequence combining locomotor and non-locomotor movements, with use of varying directions, levels and tempi Technique and composition (locomotors and axial) Learner’s Book p. 13 Teacher’s Guide p. 80
Drama Unit number and title Time allocation Creative Arts CAPS reference Resources Week/s 1. Vocal and physical 15 minutes per Topic 1: Dramatic skills development Recommended: 1—10 development week Teacher-devised warm-up routine A music system; large (2 hours 30 Vocal development classroom or hall, 1—2 2. Research a theme minutes per term) •Relaxation exercises ensuring restful alertness drum/tambourine for a drama •Breathing exercises to develop breath control and capacity Learner’s Book pp. 15—16 3 15 minutes per •Correct posture and alignment (neutral position) Teacher’s Guide pp. 81—84 3. Describe your week Physical development INTRODUCTION audience (Who?) •Release tension, establish trust, develop concentration and focus Recommended: 45 minutes per Sources: newspaper and week attention on the body as an instrument of expression magazine articles, poems, (6 hours 30 songs, slogans, etc. minutes per term) Topic 1: Dramatic skills development Learner’s Book pp. 17—19 15 minutes Teacher-devised warm-up routine Teacher’s Guide pp. 84—87 per week Vocal development •Relaxation exercises ensuring restful alertness Learner’s Book pp. 20—21 45 minutes •Breathing exercises to develop breath control and capacity Teacher’s Guide pp. 87—89 per week •Correct posture and alignment (neutral position) 21 Physical development •Release tension, establish trust, develop concentration and focus attention on the body as an instrument of expression Topic 2: Drama elements in playmaking •Written sketch or polished improvisation •Research and discussion on a theme related to a social or environmental issue for the drama •Isolating a topic and devising a topic from the research Topic 1: Dramatic skills development Teacher-devised warm-up routine Vocal development •Relaxation exercises ensuring restful alertness •Breathing exercises to develop breath control and capacity •Correct posture and alignment (neutral position) Physical development •Release tension, establish trust, develop concentration and focus attention on the body as an instrument of expression Topic 2: Drama elements in playmaking Structure of the performance: •Who to: audience, context, economics, political, social
22 INTRODUCTION Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 4 4. Develop your story 15 minutes Topic 1: Dramatic skills development Learner’s Book p. 22 (What happens?) per week Teacher-devised warm-up routine Teacher’s Guide pp. 89—90 5 Vocal development 45 minutes •Relaxation exercises ensuring restful alertness Learner’s Book pp. 23—24 per week •Breathing exercises to develop breath control and capacity Teacher’s Guide pp. 91—93 •Correct posture and alignment (neutral position) 5. Develop characters 15 minutes Physical development •Release tension, establish trust, develop concentration and focus (Who are they?) per week attention on the body as an instrument of expression 45 minutes Topic 2: Drama elements in playmaking per week Structure of the performance: •What: events, story line, development of story, structure of story (beginning, middle and end), climax, dramatic tension Topic 1: Dramatic skills development Teacher–devised warm-up routine Vocal development •Relaxation exercises ensuring restful alertness •Breathing exercises to develop breath control and capacity •Correct posture and alignment (neutral position) Physical development •Release tension, establish trust, develop concentration and focus attention on the body as an instrument of expression Topic 2: Drama elements in playmaking Structure of the performance: •Who: characters – vocal and physical characterisation, attitude, function, specific mannerisms, speech patterns, relationships, variety of roles
Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 6 6. Place and space 15 minutes Topic 1: Dramatic skills development Learner’s Book pp. 25—26 Teacher-devised warm-up routine Teacher’s Guide pp. 93—95 7 (Where?), time (When?) per week Vocal development •Relaxation exercises ensuring restful alertness Learner’s Book pp. 27—28 45 minutes •Breathing exercises to develop breath control and capacity Teacher’s Guide pp. 95—97 per week •Correct posture and alignment (neutral position) Physical development 7. Shape your 15 minutes •Release tension, establish trust, develop concentration and focus performance per week attention on the body as an instrument of expression INTRODUCTION 23 45 minutes Topic 2: Drama elements in playmaking per week Structure of the performance: •Where: place and space (location), depicted through voice and body •When: time depicted through voice and body Shaping and focusing the performance: •Exploration of space and time, e.g. playback, jumps in time, different time and place, flashbacks •Developing and sustaining dramatic tension Topic 1: Dramatic skills development Teacher-devised warm-up routine Vocal development •Relaxation exercises ensuring restful alertness •Breathing exercises to develop breath control and capacity •Correct posture and alignment (neutral position) Physical development •Release tension, establish trust, develop concentration and focus attention on the body as an instrument of expression Topic 2: Drama elements in playmaking Shaping and focusing the performance: •Most important moments/highlights, effective words or dialogue, crucial movements •Exploration of space and time, e.g. playback, jumps in time, different time and place, flashbacks •Use of symbols •Audibility of spoken dialogue •Finding a clear focus: unnecessary/confusing dialogue, movements removed •Developing and sustaining dramatic tension •Performance and reflection
24 INTRODUCTION Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 8 8. Focus your 15 minutes Topic 1: Dramatic skills development Learner’s Book pp. 29—30 performance per week Teacher-devised warm-up routine Teacher’s Guide pp. 97—98 Vocal development 45 minutes •Relaxation exercises ensuring restful alertness per week •Breathing exercises to develop breath control and capacity •Correct posture and alignment (neutral position) Physical development •Release tension, establish trust, develop concentration and focus attention on the body as an instrument of expression Topic 2: Drama elements in playmaking Structure of the performance: •What: events, story line, development of story, structure of story (beginning, middle and end), climax, dramatic tension •Who: characters – vocal and physical characterisation, attitude, function, specific mannerisms, speech patterns, relationships, variety of roles •Where: place and space (location), depicted through voice and body •When: time depicted through voice and body •Who to: audience, context, economics, political, social Shaping and focusing the performance: •Most important moments/highlights, effective words or dialogue, crucial movements •Exploration of space and time, e.g. playback, jumps in time, different time and place, flashbacks •Use of symbols •Audibility of spoken dialogue •Finding a clear focus: unnecessary/confusing dialogue, movements removed •Developing and sustaining dramatic tension •Performance and reflection
Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 9 9. Critical reflection 1 hour (Plus Topic 4: Appreciation and reflection Learner’s Book p. 31 outside class time •Critical reflection based on peer interpretation and performance of Teacher’s Guide pp. 99—100 10 10. Formal assessment: for viewing) Practical polished improvisation, using drama terminology Learner’s Book p. 32 1 hour •Critical reflection on professional performance, preferably live. Teacher’s Guide p. 100 NOTE: This can be moved elsewhere in the year, if more convenient for the school Classroom improvisation: Process and performance (group work) Music Unit number and title Time allocation Creative Arts CAPS reference Resources Week/s 1. Music literacy 15 minutes per Topic 1: Music literacy Recommended: 1—8 week Musical instruments, songbooks/file resource Consolidation of music notation: with or without CD with music and/or Duration accompaniments for songs, DVDs •Note values – crotchet, minim, dotted minim, semibreve, quaver Learner’s Book pp. 34—42 Teacher’s Guide pp. 101—104 •Rests – as for note values _42 _ ; _43 _ ; _44 _ •Time signatures — Pitch •Consolidation of the treble and the bass clefs •Consolidation of letter names on the treble and bass clefs •The construction of the major scale: C and G major Reading musical notation t_42 _h ;e_43 _ k; e_44 _y tsimofeCsiagnndatGurmesajor INTRODUCTION 25 •Reading music in •Reading music in Musical literacy should be developed through the songs and instrumental pieces learners perform and their active listening to music played by others.
26 INTRODUCTION Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 1—7 2. Music listening 15 minutes per Topic 2: Music listening Recommended: week •Listening to the sound of the families of instruments and describing Sound system, CDs/DVDs 2—10 Learner’s Book pp. 43—47 how the sound is produced: Teacher’s Guide pp. 104—105 ——membranophones ——idiophones ——chordophones ——aerophones 3. Breathing and 15 minutes per Topic 2: Music listening Recommended: technical exercises week •Listening to the sound of the families of instruments and describing Songbooks, musical how the sound is produced: scores, traditional ——membranophones instruments, self-made ——idiophones instruments, CDs/DVDs. ——chordophones Optional: keyboard, guitar, ——aerophones other instruments 30 minutes per Topic 3: Performing and creating music Learner’s Book pp. 48—50 week •Breathing and technical exercises suitable for the instrument or voice Teacher’s Guide pp. 106—107 •Singing of socially significant songs •Group or solo performances from the standard repertoire of Western/ African/Indian/popular musical styles: ——choral works ——group instrumental works ——solo vocal works ——solo instrumental works •Performing musical works that express a personal or social issue
Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 2—5 4. Music that expresses 15 minutes per Topic 1: Music literacy Recommended: personal or social week Songbooks, musical issues Consolidation of music notation: scores, traditional 15 minutes per instruments, self-made week Duration instruments, CDs/DVDs. Learner’s Book pp. 51—52 30 minutes per •Note values – crotchet, minim, dotted minim, semibreve, quaver Teacher’s Guide pp. 107—108 week (Optional: additional contact •Rests – as for note values time after _42 _ ; _43 _ ; _44 _ school) •Time signatures — Pitch •Consolidation of the treble and the bass clefs •Consolidation of letter names on the treble and bass clefs •The construction of the major scale: C and G major Reading musical notation t_42 _h ;e_43 _ k; e_44 _y tsimofeCsiagnndatGurmesajor •Reading music in •Reading music in Musical literacy should be developed through the songs and instrumental pieces learners perform and their active listening to music played by other. Topic 2: Music listening •Listening to the sound of the families of instruments and describing how the sound is produced: ——membranophones ——idiophones ——chordophones ——aerophones Topic 3: Performing and creating music •Breathing and technical exercises suitable for the instrument or voice •Singing of socially significant songs •Group or solo performances from the standard repertoire of Western/ INTRODUCTION 27 African/Indian/popular musical styles: ——choral works ——group instrumental works ——solo vocal works ——solo instrumental works •Performing musical works that express a personal or social issue •Accompanying choral works with body percussion or found or self- made instruments or traditional instruments, keyboard or guitar •Creating own music in group context by ——Improvising on a rhythmic ostinato on African drums or other traditional instruments ——Writing four-line lyrics based on a personal or social issue
Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 28 INTRODUCTION 6—8 5. Create music 15 minutes per Topic 1: Music literacy Recommended: week Songbooks, musical 9—10 6. Formal assessment: Consolidation of music notation: scores, traditional Practical 15 minutes per instruments, self-made week Duration instruments, CDs/DVDs. 30 minutes per •Note values – crotchet, minim, dotted minim, semibreve, quaver Learner’s Book pp. 53—55 week (Optional: Teacher’s Guide pp. 109—110 additional contact •Rests – as for note values time after _42 _ ; _43 _ ; _44 _ school) •Time signatures — Pitch 2 hours •Consolidation of the treble and the bass clefs •Consolidation of letter names on the treble and bass clefs •The construction of the major scale: C and G major Reading musical notation t_42 _h ;e_43 _ k; e_44 _y tsimofeCsiagnndatGurmesajor •Reading music in •Reading music in Musical literacy should be developed through the songs and instrumental pieces learners perform and their active listening to music played by other. Topic 2: Music listening •Listening to the sound of the families of instruments and describing how the sound is produced: ——membranophones ——idiophones ——chordophones ——aerophones Topic 3: Performing and creating music •Breathing and technical exercises suitable for the instrument or voice •Singing of socially significant songs •Group or solo performances from the standard repertoire of Western/ African/Indian/popular musical styles: ——choral works ——group instrumental works ——solo vocal works ——solo instrumental works •Performing musical works that express a personal or social issue •Accompanying choral works with body percussion or found or self- made instruments or traditional instruments, keyboard or guitar •Creating own music in group context by ——Improvising on a rhythmic ostinato on African drums or other traditional instruments ——Writing four-line lyrics based on a personal or social issue Solo/group work performance Learner’s Book p. 56 Teacher’s Guide p. 110
Visual Arts Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 1 1. Visual literacy: 1 hour Topic 3: Visual literacy Recommended: •Art elements and design principles: use in description of artworks Photographs in resource Describe creative •Emphasis on personal verbal expression; express, identify/name, books and/or examples from life, lettering question and reflect through looking, talking, listening such as creative lettering •and writing about the role of the artist in popular culture: lettering/ in popular culture and graffiti; art equipment, graffiti consumables, art room or •Values development: lettering/graffiti in popular to engage in moral, appropriate space Learner’s Book pp. 58—64 ethical and philosophical discussions, to formulate values and to Teacher’s Guide p. 111—113 learn respect for the opinions and visual expression of others 2—3 2. Create in 2D: 2 hours Topic 1: Create in 2D Recommended: •Art elements: shape, line, tone, texture, complementary colour Coloured inks, dyes, in Creative lettering •Design principles: contrast, proportion, emphasis, unity, balance full colour range; small •Design: experiments with art elements and design principles in brushes, small rectangles paper design projects exploring creative lettering Learner’s Book p. 65 •Variation of paper size and format: different scale and degrees of Teacher’s Guide pp. 113—114 detail 4 3. Visual literacy: 1 hour Topic 3: Visual literacy Recommended: •Art elements and design principles: use in description of artworks Photographs and/or Describe functional •Emphasis on the learner’s personal expression and interpretation of examples from life, such as a variety of containers containers functional containers with different functions •Careers in the arts and design fields: role of the artist in society: craft and forms INTRODUCTION 29 Learner’s Book pp. 66—67 as functional or decorative design Teacher’s Guide pp. 114—115 •Express, identify/name, question and reflect through looking, talking, listening and writing about the visual world in relation to functional containers through history.
30 INTRODUCTION Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 5—6 4. Create in 3D: A 2 hours Topic 2: Create in 3D Recommended: functional container •Art elements and design principles: conscious application in own Photographs and/or 7—9 examples from life, such 5. Create in 3D: A 3 hours work as a variety of containers 10 •Spatial awareness: conscious experience of working with shapes in with different functions mythological container and forms; earthenware the modelling process clay; scratching and 6. Formal assessment: 1 hour •Develop craft skills in modelling techniques, joining, rolling, pinching, modelling tools Practical Learner’s Book pp. 68—69 scratching, surface decoration (e.g. pinch pot with lid detail) Teacher’s Guide pp. 116—117 Topic 2: Create in 3D Recommended: •Art elements and design principles: conscious application in crafting Photographs and/or examples from life, a mythological container such as a variety of •Emphasis is on imaginative representation; spatial awareness: containers with different functions and forms from developing understanding of depth and visual perspective mythology; recyclable •in a mythological container materials: fabric •Good craftsmanship, exploratory and known techniques off-cuts, beads, cardboard, •Planning and preparation: with guidance, collects resources, visual braids, ribbons, sequins, etc., own selection information and makes preliminary drawings and sketches in Learner’s Book pp. 70—71 preparation for the final projects Teacher’s Guide pp. 118—119 Create in 3D: Mythological container Learner’s Book p. 72 Teacher’s Guide p. 119
TERM TWO Dance Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 1 1. Consolidate work 45 minutes Topic 1: Dance performance Recommended: •Consolidation of work done in Term 1 Music system and CDs or done in Term 1 per week Topic 3: Dance theory and literacy drum •Purpose of warming up: to increase oxygen intake, heart rate, Learner’s Book p. 75 15 minutes Teacher’s Guide pp. 120—121 flexibility of joints and elasticity of muscles and to reduce risk of per week injury and focusing the mind •Purpose of cooling down: gradually reducing speed and size of movements, returning heart rate and breathing to normal 2—3 2. Warm-up and cool- 45 minutes per Topic 1: Dance performance Recommended: •Warm-up ritual built up gradually focusing on posture and alignment Music system and CDs or down week •Floor work: developing strength and mobility in hips and feet drum •Leg muscles and joint strengthening and mobility: as before plus Learner’s Book pp. 76—78 Teacher’s Guide pp. 121—124 lunges, leg lifts and kicks 15 minutes per •Articulation of the feet and mobility of ankle and knee joints: foot week isolations, small jumps off two feet landing on two feet with rhythmic INTRODUCTION patterns, focusing on safe landing •Cooling down: gradual reduction of speed and size of movements and stretching Topic 3: Dance theory and literacy •Purpose of warming up: to increase oxygen intake, heart rate, flexibility of joints and elasticity of muscles and to reduce risk of injury and focusing the mind •Purpose of cooling down: gradually reducing speed and size of movements, returning heart rate and breathing to normal 31
32 INTRODUCTION Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 4 3. Transfer weight, 45 minutes Topic 1: Dance performance Recommended: travel, jump and turn per week •Warm-up ritual built up gradually focusing on posture and alignment Music system and CDs or 5—6 •Transfer of weight – lunges and steps in all directions drum •Simple turns with eye focus Learner’s Book p. 79 •Aerial/travelling movements moving across space using a range of Teacher’s Guide pp. 124—125 15 minutes music genres and rhythms per week •Cooling down: gradual reduction of speed and size of movements and stretching Topic 3: Dance theory and literacy •Purpose of warming up: to increase oxygen intake, heart rate, flexibility of joints and elasticity of muscles and to reduce risk of injury and focusing the mind •Purpose of cooling down: gradually reducing speed and size of movements, returning heart rate and breathing to normal 4. Body part isolations 45 minutes per Topic 1: Dance performance Recommended: •Warm-up ritual built up gradually focusing on posture and alignment Music system and CDs or and combinations week •Body-part isolations, combining different body parts, e.g. shoulders drum Learner’s Book pp. 80—81 and ribs, hips and knees Teacher’s Guide pp. 126—127 •Hand gestures, articulation and coordination 15 minutes per •Leg muscles and joint strengthening and mobility: as before plus week lunges, leg lifts and kicks •Transfer of weight — lunges and steps in all directions •Simple turns with eye focus •Articulation of the feet and mobility of ankle and knee joints: foot isolations, small jumps off two feet landing on two feet with rhythmic patterns, focusing on safe landing •Aerial/travelling movements moving across space using a range of music genres and rhythms •Cooling down: gradual reduction of speed and size of movements and stretching Topic 3: Dance theory and literacy •Purpose of warming up: to increase oxygen intake, heart rate, flexibility of joints and elasticity of muscles and to reduce risk of injury and focusing the mind •Purpose of cooling down: gradually reducing speed and size of movements, returning heart rate and breathing to normal
Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 7 5. The dance elements 45 minutes Topic 1: Dance performance Recommended: per week •Warm-up ritual built up gradually focusing on posture and alignment Music system and CDs or 8 •Cooling down: gradual reduction of speed and size of movements and drum 15 minutes Learner’s Book pp. 82—83 9 per week stretching Teacher’s Guide pp. 128—129 10 Topic 2: Improvisation and composition 6. A popular dance: 45 minutes •Dance elements: time — slow motion, double time, varying accents Recommended: Breakdance per week Music system and CDs or and polyrhythms drum 15 minutes •Relationships: leading and following, unison movement Learner’s Book pp. 84—86 per week •Composition of movement sentences in pairs, varying tempo and Teacher’s Guide pp. 130—131 INTRODUCTION 33 7. Formal assessment: 1 hour accent Learner’s Book p. 87 Practical 1 hour Teacher’s Guide p. 131 Topic 1: Dance performance Learner’s Book p. 88 8. Formal assessment: •Consolidation of work done in Term 1 Teacher’s Guide pp. 132—133 Written •Warm-up ritual built up gradually focusing on posture and alignment •Steps and sequences from a social or popular dance form •Cooling down: gradual reduction of speed and size of movements and stretching Topic 2: Improvisation and composition •Dance elements: time — slow motion, double time, varying accents and polyrhythms •Relationships: leading and following, unison movement •Composition of movement sentences in pairs, varying tempo and accent Topic 3: Dance theory and literacy •Discussion of a social or popular dance: origin, characteristics, effect on the dancers and audience Technique, performance of popular dance and competition Dance concepts
34 INTRODUCTION Drama Unit number and title Time allocation Creative Arts CAPS reference Resources Week/s 1. Analyse forms of 15 minutes each Topic 1: Dramatic skills development Recommended: 1 South African poetry week (2 hours 30 •Teacher–devised warm-up routine: vocal and physical development Drum/tambourine, poetry minutes per term) Vocal development compilations, short story 2 •consolidation of previous term with addition of exercises to develop compilations, novels, 45 minutes magazines, etc. (7 hours per term tone and resonance Learner’s Book pp. 90—91 plus outside class Physical development Teacher’s Guide pp. 134—135 rehearsal once a •consolidation of previous term with addition of exercises to develop week) Recommended: focus and control Drum/tambourine, poetry Topic 3: Interpretation and performance of selected dramatic forms: compilations, short story South African poetry/praise poetry compilations, novels, Indigenous poems written by South African poets, performed magazines, etc. individually and/or in groups Learner’s Book pp. 92—93 Interpretation and presentation skills of a South African poem: Teacher’s Guide pp. 136—137 •Text analysis — expressing piece in own words OR Praise Poetry •Role of the praise poet in a community •The kinds of praises, the style of performance, costume used etc. 2. Develop vocal clarity 15 minutes Topic 1: Dramatic skills development per week •Teacher–devised warm-up routine: vocal and physical development Vocal development 45 minutes •consolidation of previous term with addition of exercises to develop per week tone and resonance Physical development •consolidation of previous term with addition of exercises to develop focus and control Topic 3: Interpretation and performance of selected dramatic forms: South African poetry/praise poetry Indigenous poems written by South African poets, performed individually and/or in groups Interpretation and presentation skills of a South African poem: •Vocal clarity: speak distinctly and audibly •Variation in pitch, pace and tone OR Praise Poetry •Repetition, use of descriptive naming phrases, use of rhythm •Rhythm, pace and build, use of emphasis and volume, suitable intonation and expressiveness
Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 3 3. Use pitch, pace and 15 minutes Topic 1: Dramatic skills development Recommended: •Teacher–devised warm-up routine: vocal and physical development Drum/tambourine, poetry tone per week Vocal development compilations, short story •Consolidation of previous term with addition of exercises to develop compilations, novels, magazines, etc. tone and resonance Learner’s Book pp. 94—95 Physical development Teacher’s Guide pp. 137—139 •Consolidation of previous term with addition of exercises to develop 45 minutes per week focus and control Topic 3: Interpretation and performance of selected dramatic forms: INTRODUCTION 35 South African poetry/praise poetry Indigenous poems written by South African poets, performed individually and/or in groups Interpretation and presentation skills of a South African poem: •Text analysis — expressing piece in own words •Vocal clarity: speak distinctly and audibly •Variation in pitch, pace and tone •Justified use of pauses, emphasis •Physical expressiveness: appropriate use of movement and/or stillness •Emotional connection with poem, convince the audience of the truth of the appropriate emotion •Creation of appropriate mood, using voice and movement •Audience contact: memorable, engaging and effective presentation OR Praise Poetry •Repetition, use of descriptive naming phrases, use of rhythm •Interaction with the audience, interaction with call and response •Role of the praise poet in a community •The kinds of praises, the style of performance, costume used etc. •Rhythm, pace and build, use of emphasis and volume, suitable intonation and expressiveness •Body language and gesture •Contact with the audience
36 INTRODUCTION Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 4 4. Prepare for your 15 minutes Topic 1: Dramatic skills development Recommended: poetry performance per week •Teacher–devised warm-up routine: vocal and physical development Drum/tambourine, poetry Vocal development compilations, short story •Consolidation of previous term with addition of exercises to develop compilations, novels, magazines, etc. tone and resonance Learner’s Book pp. 96—97 Physical development Teacher’s Guide pp. 139—140 •Consolidation of previous term with addition of exercises to develop 45 minutes per week focus and control Topic 3: Interpretation and performance of selected dramatic forms: South African poetry/praise poetry Indigenous poems written by South African poets, performed individually and/or in groups Interpretation and presentation skills of a South African poem: •Text analysis — expressing piece in own words •Vocal clarity: speak distinctly and audibly •Variation in pitch, pace and tone •Justified use of pauses, emphasis •Physical expressiveness: appropriate use of movement and/or stillness •Emotional connection with poem, convince the audience of the truth of the appropriate emotion •Creation of appropriate mood, using voice and movement •Audience contact: memorable, engaging and effective presentation OR Praise Poetry •Repetition, use of descriptive naming phrases, use of rhythm •Interaction with the audience , interaction with call and response •Role of the praise poet in a community •The kinds of praises, the style of performance, costume used etc. •Rhythm, pace and build, use of emphasis and volume, suitable intonation and expressiveness •Body language and gesture •Contact with the audience
Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 5 5. Use pauses and 15 minutes Topic 1: Dramatic skills development Recommended: emphasis per week •Teacher–devised warm-up routine: vocal and physical development Drum/tambourine, poetry Vocal development compilations, short story •Consolidation of previous term with addition of exercises to develop compilations, novels, magazines, etc. tone and resonance Learner’s Book pp. 98—99 Physical development Teacher’s Guide pp. 141—142 •Consolidation of previous term with addition of exercises to develop 45 minutes per week focus and control Topic 3: Interpretation and performance of selected dramatic forms: South African poetry/praise poetry Indigenous poems written by South African poets, performed individually and/or in groups Interpretation and presentation skills of a South African poem: •Vocal clarity: speak distinctly and audibly •Variation in pitch, pace and tone •Justified use of pauses, emphasis OR Praise Poetry •Repetition, use of descriptive naming phrases, use of rhythm •Interaction with the audience , interaction with call and response •Rhythm, pace and build, use of emphasis and volume, suitable intonation and expressiveness INTRODUCTION 37
38 INTRODUCTION Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 6 6. Use movement and/ 15 minutes Topic 1: Dramatic skills development Recommended: •Teacher–devised warm-up routine: vocal and physical development Drum/tambourine, poetry or stillness per week Vocal development compilations, short story •Consolidation of previous term with addition of exercises to develop compilations, novels, magazines, etc. tone and resonance Learner’s Book pp. 100—101 Physical development Teacher’s Guide pp. 143—145 •Consolidation of previous term with addition of exercises to develop 45 minutes per week focus and control Topic 3: Interpretation and performance of selected dramatic forms: South African poetry/praise poetry Indigenous poems written by South African poets, performed individually and/or in groups Interpretation and presentation skills of a South African poem: •Physical expressiveness: appropriate use of movement and/or stillness •Creation of appropriate mood, using voice and movement OR Praise Poetry •Interaction with the audience, interaction with call and response •Body language and gesture
Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 7 7. Show emotions 15 minutes Topic 1: Dramatic skills development Recommended: convincingly per week •Teacher–devised warm-up routine: vocal and physical development Drum/tambourine, poetry Vocal development compilations, short story •Consolidation of previous term with addition of exercises to develop compilations, novels, magazines, etc. tone and resonance Learner’s Book pp. 102—103 Physical development Teacher’s Guide pp. 145—147 •Consolidation of previous term with addition of exercises to develop 45 minutes per week focus and control Topic 3: Interpretation and performance of selected dramatic forms: South African poetry/praise poetry Indigenous poems written by South African poets, performed individually and/or in groups Interpretation and presentation skills of a South African poem: •Emotional connection with poem, convince the audience of the truth of the appropriate emotion •Audience contact: memorable, engaging and effective presentation OR Praise Poetry •Interaction with the audience, interaction with call and response •The kinds of praises, the style of performance, costume used etc. •Body language and gesture •Contact with the audience INTRODUCTION 39
40 INTRODUCTION Week/s Unit number and title Time allocation Creative Arts CAPS reference Resources 8 8. Develop mood and 15 minutes Topic 1: Dramatic skills development Recommended: audience contact per week •Teacher–devised warm-up routine: vocal and physical development Drum/tambourine, poetry 9—10 Vocal development compilations, short story 30 minutes •Consolidation of previous term with addition of exercises to develop compilations, novels, per week magazines, etc. tone and resonance Learner’s Book pp. 104—105 15 minutes (30 Physical development Teacher’s Guide pp. 147—149 minutes per term) •Consolidation of previous term with addition of exercises to develop Learner’s Book pp. 106—108 focus and control Teacher’s Guide p. 149 Topic 3: Interpretation and performance of selected dramatic forms: South African poetry/praise poetry Indigenous poems written by South African poets, performed individually and/or in groups Interpretation and presentation skills of a South African poem: •Creation of appropriate mood, using voice and movement •Audience contact: memorable, engaging and effective presentation OR Praise Poetry •Interaction with the audience, interaction with call and response •The kinds of praises, the style of performance, costume used etc. •Rhythm, pace and build, use of emphasis and volume, suitable intonation and expressiveness •Body language and gesture •Contact with the audience Topic 4: Appreciation and reflection •Appreciation and reflection based on peer interpretation and performance of the poetry performance, using drama terminology 9. Formal assessment: 2 hours Practical: Performance: Poem OR Praise Poetry (individually and/or in Practical and written groups) Written: Review of a play/live performance seen
Music Unit number and title Time allocation Creative Arts CAPS reference Resources Week/s 1. Music literacy 15 minutes per Topic 1: Music literacy Recommended: 1—8 week Musical instruments; •Note values — triplet songbooks/file resource 1—8 •Time signatures — _42 _ ; _43 _ ; _44 _ with or without; CD Pitch with music and/or 6—7 accompaniments for •The construction of the major scale: F major songs Learner’s Book pp. 110—115 Reading musical notation _42 _ ; _43 _ ; _44 _ Teacher’s Guide pp. 150—152 •Reading music in the keys of C, G and F major in •MRuesaicditnegrmmiunsoilcoigny_42 _ ; _43 _ ; _44 _ time •Dynamics: piano; forte; crescendo; diminuendo •Tempo: allegro; andante Musical literacy should be developed through the songs and instrumental pieces learners perform and their active listening to music played by others 2. Listen to different 15 minutes per Topic 2: Music listening Recommended: styles of music week Active listening to identify the elements and principles of music in a Sound system; CDs/DVDs variety of musical styles (Western Classical, African, Indian, popular Learner’s Book pp. 116—121 music): Teacher’s Guide pp. 153—154 •Meter: duple, triple •Dynamics (piano, forte) •Repetition (rhythmic and melodic) •Contrasts in tempo and texture •Meaning of the lyrics INTRODUCTION 3. Beatboxing 30 minutes per Topic 3: Performing and creating music Learner’s Book pp. 122—126 week •Breathing and technical exercises suitable for the instrument or voice Teacher’s Guide pp. 154—156 •Group or solo performances from the standard repertoire of Western/ African/Indian/popular music styles: ——choral works ——group instrumental works ——solo vocal works ——solo instrumental works 41 •Creating own music in group context by ——improvising on a rhythmic ostinato on African drums or other traditional instruments by writing four-line lyrics based on a personal or social issue
