3. Examples of generic assessment tools On the pages which follow are examples of practical assessment tools or instruments which you can adapt and use for particular tasks in the various art forms. Example 1: Observation form Assessment criteria Learner 1 Learner 2 Learner 3 Learner 4 1. Terminology and literacy Understands and uses terminology and concepts appropriately Demonstrates importance of concepts and content Shows concern for others, and for the environment. 2. Group work Works well with others in a group Develops communication skills – listens, focuses, participates in discussions. 3. Performance Improvises/composes/designs Explores own skills, knowledge and values Explores use of different elements and/or media/instruments Performs solo Performs as part of a group. 4. Critical reflection Critically reflects on own and others’ work, using appropriate terminology Reflects and provides feedback about own and others’ work with sensitivity Overall comments (good ideas, things to improve) © You may photocopy this page for use with Study & Master Creative Arts Grade 8. 342 RESOURCES
Example 2: Observation form Assessment criteria Learner 1 Learner 2 Learner 3 Learner 4 1. Develops own talent/aptitude/enthusiasm for art form 2. Develops an awareness of arts across diverse cultures 3. D evelops an understanding of a range of careers in the arts 4. Develops arts literacy and appreciation 5. Develops life skills through the arts 6. Learns new concepts and skills 7. Increases vocabulary in the arts form 8. Increases the ability to listen well, respond to instructions and work with others 9. Increases skill in the arts form 10. Increases confidence, self-discipline, focus and creativity Example 3: Practical assessment instrument Assessment criteria Possible Learner 1 Learner 2 Learner 3 marks 1. Classwork •Memory of exercises 2 •Safe use of space/environment/tools/ 4 equipment 2 •Level of complexity reached. 2 2. Group work 2 •Works well as part of a team 2 •Develops communication skills •Listens and focuses. 2 2 3. Performance 2 •Practices/rehearses 20 •Uses art form elements and structures •Confidence in performing. Total © You may photocopy this page for use with Study & Master Creative Arts Grade 8. RESOURCES 343
Example 4: Rubric for a performance and corresponding assessment instrument Assessment criteria 10—8 6—7 4—5 1—3 Good Average Poor 1. Art form development Outstanding Does vocal/physical warm-up/ Interesting, Fairly Not very uses elements or principles of clear interesting, interesting, art form/rehearses/practises Interesting, clear clear clear Fairly Not very 2. Develops creativity Extremely and well- interesting, interesting, Shows creativity, originality and interesting, structured clear clear innovation clear Good and well- and well- structured structured Gives personal interpretation Extremely Meets Fair Poor (using appropriate terminology) interesting, expectations clear Partially Does not and well- Good meets meet structured expectations expectations Good 3. Communication skills Excellent Fair Poor Listens to others, concentrates, Meets acts and reacts expectations Fair Poor 4. Art work piece/performance Exceeds Good Partially Does not Follows brief; work is delivered expectations Meets meets meet confidently, with good expectations expectations expectations techniques Fair Poor 6. Reflection and feedback Excellent Partially Does not Critically reflects on own and meets meet others work, using appropriate expectations expectations terminology Reflects on and provides Excellent feedback about own and others work with sensitivity 7. Performance Exceeds Explores own skills, expectations knowledge and values through improvisation/performance/work Works on own/solo Outstanding Works well as part of a group Exceeds and contributes to the success expectations of the group work Sub-total (100 ÷ 5 = 20) Total (20 ÷ 2 = 10 marks) * Use the rubric to allocate marks for each learner © You may photocopy this page for use with Study & Master Creative Arts Grade 8. 344 RESOURCES
Example 5: Assessment instrument to go with Example 4 (for individual learners) Assessment criteria Learner 1 Learner 2 Learner 3 Learner 4 Learner 5 1. Art form development Does vocal/physical warm-up/uses elements or principles of art form/rehearses/practises 2. Develops creativity Shows creativity, originality and innovation Gives personal interpretation (using appropriate terminology) 3. Group dynamics Works well as part of a group and contributes to the success of the group work Listens to others, concentrates, acts and reacts 4. Art work piece/performance Follows brief; work is delivered confidently, with good techniques 5. Reflection and feedback Critically reflects on own and others work, using appropriate terminology Reflects on and provides feedback about own and others work with sensitivity 6. Performance Explores own skills, knowledge and values through improvisation/ performance/work Works on own/solo Sub-total (100 ÷ 5 = 20) Total (20 ÷ 2 = 10 marks) * Refer to the rubric to allocate marks for each learner Example 6: Checklist for teacher or peer assessment Criteria Yes Maybe/ No Sometimes Was the brief followed? Was the purpose of the work clear? Were elements/principles used appropriately? Was the quality of work good? Did the learner work well with others? Did the learner work well alone? Did the learner work safely? Did the learner show sensitivity to others and towards the environment? Was the learner confident? © You may photocopy this page for use with Study & Master Creative Arts Grade 8. RESOURCES 345
4. Lesson plan template Topic of lesson: Time: CAPS annual teaching plan content: Resources: The lesson Introduction: Main part of lesson: Conclusion: Informal assessment: © You may photocopy this page for use with Study & Master Creative Arts Grade 8. 346 RESOURCES
5. Example lesson plans for each Creative Arts art form Sample lesson plan for Grade 8 Drama Topic of lesson: Drama elements in cultural and social events Time: CAPS annual Term 3: Week 5 (1 hour) teaching plan content: Topic 1: Dramatic skills development Teacher-devised warm-up routine. Build on the warm-up routine of Term 2 adding new Resources: exercises in each area Introduction: Vocal development •Relaxation exercises, breathing exercises, resonance exercises, articulation exercises. Physical development •Physical loosening up and energising of the body •Trust exercises in partners and small groups •Mirror work (using slow, controlled mirroring of narrative mime sequences) •Lead and follow movements in pairs, small groups and as a class. Topic 2: Drama elements in playmaking Focus on drama elements in cultural and social events, compared to their use in theatre, and create a drama using a cultural or social event as stimulus: •Actors (the people involved in the activity, who have specific roles to fulfil) •Audience (the people watching or participating from the sidelines) •Space (arrangement of the space to accommodate all the participants/audience) •Time (certain times only; of a particular duration). •Board and chalk: write up seven parts of forest story: forest; key; container; water; dog; hut; bridge •Tense and relax and Forest scene story (TG p. 182) Plans for inclusivity and diversity: •Groups to have an equal spread of boys and girls. •Jacob to be in the same group as his buddy Janine. The lesson Check everyone has completed the career tasks from Unit 4. Take in learner’s writing from Unit 4, Activity 1 and let learners share their career information from Unit 4, Activity 2. (15 minutes) Read and discuss first paragraph on p. 187 of Learner’s Book Warm-up, Activity 1: Imagine a forest … (15 minutes) Main part of the Explain South Africa’s rich cultural heritage (2 minutes) lesson: Activity 2: Select a cultural or social event (10 minutes) Make sure each group has agreed on an event to perform. Discuss drama elements used in cultural/social events (3 minutes) Activity 3: Identify the dramatic elements in a cultural/social event (15 minutes) Check all groups are on track and ask them to complete the table in rehearsal time this week. Activity 4: Compare the drama elements in an event and theatre performance (10 minutes) Explain the activity clearly. Let groups do the first three examples. Check that they know what to do and ask them to complete table in rehearsal time this week. Conclusion: Summarise the lesson: (2 minutes) Reiterate that South Africa has a rich cultural and social heritage. Remind learners that cultural/social events are not drama but that they have some of the same elements as those used in drama. Summarise tasks: (3 minutes) Learners are to complete Activity 3 and 4 this week. Check if any learners have questions on how to complete the table. Any learners who did not complete Unit 4, Activities 1 and 2 should do so this week. Informal Activity 1: Observe learners to check they are doing all seven parts of the forest scene warm- assessment: up. Activity 2: Check all learners are participating in the group discussion and in the selection of a cultural/social event to perform. Activities 3 and 4: Check that all groups are managing to complete the table and understand what to do to complete it in their rehearsal time this week. © You may photocopy this page for use with Study & Master Creative Arts Grade 8. RESOURCES 347
Sample lesson plan for Grade 8 Dance Topic of lesson: Unit 4 Transfer of weight movement combinations Time: Term 1: Week 2 (1 hour) CAPS annual Topic 1: Dance performance (45 minutes) teaching plan •Transfer of weight movement combinations content: •Travelling movement combinations across the floor with changing directions, walks and runs. Topic 2: Improvisation and composition (15 minutes) •Exploration of the eight basic locomotor movements, varying space, directions and tempo: walk, run, skip, hop, jump, slide, gallop, leap •Exploration of the non-locomotor movements: curl, uncurl, bend twist, swing, turn, kick and others •Composition of a short dance sequence combining locomotor movements, with use of varying directions, levels and tempi. Resources: Music system with CDs or percussion instruments Plans for inclusivity and diversity: Partner boys and girls; physically challenged with able-bodied learners. The lesson Introduction: •Ask learners what they remember about weight transfer, turns and jumps in dance. •Read, discuss and demonstrate the text on page 8 of the Learner’s Book with learners. Main part of the Warm-up routine (30 minutes) lesson: •Ask learners to do their warm-up routine, focusing on locomotors with change of directions and focus; floor-work; and leg muscles and joint strengthening and mobility. •Make sure that they pay attention to correct posture and alignment. Activity 1 Do exercises to develop eye focus in preparation for turns (p. 9 of the Learner’s Book) •Read through all the instructions with learners. Then learners work in pairs to practise small jumps, half-turns and full-turns. •Make sure that each partner watches and gives feedback to their partner. Activity 2 Compose a short dance sequence (p. 9 of the Learner’s Book) (15 minutes) •Go through the instructions with learners. •Learners work in small groups to create a short dance sequence, following the instructions. •Give each group a chance to perform their sequence for the class and to get feedback. Cool-down routine (5 minutes) Take learners through the cool-down routine. Conclusion: This lesson focused on the transfer of weight movement combinations. Learners should practice their dance sequences after school. Informal Activity 1: Observe that each learner performs the turns and jumps safely. Give feedback. assessment: Activity 2: Give constructive feedback to each group about their dance sequence, focusing on their execution of locomotor and non-locomotor movements, combination of jumps and turns which transfer weight, and varying directions. © You may photocopy this page for use with Study & Master Creative Arts Grade 8. 348 RESOURCES
Sample lesson plan for Grade 8 Music Topic of lesson: Unit 2: Music listening Time: Term 3: Week 8 (1 hour) CAPS annual Topic 1: Music literacy teaching plan content: Music terminology •Dynamics: piano; forte; crescendo; diminuendo •Tempo: allegro; andante. Topic 2: Music listening Listen to recorded or live music and identify the sound of instruments in a variety of works using the following instruments: chordophones; idiophones; membranophones; aerophones. Topic 3: Performing and creating music Perform musical works that express a personal or social issue. Resources: Musical instruments, songbooks/file resource with or without CD with music and/or accompaniments for song, sound system, CDs/DVDs, traditional instruments, self-made instruments; two or more plastic drinking straws for each learner, scissors; tight elastic bands or string, metal forks, spoons, clean, empty water bottles, utility knives, rubber, gloves or balloons, punch, paper or card Plans for inclusivity and diversity: Partner physically challenged with able-bodied learners so that they can assist with self-made instruments. The lesson Introduction: Explain that this lesson draws on all three music topics – music literacy, music listening, and performing and creating music. Main part of the Unit 1: Music literacy (pp. 185–186 Learner’s Book) lesson: Activity 5: Test your musical literacy (15 minutes) Go through the steps in the activity, ensuring that learners follow your instructions. But only use the first piece on page 186. Unit 2: Music listening (pp. 187–188 Learner’s Book) •Read the first two paragraphs of page 187 to learners. •Ask them what they learnt in Term 1 about instruments and how they are classified according to the sounds they make. Activity 1: Make your own instruments (p. 187 Learners Book) (30 minutes) • A sk learners to brainstorm examples of instruments that would be classified as membranophones; idiophones; chordophones; and aerophones. •Write up their ideas on a mind map on the board. •Learners can choose an instrument on page 188 to make. •Demonstrate how to make and play each instrument. •Learners make their instruments and experiment with playing different rhythms together. •Explain that music has always been used to help people express themselves and even bring about change. Give examples of songs that are about personal or social issues, e.g. inequality, war, peace, etc. •Small group work. Each group chooses one verse of a song about a personal or social issue to perform, or writes their own verse. •They experiment with playing the one verse, using their self-made instruments or any other instruments, and/or use body percussion. Encourage them to be as creative as possible and to have fun. •If there is time, ask the groups to perform their verse. Conclusion: Summarise the lesson: (2 minutes) Remind learners that in this lesson they covered music literacy, music listening and performing and creating music. Summarise tasks: (3 minutes) Ask learners to practise their verse in their own time after school. Informal Learners can be assessed on their: assessment: •skill and knowledge in musical literacy •ability to classify musical instruments •ability to work with others to create and perform music. © You may photocopy this page for use with Study & Master Creative Arts Grade 8. RESOURCES 349
Sample lesson plan for Grade 8 Visual Arts Topic of lesson: Unit 1 The world of fashion Time: Term 2, Week 1 (1 hour) CAPS annual Topic 3: Visual literacy teaching plan •Art elements and design principles: use in description of fashion then and now content: •Express, identify/name, question and reflect through looking, talking, listening and writing about fashion •The role of the artist in society: careers in fashion •Values development: discuss fashion as an example of popular culture to engage in moral, ethical and philosophical discussions, to formulate values and to learn respect for the opinions of others, explore the world of work in visual arts/design. Resources: Learner’s Book pages 132–134; photographs of fashions in resource books, magazines, newspapers, and/or examples from life, such as fashion through the ages The lesson Introduction: Ask and discuss questions such as: What are you wearing today? What are the people around you wearing? What does your clothing say about how you feel about yourself, how you see yourself, and how you want others to see you? Main part of the •Read through and discuss the text on pages 132–133 of the Learner’s Book with learners. lesson: •Ask learners to brainstorm how they think fashion has changed through the ages, for example, what kind of clothes did their great-grandparents wear when they were their age; their grandparents; their parents? What do they think their own children will wear? •Discuss how clothing used to be functional and was used for protection, but that today it is used to make you look more attractive and as a form of self-expression. Activity 1: Look at fashion through the ages (p. 133 Learner’s Book) •Show learners photographs/pictures of different kinds of clothing and fashion through the ages. Also use the photographs on pages 132 and 134 of the Learner’s Book, and any other photographs in the book, e.g. page 205. •Read through the instructions with learners. Work in small groups. Learners match each art elements and design principles to a picture. Take feedback. •Talk about careers in fashion. Learners do question 3 on their own. Check work as a class. •Ask learners to write about the career that interests them and why. Conclusion: Summarise the lesson: The lesson has explored how to describe fashion, using art elements and design principles, as well as different careers in fashion as an example of popular culture. Informal •Ensure that learners actively participate in all discussions and have a chance to voice their assessment: opinions; and that in discussion they respect the opinions of others. Give each learner feedback. •Assess whether or not each learner is able to use art terminology (art elements and design principles) when describing fashion. •Take in their writing about a career in fashion that interests them and give each learner feedback. © You may photocopy this page for use with Study & Master Creative Arts Grade 8. 350 RESOURCES
6. Other resources You can use this section to file any additional resource material: • List of useful websites • Print outs of material from the Internet • Copies of newspapers and magazines • List of useful books. © You may photocopy this page for use with Study & Master Creative Arts Grade 8. RESOURCES 351
Formal Assessment Task 1: Answer sheet 5. Documents You can use this section to file the Curriculum and Assessment Policy Statement (CAPS) for Creative Arts (Grades 7—9) as well as other documentation received from the Department of Basic Education. 353
Grade Study & Master 8 Creative Arts Study & Master Creative Arts has been especially developed by an experienced author team for the Curriculum and Assessment Policy Statement (CAPS). This new and easy-to-use course helps learners to master essential content and skills in Creative Arts. The comprehensive Learner’s Book: • includes hundreds of good-quality illustrations, photographs and diagrams in full-colour • offers extended contents pages for easy daily planning • explains key concepts as well as dance, drama, music and visual arts terminology in accessible language • includes a complete glossary • provides for frequent consolidation in its Review and Assessment tasks sections. The innovative Teacher’s Guide includes: • guidance on the teaching of each lesson of the year and on assessment • answers to all the activities in the Learner’s Book • photocopiable tests and examinations • photocopiable templates and resources for the teacher • photocopiable consolidation, extension and revision activities • a CD with recordings to support the Dance and Music topics. Bernadia Virasamy attained MA Arts, Culture & Heritage Management and B Soc Sc (Hons). She has lectured at Wits and University of Venda and is currently Director of Education at Moving into Dance Mophatong, a training and development organisation. She was a member of the author panel for the SAQA Level 5 dance teacher qualification. Gabby van Heerden FDE Education is HOD at Frank Joubert Art Centre where she has been teaching Visual Arts for the last 15 years. She also writes children’s books and educational text books. Joseph Bolton studied at UCT where he attained BMus Classical Composition and PdM Jazz Performance. He does not only teach piano at Wynberg Girls’ High School and to private students, but he also has extensive performance experience. www.cup.co.za
