phase teacher’s guide - western cape · the work schedule is accompanied by a teacher guide that...

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WORK SCHEDULES AND TEACHER GUIDES FOR ARTS AND CULTURE

GRADES 7 – 9

INTRODUCTION Arts and Culture are an integrated part of life embracing the spiritual, material, intellectual and emotional aspects of human endeavour within society. All arts are a representation of culture. Arts and Culture consists of four disciplines – Dance, Drama, Music and Visual Arts. The main purpose of the learning area is to provide a general education in Arts and Culture for all learners. In the Senior Phase the organising principles encompass national, African and global concerns. The learner engages with human rights, heritage and nation-building. This Phase also lays the basis for careers in the arts and offers opportunities for the learner to focus on his or her area/s of preference. NOTE TO TEACHERS ON HOW TO USE THIS WORK SCHEDULE This Work Schedules will save you time and make your planning easier. More time can therefore be spent on planning creative, relevant and interesting assessment tasks. As a teacher using these work schedules, you should be in a position to teach this learning area with greater clarity and confidence and learners should be able to make an informed decision when selecting subjects like Dance Studies, Dramatic Arts, Design, Music, and Visual Arts in Grades 10 to 12. The purpose of the Work Schedule is:

• To ensure that teachers have a common understanding of the concepts, knowledge, skills and values to be taught

• To guide teachers on the minimum content and skills that needs to be covered – remembering to take into account the contexts of their learners; and

• To promote a common pace of teaching within the province. The content in the work schedules is carefully scaffold to avoid duplication and allow for an increased level of complexity across the phase. Also note that the work schedules are designed for 40 weeks and the content is carefully spread over a period of 10 weeks per term. The Work Schedule is accompanied by a Teacher Guide that explains the content and suggests teaching methods. The suggested activities in the Teacher Guide can be used as is or the content can be changed to suit your school or class. When planning for the year ahead the relevant page numbers from textbooks can be indicated in the right hand column of the work schedule. Ideas for formal assessment have been given. Exemplar assessment task which could be used with this work schedule will be distributed to schools in 2010/2011. This should further assist in the setting of a proper standard of assessment in WCED schools.

The Work Schedules were planned from the generic and composite Assessment Standards of each Learning Outcome. The Additional Assessment Standards were not included in the planning. If learners choose to specialise in a particular art form in the FET phase, he/she could explore the additional assessment standards of Learning Outcome 1 in Grades 8 and 9. These additional assessment standards are explored in the Senior Phase Learning Programme exemplars. It is recommended that schools offering the Arts subjects in the FET band implement the specific learning pathways in Arts and Culture in Grades 8 and 9. This is essential for the teaching of the basic skills required at the Grade 10 entry level. Special learning programmes have been designed to guide the implementation of specific learning pathways. These learning programmes are available on the Web at: http://curriculum.pgwc.gov.za/site/32/res/view/715 The WCED hopes that these work schedules and teacher guides will assist in reducing the load on teachers with regard to planning. APPRECIATION The Western Cape Education Department (WCED) wishes to thank the Senior Curriculum Planners, Curriculum Advisers and all the Teachers involved in the writing of the work schedules and teacher’ guides. Directorate: Curriculum (GET)

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ARTS AND CULTURE GRADE 9 TEACHER’S GUIDE

TERM 1

Formal Assessment: Visual Arts and Drama Informal Assessment: All art forms

WEEK 1

TEACHING TIPS: VISUAL ARTS Hand out notes on visual arts and design elements. Revise the visual arts and design elements by using the following activities: Line drawings of observed objects (e.g. chair, school bag, desk, etc.) in the class. Line drawings of organic shapes (e.g. leaves, trees, stones, etc.) observed outside the

class. Line drawings of inorganic shapes (e.g. table, cupboard, bin, etc.) observed in the class. Line drawings of one- and two-dimensional forms in the class. Use line and marks to create two different textures observed in the class.

Line drawing

Line drawing of organic shapes Texture created with line Line drawing of inorganic shapes Line drawing of three-dimensional forms

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MUSIC Voice, Body Percussion, Time Signature and Rhythm: Warming up the voice also involves proper breathing. A variety of scales and long notes, i.e. counting beats (pulse) of e.g. 4-, 6-, 8 counts. Let learners sing along with music (i.e. CD player). Decide on a song that clearly expresses elements such as pitch, dynamics, tempo. Pitch: high or low Tempo: slow or fast Dynamics: loud or soft DANCE Discuss what it means to trust one another and why it is an important part of dance. It is vital to build the trust between fellow dancers/ performers, because there is vulnerability involved when working so closely with one another. Trust helps to open the learner’s creativity and encourages the sharing of ideas, thoughts and feelings. Example: In partners facing one another, learners follow each other (mirror image) using slow movements. Explain to learners that when doing mirror imaging they will be doing the direct opposite to their partner, as if they were looking into a mirror and their partner being their reflection. They must keep their eyes fixed on one another. Focus should be maintained throughout, as it is easy to break into giggles. Soft music could be used to create atmosphere. DRAMA Revise and discuss the various forms of warm-up exercises (from Grade 8) and explain the importance thereof (e.g. physical warm-up, breathing, relaxation and voice warm-ups). RESOURCES:

DANCE Sufficient indoor or outdoor space CDs and CD player (optional)

DRAMA Sufficient indoor or outdoor space

MUSIC CDs and CD player Melodic instruments (e.g. piano, guitar, etc.) Arts and Culture text books

VISUAL ARTS Notes on visual arts and design elements. Blank paper Pencils Erasers

INTEGRATION: MUSIC Mathematics VISUAL ARTS Technology

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WEEK 2

TEACHING TIPS: VISUAL ARTS Continue revising the visual arts and design elements by using the following activities: Do a tonal drawing of a small object (e.g. pencil case, lunchbox, etc. ) found in your

school bag by using only a pencil Do a tonal drawing of the same small object using colouring pencils, colour koki’s,

crayons or pastels

MUSIC Do warm up techniques (e.g. scales, breathing, pitch, tempo and dynamics) for voice. Add different rhythmic patterns. The teacher starts by singing a tune (to demonstrate); then learners could add their own individual tune as an answer by singing their own rhythmic pattern. Incorporate pitch, tempo, and dynamics in the rhythmic exercise. All styles of music have a pulse (beat). Explore the different styles of music to demonstrate beats. DANCE Continue trust exercises from the previous week and add giving and receiving of weight. Example: In partners, explore giving and receiving weight. The person giving the weight leans gently on the person receiving the weight. Learners must be encouraged to take care of each other. Gently transfer the weight back and forth. Combine warm-ups from grade 7 and 8 and add these to the Drama warm-up. Include rises, swings and side bends. DRAMA Ensure groups develop and conduct their own physical warm-up. EXAMPLE for a physical warm-up: Learners stand with their feet in parallel, arms relaxed at their sides. Starting with the crown of the head, learners roll down through their spines, slightly bending their knees until the chest rests on the thighs and the head is relaxed and hanging down to the floor. Pressing the heels into the floor, increasing the bend of your knees slightly, learners begin to unroll the spine by lifting up through the abdomen, waist and shoulders, until finally the head becomes upright once more and knees straighten. RESOURCES: DANCE AND DRAMA Sufficient indoor or outdoor space CDs and CD player (optional)

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MUSIC CDs and CD player Melodic instruments (e.g. piano, guitar, etc.) Arts and Culture text books VISUAL ARTS Notes on visual arts and design elements. Blank paper Pencils Erasers Colouring pencils Colour koki’s Crayons Pastels

INTEGRATION: DRAMA Life Orientation MUSIC Mathematics VISUAL ARTS Technology

ASSESSMENT: VISUAL ARTS INFORMAL TASK Activities of Visual Arts and Design element (in journal) ASSESSMENT INSTRUMENT Checklist DRAMA INFORMAL TASK Learners conduct own body warm-up ASSESSMENT INSTRUMENT Class/ Educator Feedback

WEEK 3

TEACHING TIPS: VISUAL ARTS Introduce visual arts and design principles by showing learners various examples of art works, craft and design products. In your discussion, refer to the following: Focus Unity Balance/Harmony Perspective Contrast

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Focus Unity

Balance Perspective Contrast

MUSIC Revise: Warm up voice, body with music:

o Focus on rhythm of music o Explore the beat (pulse) of different types of music (e.g. African-, Reggae-, Classical

music, etc.) o Explore the voice as an instrument (e.g. rap, singing, be-bop)

• Pitch, i.e. high and low • Dynamics, i.e. loud and soft • Body percussion allows the learner to explore with sound and rhythm • Incorporate singing (voice) with body percussion.

DANCE Continue trust exercises adding active and passive roles. Example: In partners, one partner is blindfolded (or closes their eyes) and the other leads them around the space. The leading partner must safely guide the other past the rest of the class and various obstacles. Make sure that the leading partner holds the ‘blind’ person firmly with one arm around the waist and the other arm holding their hand. Change over roles so that both partners experience being led. Let the partners discuss the experience and then share their thoughts with the class. Learners should reflect on these experiences in their journals.

DRAMA Ensure groups develop and conduct their own breathing warm-up exercises. EXAMPLE of a breathing warm-up exercise: Using the same starting position as in week 2, keeping your shoulders weighted down, breathe in to the count of four, hold for four and exhale counting to four slowly. Repeat, breathing in for four, hold for four and then count orally to five. Repeat extending the oral counting to 6, 8, and 10.

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RESOURCES: DANCE AND DRAMA Sufficient indoor or outdoor space CDs and CD player (optional) MUSIC CDs and CD player Melodic instruments (e.g. piano, guitar, etc.) Arts and Culture text books VISUAL ARTS A3 example of art works, craft and design products Notes on visual arts and design principles.

ASSESSMENT: INFORMAL TASK DANCE Learner participates in trust exercises. Journal reflection DRAMA Learners conduct own breathing warm-up ASSESSMENT INSTRUMENT Class/ teacher feedback

WEEK 4

TEACHING TIPS:

VISUAL ARTS Continue introducing visual arts and design principles by showing learners various examples of art works, craft and design products. In your discussion, refer to the following: Volume Rhythm/Repetition Movement Proportion/Relation

Hand out a worksheet with various examples of art works, craft and design products. Learners must apply their knowledge and understanding of all visual arts and design principles by identifying the principles in all the examples. Hand out notes on visual arts and design principles. Volume Rhythm/Repetition

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Movement Proportion/Relation MUSIC Voice, Body Percussion, Time Signature and Rhythm

• After learners have listened and explored different types (genres) of music by listening to CD’s, (focusing on how to use the voice in combination with other elements, such as pitch, dynamics and rhythm), the teacher divides the class into different groups.

• In this activity learners will have an opportunity to explore a combination of various music elements, i.e. voice, body percussion, non-melodic percussion instruments, polyrhythm, time, tempo, pitch, dynamics and improvisation.

• Encourage learners to improvise making use of new ideas and rhythms (to see what other rhythms, etc. and ideas they would come up with.) You’ll be pleasantly surprised!

• Decide on the beat, e.g. 4-, 5-, 7 beats to a bar • Each group has a particular rhythm to follow, either through clapping, clicking, chanting

(singing/ shouting/ rapping), etc. • No two groups would have the same rhythmic pattern. This activity involves a

concentration and time (counting). • Example:

Group 1: Clapping Group 2: Hitting sticks on floor Group 3: Hitting sticks, but on different times Group 4: Shouting YO!

DANCE Make sure that learners do not feel threatened or get hurt. Ensure that learners understand that they need to be respectful and not touch other learners in inappropriate ways. Example: Continue exploring counterbalances as in week 2 and develop it further. In partners experiment with ways to support each other when you are both off-balance. Experiment by using different parts of the body, not just the hands, to connect with your partner. (e.g. connect hand and foot). Note that counterbalance has been explored in Gr.7. DRAMA Ensure groups develop and conduct their own vocal warm-up.

EXAMPLE for a vocal warm-up exercise to improve breath control and resonance: Using a neutral body position, breathe in and then breathe out on ‘fff’. Continue breathing out on ‘fff’ and alternate with ‘vvv’. Repeat the process using sounds like ‘mmm’, ‘m-n-m-n’ and also sounds like ‘aahh’ etc. Tone and pitch can also be varied i.e. starting with deep, low sounds working towards higher pitched sounds.

Articulation exercises: repeat while carefully saying the sounds clearly: T D L R (repeat, increasing the tempo, while maintaining clarity of sound) Bp Gk Dt (repeat, increasing the tempo, while maintaining clarity of sound) Proper Copper Coffee Pot (repeat, increasing the tempo, while maintaining clarity of sound)

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Unique New York, Unique New York (repeat, increasing the tempo, while maintaining clarity of sound) Explore elements of drama critical for creating a review. Elements: dialogue, characterisation (description, portrayal/ depiction, gestures, voice movement etc of a character or role), plot, technical aspects. RESOURCES: DANCE AND DRAMA Sufficient indoor or outdoor space CDs and CD player (optional) MUSIC CDs and CD player Melodic instruments (e.g. piano, guitar, etc.) Arts and Culture text book VISUAL ARTS A3 example of artworks, craft and design products Worksheet with various examples of artworks Notes on visual arts and design principles. Pencil

INTEGRATION: DRAMA Languages MUSIC Mathematics ASSESSMENT: INFORMAL TASK Learners conduct own voice warm-up ASSESSMENT INSTRUMENT Class/ Educator Feedback

WEEK 5 TEACHING TIPS: VISUAL ARTS Discuss various arts works by referring to Composition (the combination of art elements and principles) Conceptualisation (subject matter)

Discuss the following by referring to various artists: Uniqueness of art works - referring to the creation out of the artist’s own frame of

reference:

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o background o culture o social status

Respect for others and own art works MUSIC Voice, Body Percussion, Time Signature and Rhythm

• Continue with the activity of the previous week: • After learners have listened and explored different types (genre) of music by listening to

CD’s (focusing on how to use the voice in combination with other elements such as pitch, dynamics and rhythm), the teacher divides the class into different groups.

• In this activity learners will have an opportunity to explore a combination of various music elements, i.e. voice, body percussion, non-melodic percussion instruments, polyrhythm, time, tempo, pitch, dynamics and maybe improvisation.

• Encourage learners to improvise making use of new ideas and rhythms (to see what other rhythms and ideas they would come up with.)

• Decide on the time, e.g. 4-, 5-, 7-, etc. beats • Each group has a particular rhythm to follow, either through clapping, clicking, chanting

(singing/ shouting/ rapping), etc. • No two groups would have the same rhythmic pattern. • Example:

Group 1: Clapping Group 2: Hitting sticks on floor Group 3: Hitting sticks, but on different times Group 4: Shouting YO!

DANCE Continue developing contact improvisation explored in week 4. DRAMA Explore stage and staging conventions (refer to the glossary). RESOURCES: DANCE Sufficient indoor or outdoor space CDs and CD player (optional) DRAMA Glossary Arts and Culture Texts books MUSIC CDs and CD player Melodic instruments (e.g. piano, guitar, etc.) Arts and Culture text book VISUAL ARTS A3 example of art works, craft and design products Notes on visual arts and design elements and principles.

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INTEGRATION: MUSIC Mathematics

WEEK 6

TEACHING TIPS: VISUAL ARTS Create one of the following art products: Art work (e.g. painting, sculpture) Craft product (e.g. beaded basket, African mask) Design product (e.g. CD cover, jewelry)

Keep the following in mind when you create your chosen art product: Concept/theme using own ideas and experiences It must be unique, personal and expressive Plan the composition using the visual arts and design elements and principles The use of art materials, tools and techniques

MUSIC Voice, Body Percussion, Time Signature and Rhythm

Introduce the following note values, i.e. semibreves, crotchets, minims, quavers, semiquavers o Identify the ( beats of) different note values and their rests o Explore and listen to the different French rhythm names (through clapping the beats

of each note) e.g. semibreves: 4 counts/ beats: taa-aa-aa-aa, etc. Revise the names, i.e. letter names of notes on a staff in treble clef (G-clef) and bass clef (F-clef). Names on lines in treble clef: E G B D F Names in spaces in treble clef: F A C E Names on lines in bass clef: G B D F A Names in spaces in bass clef: A C E G Notes, rests and their values (Counts/ Beats):

• Use this table below to demonstrate the different types of notes, their rests, values (beats) and French rhythm names.

• French rhythm names will help learners to identify and explore the different rhythms for each note they should know.

• By using this information learners are able to write their own rhythmic patterns. • Step by step the teacher can add other elements of music, e.g. time signatures, bar

lines, double bar lines, clefs, i.e. treble-, bass clef

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NOTE AND REST ON

STAFF

TYPE OF NOTE

COUNTS/ VALUE OF NOTE AND FRENCH RHYTHM

NAME

TYPE OF

REST

VALUE

OF REST

SEMIBREVE

4 COUNTS taa-aa-aa-aa 1 2 3 4 (clap on 1 only)

SEMI-BREVE REST

4

MINIM

2 COUNTS taa-aa 1 2 (clap on 1 only)

MINIM REST

2

CROTCHET

1 COUNT taa 1 (clap on 1)

CROTCHET REST

1

QUAVER

½ COUNT 2 quavers: ♪ + ♪ = ♫ ♫ (jointed) taté (clap on both notes)

QUAVER REST

½

SEMI QUAVER

¼ COUNT 4 semi quavers: ♪+♪+♪+♪ = ♫♫(jointed) tafétéfé (clap on each note)

SEMI QUAVER REST

½

EXAMPLE OF A RHYTHMIC PATTERN:

How to start with a rhythmic pattern?

• You do not need a staff for this exercise. • Always start a music exercise with a CLEF, i.e. either treble- or bass clef, depending on

the teacher’s instructions. • After the CLEF you would add your time signature, e.g. 4/4 time. The top number tells

you how many beats (counts) in a bar, NOT how many notes in a bar. You need to emphasise this to learners!

• By adding bar lines and time signature you would automatically create BARS. Test learners’ listening abilities by turning the activity into a game (check list), e.g. Write a rhythmic pattern:

In treble clef With time signature in 4/4 time 4 bars long

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Add bar lines and a double bar line at the end Double bar line indicates the end of the exercise. This is like a full stop at the end

of a sentence. Also remind learners to use different note values as in the table above.

• This is what the rhythmic pattern (exercise) could look like:

DRAMA Explain the concept of a review i.e. its format, purpose and impact, paying attention to sensitivity towards others. Homework and Consolidation Complete Review to be assessed in Week 7 RESOURCES: DRAMA Examples of various reviews (found in newspapers, magazines etc) MUSIC Pencil Eraser Ruler Manuscript book (page) Music text book Arts and Culture text books VISUAL ARTS Available art materials and tools Notes on visual arts and design principles.

INTEGRATION: DRAMA Languages MUSIC Mathematics

WEEK 7

TEACHING TIPS: VISUAL ARTS Continue creating the art product of week 6, keeping in mind: Concept/theme using own ideas and experiences It must be unique, personal and expressive The composition using the visual arts and design elements and principles The use of art materials, tools and techniques

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MUSIC Voice, Body Percussion, Time Signature and Rhythm Learners write (notate) their own rhythmic patterns by including all notes discussed. Revise the letter names using treble- and bass clef. Continue with the activity of week 6. DRAMA Formal assessment of reviews completed for Homework in Week 6 RESOURCES: DRAMA Various examples of reviews MUSIC Pencil Eraser Ruler Music text book Arts and Culture text books VISUAL ARTS Available art materials and tools Notes on visual arts and design principles.


ASSESSMENT: DRAMA FORMAL ASSESSMENT TASK 1 (activity 1) Review ASSESSMENT INSTRUMENT Rubric.

WEEK 8

TEACHING TIPS:

VISUAL ARTS Complete the art product of week 6 for formal assessment and keep in mind: Concept/theme using own ideas and experiences It must be unique, personal and expressive The composition using the visual arts and design elements and principles The use of art materials, tools and techniques

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MUSIC Staff, Clefs And Letter names (Alphabet: A – G): STAFF:

• The staff consists of 5 lines and 4 spaces. • These lines and spaces are counted from the bottom up. • The staff helps musicians to identify the NAMES (i.e. letter names by using the music

alphabet, e.g. A B C D E F G) of the notes in order for them to play a specific part of a composition.

• Different types of notes are therefore placed on the staff to create a melody and/ or harmony.

BAR LINES:

CLEFS:

• Learners should have been introduced to these two clefs in grade 8: TREBLE CLEF BASS CLEF

• The treble clef is also called the G-clef • The bass clef is also called the F-clef • Either one of these clefs are placed at the beginning of the staff. • When playing the piano the treble clef means Right Hand (R.H) and the bass clef means

Left Hand (L.H) • Notes that are written in the treble clef on the staff would sound higher than the notes

written in the bass clef, i.e. the pitch (high/ low) would be different.

LETTER NAMES:

• The music alphabet starts at A and ends on G, i.e. A B C D E F G • This is the lettername of the note. (See table of notes and rests) • Here one needs the staff to determine the name of the note. • Notes can be found on a LINE or in a SPACE. • A staff consists of 5 lines and 4 spaces- counting from bottom up. • Notes on the lines in the TREBLE CLEF (R.H):E G B D F (know the rhyme to help

learners to remember these notes, i.e. Every Good Boy Deserves Fruit) • Notes in the spaces in TREBLE CLEF (R.H): F A C E (this spells the word FACE)

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Example: Notes on lines

Use the verse ‘Every Good Boy Deserves Fruit’ to name these notes. Notes in spaces

F A C E These notes live in the spaces of the staff. They spell FACE upwards. RESOURCES: MUSIC Pencil Eraser Ruler Manuscript page VISUAL ARTS Available art materials and tools Notes on visual arts and design principles.


ASSESSMENT: VISUAL ARTS FORMAL ASSESSMENT TASK Art, craft or design product ASSESSMENT INSTRUMENT Checklist

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Checklist for artwork, craft work and design work Criteria Mark Mark achieved Choice and use of materials and techniques 10 Use of formal art elements 10 Use of formal art principles 10 Overall impression of art work – originality, creativity and innovation

10

Composition 5 Completion of artwork/time management 5 Total 50

WEEK 9

TEACHING TIPS: MUSIC Voice, Body Percussion, Time Signature, Rhythm Revise the different note values and their rests. Revise the letter names in both treble- and bass clef. Revise time signatures, bar lines and bars. Revise combining note values (e.g. crotchets, etc.), letter names (e.g. F A C E, etc.), adding a clef (e.g. treble clef, etc.) on a staff, i.e. 5 lines and 4 spaces. Continue with the activity of the previous week. RESOURCES: MUSIC Manuscript book Pencil Eraser Ruler


WEEK 10

TEACHING TIPS:

MUSIC Voice, Body Percussion, Time Signature, Rhythm Revise the different note values and their rests. Revise the letter names in both treble- and bass clef. Revise time signatures, bar lines and bars. Revise combining note values (e.g. crotchets, etc.), letter names (e.g. F A C E, etc.), adding a clef (e.g. treble clef, etc.) on a staff, i.e. 5 lines and 4 spaces. Conclude the activity of the previous week.

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RESOURCES: MUSIC Manuscript book Pencil Eraser Ruler


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TERM 2

Formal Assessment: Visual Arts, Drama, Dance and Music

WEEK 1

TEACHING TIPS: DRAMA Discuss the various types of drama productions considering inclusivity and sensitivity of and towards individual and group identities (gender, ethnic and language groups locally and nationally) Plays Theatre Productions (Formal, Children’s, Educational, Community, Industrial, etc.) Television Programmes (Documentaries, Soap Operas, Reality shows etc) Pop Music Videos Movies Acted pieces/ scenes Mimes Role Plays

RESOURCES: DRAMA Refer to various textbooks for many examples of drama productions

WEEK 2

TEACHING TIPS:

DANCE Introduce a variety of social dances (e.g. waltz, polka, Charleston, hip-hop, break dancing, Kwaito etc.) through printed and / or audio-visual materials (e.g. books, magazines, DVDs, etc.) Make sure that examples from different time periods are explored. Brainstorm what makes these dances social and identify which time periods they are from. As a homework task, each learner must choose 3 people from different age groups (e.g. one person in their 20s, another in their 40s and a third in their 60s) and interview them. The findings must be recorded in their journals. Learners should research the following:

o What were the popular dances the respondents engaged in when they were teenagers? o What music was popular at the time? o Where and when did the respondents take part in the dances? o Where did the dance originate? o What fashions / costumes were worn at the time? o Who performed these dances? (e.g. women only, men and women) o What type of interaction took place between the people who danced? o How did these dances reflect the time period / era or context?

Give learners approximately 2 weeks to complete their research.

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Example of a rubric to assess research: ASSESSMENT CRITERIA

Maximum Marks

15

5 4 2-3 1

Locating and assessing information

Learner is able to locate and access various sources of information

Learner is able to locate and access information independently

Learner is able to locate and access a limited amount of information

Learner is able to locate and access limited information

5 4 2-3 1

Accuracy and relevance of selected information

Learner is able to select information that displays a high degree of accuracy and relevance

Learner is able to select information that displays acceptable accuracy and relevance

Learner is able to select information that displays limited accuracy and relevance

Information is inaccurate and irrelevant

5 4 2-3 1

Presentation Learner is able to present results in a clear structured and concise manner using a variety of appropriate formats

Learner is able to present results in a fairly clear, structured and concise manner using different formats

Learner is able to present results in a limited number of formats and clarity and structures are weak

Learner is unable to present the results in a structured or logical manner

TOTAL MARKS: 15 RESOURCES: DANCE Arts and Culture textbooks Books Encarta (Popular and social dances) Internet sites Members of the family and/ or community Paper and pens Pictures Photographs Videos/ DVDs

WEEK 3

TEACHING TIPS: DANCE Monitor progress of research in journals.

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MUSIC Local (African) and Global (Western) instruments Revise time signatures (meters), note values, rests, rhythm, etc. Organise the class into groups to explore different rhythms through body percussion, (as discussed in term 1) Show pictures of different percussion instruments. Explain the two types of percussion instruments, i.e. melodic- and non-melodic percussion instruments RESOURCES: MUSIC Arts and Culture text books Pictures of percussion instruments Available instruments Internet

WEEK 4

TEACHING TIPS: VISUAL ARTS Investigation task on a local or global (international) artist. Divide the class into groups and discuss the following: Identify sources of cultural information in your community such as the following to investigate a significant artist:

• Elders • Scholars • Artist • Libraries • Museums • Heritage sites • Internet

Each group gives feedback to the rest of the class. Introduce learners to local and global artists, past and present. In groups learners select one of the following artists from the past or present.

• South African (e.g. Walter Battiss, Willie Bester, Gerard Sekoto) • African (e.g. John Muafangejo, Twins Seven-Seven) • International (e.g. Pablo Picasso, Vincent van Gogh, Ron Arat)

For homework every member in the group should find information on their selected artist, using the above-mentioned sources. Learners are reminded to focus on the uniqueness of the artist’s work. Through this activity learners should also be guided to show respect for others’ and own artworks.

MUSIC Revise the difference between non-melodic and melodic percussion instruments. Show pictures of percussion instruments, i.e. non-melodic- and melodic instruments. If possible, have a few percussion instruments available in class.

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DANCE Presentation of research in journals for formal assessment. Teacher must collate the information researched and choose a few of the examples to discuss in class. DRAMA Discuss and ensure the understanding of the following within the context of a dramatic performance: Planning

• Scriptwriting (brainstorming and writing) • Casting (actor placement) • Role Assignment (director, stage manager etc.)

Organising • Time Management (rehearsal schedules, venue bookings) • Costing (Budgets) • Sharing of responsibilities (working together and supporting one another)

RESOURCES: DANCE Arts and Culture text books Books CDs Paper and pens Pictures Photographs Videos/ DVDs DRAMA Journals for planning etc. MUSIC Arts and Culture text books Pictures of percussion instruments Available instruments Internet VISUAL ARTS Elders Scholars Artist Libraries (books) Museums Heritage sites Internet

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WEEK 5

TEACHING TIPS: VISUAL ARTS Each learner reports back to the rest of the group members on the information gathered about their sources. Hand out and discuss with the groups the following specific information that should be researched on their selected artist: Investigate the influences and circumstances shaping the development (career) of the selected artist:

• Social • Political • Economic • Artistic

Each individual within a groups conducts research as homework MUSIC The Orchestra, Listening (Reflecting) and Moods THE ORCHESTRA:

• An orchestra is divided into 4 different groups (families/ sections)

STRING SECTION : Violins, Violas, Cellos, Harps, Double Basses and Guitars

WOODWIND SECTION : Flutes, Clarinets, Oboes, Bassoons, Saxophones, and Recorders

BRASS SECTION : Trumpets, French Horns, Trombones, Tuba

PERCUSSION SECTION : Melodic Percussion instruments- Piano, Marimba, Xylophone : Non-melodic Percussion instruments- Cymbals, Triangles, Bells, etc.

• The leader of an orchestra is called a CONDUCTOR. He leads the orchestra by

indicating with his hands, or a stick (also called the baton). He controls the TEMPO, i.e. fast or slow and DYNAMICS, i.e. loud or soft, of music for each section to play.

Here are a few more elements of music to focus on:

• TEXTURE tells you more about the harmony and density of music. • TONE COLOUR refers to the quality / sound of a note. • TIMBRE refers to the tone quality, e.g. vocal and instrumental. • STYLE refers to the historical and cultural context.

Identify how music and song expresses moods and feelings Music can be used to express different feelings and emotions, e.g. love, excitement, hate, sadness, etc. The simplest and easiest way to determine the mood or feelings is by listening to the lyrics of a song. This would tell you exactly what the song is about, but if the music is instrumental, e.g. programme music (music which tells a story) it is slightly more difficult to describe the mood of the piece.

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Here are some clues to help us what the music is about:

• TEMPO: (how fast or slow the music is) Fast music: happy, exciting, angry, agitated… Slow music: depressing, loving, calming…

• DYNAMICS: (How loud or soft the music is)

Loud music: exciting, fun, anger, emphatic… Soft music: loving, fantasy, calming… Medium level: commentary…any emotion…

• DURATION OF NOTES: (How long or short the notes are)

Long notes: heavy, depressed, dreamy… Short notes: fun, agitated, lighthearted…

• TYPES OF INSTRUMENTS USED:

Drums, trumpets, trombones: anger, happy, frustration… Violins, flutes, harp, etc.: calming, sad, gloomy…

Play a few CD’s or DVD’s to explore how moods and feelings are expressed through music and songs. Activity:

LISTENING: EXPRESSING MOODS AND FEELINGS THROUGH MUSIC LO 2: REFLECTING (AS: 2.1) NAME: ………………………………………………….. GRADE: 9…..

NO NAMES OF THE PIECE (5)

FEELINGS/ MOODS (5)

EXPLANATION / MOTIVATION

(2X5) 1

2

3

4

5

TOTAL: 20

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DANCE Select 3 or 4 of the dances discussed during week 4 of term 2. Look at their similarities and differences in terms of the trends in dance, fashions, music etc. DRAMA Discuss and ensure the understanding of the following within the context of a dramatic performance: Advertising (posters, radio/television advertisements, flyers, etc.) Marketing (target market, pricing, customer relations, etc.) Fundraising (donations, sponsors, investors, etc)

RESOURCES: DANCE Arts and Culture text books Books CDs Paper and pens Pictures Photographs Videos/ DVDs DRAMA Textbooks, various forms of advertising (e.g. printed, sound and video clips etc.) MUSIC Arts and Culture text books Pictures of percussion instruments Available instruments Internet VISUAL ARTS Elders Scholars Artist Libraries (books) Museums Heritage sites Internet

WEEK 6

TEACHING TIPS: VISUAL ARTS Groups report back to the class on the influence and circumstances shaping the development (career) of the selected artist by using the following: Power point presentation Verbal report back Written report Interview

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MUSIC Continue from the previous week. DANCE Conclude research by looking at the similarities and differences of the dances selected in week 5 of term 2. DRAMA Discuss and ensure the understanding of the following within the context of a dramatic performance: Producing (managing all aspects of the production, overall management of finances,

deadlines etc.) RESOURCES: DANCE Arts and Culture text books Books CDs Paper and pens Pictures Photographs Videos/ DVDs DRAMA Journals MUSIC Arts and Culture text books Pictures of instruments Available instruments Internet CDs and CD player VISUAL ARTS Computer Data projector

ASSESSMENT: DANCE FORMAL ASSESSMENT TASK 2 (ACTIVITY 1): Assessment of a Research Task on social dance VISUAL ARTS INFORMAL TASK Research Task: feedback on research ASSESSMENT INSTRUMENT Checklist

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WEEK 7

TEACHING TIPS: VISUAL ARTS Using visual aids (e.g. magazines, photographs, paintings, etc.), explain how the following are reflected in art: Culture Lifestyle Beliefs Fashion

MUSIC Conclude the activity from the previous week.

DRAMA Briefly revise aspects of planning, organising, advertising, marketing, fundraising and producing within the context of a performance. Group learners and allow them to assign roles (Director, Stage Manager etc.) with the teacher’s guidance. RESOURCES: MUSIC CDs and CD player Arts and Culture textbooks Pictures of instruments VISUAL ARTS Visual aids (e.g. magazines, photographs, paintings, etc.)

WEEK 8

TEACHING TIPS: VISUAL ARTS Using visual aids (e.g. magazines, photographs, paintings, etc.), explain how cultures are affected by one another, focusing on the following: Art Lifestyle Beliefs Fashion

MUSIC Create a functional musical instrument(s) from waste material: Each learner will create a functional musical instrument, i.e. a non-melodic percussion instrument, from waste material.

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The teacher should:

• explain the term ‘waste material’ and ‘functional art work’ • try and find examples of these types of art works to show to the class. • provide enough time for learners to complete task successfully. • explain the rubric so learners would have a clear understanding of te criteria they would

be assessed on.

NAME OF LEARNER: ………………………………………. GRADE: 9

LEVEL 1 2 3 4 Learner’s MARKS 0 – 1 2 3 - 4 5 Marks

The learner has created a functional musical instrument from waste material

Not achieved. The art work is not functional as a musical instrument.

Partially achieved. The musical instrument is partially functional and an attempt has been made to use waste material.

Mostly achieved. The art work functions as a musical instrument and is mostly constructed from waste material.

Achieved. The musical instrument is both functional and entirely made from waste material.

The functional art work has been well-constructed to be used as a musical instrument

Not achieved. The musical instrument is flimsy and poorly put together.

Partially achieved. It is fairly flimsy and could fall apart when used as a musical instrument.

Mostly achieved. It is fairly sturdy when used as a musical instrument.

Achieved. The musical instrument is both sturdy and well-constructed.

The musical instrument is both creative and effective

Not achieved. Very little creative and effective energy have been expended here.

Partially achieved. A limited degree of creativity and effectiveness is used.

Mostly achieved. Proof of creativity and effectiveness is present as a musical instrument.

Achieved. The musical instrument is creative and highly effective.

The musical instrument from waste is decorated.

Not achieved. The musical instrument is not decorated and visually pleasing.

Partially achieved. The musical instrument is decorated, but not to satisfaction.

Mostly achieved. The musical instrument is decorated and is mostly successful.

Achieved. The learner has successfully achieved decorating and making the musical instrument visually pleasing.

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RESOURCES: MUSIC Arts and Culture text books Waste material Pictures of instruments VISUAL ARTS Visual aids (e.g. magazines, photographs, paintings, etc.)

INTEGRATION: MUSIC Technology

WEEK 9

ASSESSMENT: ALL ART FORMS FORMAL ASSESSMENT TASK 2 (activity 2) Written Assessment: Exam ASSESSMENT INSTRUMENT Memorandum and or Rubrics

WEEK 10

ASSESSMENT: ALL ART FORMS FORMAL ASSESSMENT TASK 2 (activity 2) Written Assessment: Exam ASSESSMENT INSTRUMENT Memorandum and or Rubrics

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TERM 3

Formal Assessment: Integrated arts activity Informal Assessment: Dance, Drama, Music, Visual Arts

WEEK 1

TEACHING TIPS: Please note that the focus of the first 5 weeks of this term is on marketing through Visual Arts. The focus of the subsequent weeks of this term is on developing a practical combined arts performance. MUSIC AND VISUAL ARTS Marketing In groups, discuss and find out how to market a performance by focusing on:

• Target market i.e. who is it aimed at? • Packaging i.e. types of packaging • Pricing and tickets i.e. budgets, income and expenditure • Advertising i.e. how and where will it be advertised? • Customer relations i.e. after sales service (e.g. programme for performance) • Location and booking of venue • Awareness of tourism (e.g. local and global tourism)

Give learners approximately a week to collect the above-mentioned information. Information should be brought to the class the next week. MUSIC Explore the functionality of your own made non-melodic percussion instrument. Select people responsible for various roles (e.g. conductor, manager, etc.) Make sure that all role players know and understand their specific roles.

RESOURCES: MUSIC Sound equipment Microphones CD’s and CD player Arts and Culture text books VISUAL ARTS Paper Pencils

INTEGRATION: Technology Life Orientation

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WEEK 2

TEACHING TIPS: Marketing and Mass Media MUSIC AND VISUAL ARTS Use the information that you have collected on how to market an arts product and musical performance to inform the next step. In groups discuss sharing of responsibility for the following:

• Marketing of a performance • Distribution of tickets • Proper management of money (e.g. funds)

In groups select and design one of the following media products and consider the target group, purpose and design elements

• Advertisement • Class newsletter • Poster • T-shirt • Logo • Tickets

MUSIC Roles, Production and Performance Revise on functionality of own made non-melodic percussion instruments Select people responsible for various roles (e.g. conductor, manager, etc.) Make sure that all responsible persons are clear about their roles.

DANCE Revise and explore choreographic elements focusing on:

o Space • General, personal and negative space • Use of direction (e.g. backwards, forwards, etc.) • Levels (e.g. low, medium, high) • Shape (e.g. circles, diamonds, squares, etc.)

o Time • Tempo (e.g. slow, fast, etc.) • Accent (e.g. emphasis on a movement) • Duration i.e. how long it takes to perform a movement • Beat

o Force • Strong • Light • Sudden • Sustained

Note that in dance the 3 choreographic elements mentioned above are inseparable. Example: Working with the whole class, form a long line. A makes a shape, B fits into A’s negative space. C fits into B’s negative space and so on until the whole class is connected. Do this at increasingly faster speeds to different types of music. After this has been done a few times give the class different words which will affect how they do the movements. E.g. perform as if you are: in quicksand, in water, on hot coals, etc.

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DRAMA Discuss the values and impact of performance media, (e.g. soap operas, radio shows etc.) in relation to people’s behaviour. Revise a critique (review) and explore the importance of reviewing performance media. RESOURCES: DANCE Sufficient indoor or outdoor space CDs and CD player MUSIC Sound equipment Microphones CD’s and CD player Arts and Culture text books VISUAL ARTS Paper Pencils DRAMA Recordings of soap operas, radio shows (optional)


WEEK 3

TEACHING TIPS: Marketing and Mass Media

VISUAL ARTS In groups create the media product (e.g. advertisement, class newsletter, poster, T-shirt, logo, tickets, etc) you have selected. Consider the target group, purpose and design elements.

MUSIC Roles, Production And Performances Identify and set up a music ensemble, using own non-melodic percussion instruments

(term 3, week 1) as well as available melodic instruments e.g. o a marimba ensemble, o percussion group, o vocal ensemble, etc.

Plan (rehearse) for performances Make sure that all responsible persons are clear about their roles (and progressing.)

DANCE Based on exploration done in week 2 of term 2, assist in choreographing a short dance focusing on one social dance form (e.g. hip hop). Remember to keep the choreographic elements in mind while choreographing.

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DRAMA Revise the groups and roles (sharing of responsibility) established in Term 2, Week 7. Learners must now devise a dramatic item for an audience. The item must be in the form of a critique of performance media and its impacts (Term 3, Week 2). Emphasis must be placed on participation. Work can be documented in a journal. EXAMPLE of Journal entry in preparation for the dramatic performance RESOURCES: DANCE Sufficient indoor or outdoor space CDs and CD player MUSIC Sound equipment Microphones CD’s and CD player Arts and Culture text books VISUAL ARTS Available art material Computers Printers paper DRAMA Pen and paper


PERFORMANCE Critique - Performance Media and its impacts

1. TOPIC Brainstorm Discuss Decide and Plan

2. PLOT Write script Dialogue Discussion

3. CHARACTERS Identify various

4. EMOTIONS Moods Feelings

5. ROLE-PLAY

6. DIFFERENT RESPONSIBILITIES

Sharing of responsibility

7. PROPS, COSTUMES: Develop and create/source

8. STAGE MANAGER

Backstage Management

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WEEK 4

TEACHING TIPS: Marketing and Mass Media VISUAL ARTS In groups continue to create the media product (e.g. advertisement, class newsletter, poster, T-shirt, logo, tickets) you have selected. Consider the target group, purpose and design elements. MUSIC Plan (rehearse) for performances Make sure all responsible persons are progressing in their selected group. DANCE Continue choreographing and rehearsing the dance. Continuously give learners guidance and feedback. DRAMA Learners must devise a dramatic item for an audience. The item must be in the form of a critique of performance media and its impacts (Term 3, Week 2). Emphasis must be placed on participation. RESOURCES: DANCE Sufficient indoor or outdoor space CDs and CD player MUSIC Sound equipment Microphones CDs and CD player Instruments VISUAL ARTS Available art material Computers Printers Paper INTEGRATION: Technology Life Orientation

ASSESSMENT: ALL FOUR ART FORMS INFORMAL ASSESSMENT TASK Teacher feedback on the process

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WEEK 5

TEACHING TIPS: Marketing and Mass Media VISUAL ARTS In groups complete the media product (e.g. advertisement, class newsletter, poster, T-shirt, logo, tickets) you have selected. Consider the target group, purpose and design elements. MUSIC Plan (rehearse) for performances Make sure that all responsible persons are clear about their roles and progressing within

their group DANCE Continue choreographing and rehearsing the dance. DRAMA Learners must continue devising a dramatic item for an audience. The item must be in the form of a critique of performance media and its impacts (Term 3, Week 2). Emphasis must be placed on participation. Teacher must also briefly evaluate each group’s progress. RESOURCES: DANCE Sufficient indoor or outdoor space CDs and CD player DRAMA Journal for planning MUSIC Sound equipment Microphones CD’s and CD player Instruments VISUAL ARTS Available art material Computers Printers Paper INTEGRATION: Technology Life Orientation

ASSESSMENT: DRAMA

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INFORMAL TASK Assess each group’s progress and each individual’s level of participation and responsibility towards the group. Provide positive, constructive feedback. VISUAL ARTS INFORMAL TASK Assess the media product considering target group, purpose and design elements by using a checklist.

WEEK 6

TEACHING TIPS: Marketing and Mass Media MUSIC Rehearse the performances Make sure all responsible persons are progressing in their selected group. Organising, marketing and producing continue. Learners could compose a jingle to advertise on radio, etc. DANCE Perform final rehearsal of the dance DRAMA Learners must complete devising a dramatic item for an audience, combining Dance, Drama and Music. The item must be in the form of a critique of performance media and its impacts (Term 3, Week 2). RESOURCES: DANCE AND MUSIC CDs and CD player DRAMA Journal for planning etc. MUSIC Sound equipment Microphones Instruments


ASSESSMENT: INFORMAL TASK

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DANCE AND DRAMA Peer Assessment ASSESSMENT INSTRUMENT Rubric

WEEK 7

TEACHING TIPS: DANCE, DRAMA AND MUSIC Learners present the presentation, combining all planning and production for Dance, Drama and Music. RESOURCES: DANCE, DRAMA AND MUSIC Suitable performance space (indoor or outdoor) CDs and CD Player Sound equipment (e.g. microphones etc.) Instruments


ASSESSMENT: FORMAL TASK 3 Holistically assess group performance based on criteria of a combined Assessment Instrument ASSESSMENT INSTRUMENTS Combined Rubric (Assessing Dance, Drama and Music)

WEEK 8

TEACHING TIPS: DANCE, DRAMA AND MUSIC Learners continue to present the performance, combining all planning and production for Dance, Drama and Music.

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RESOURCES: DANCE, DRAMA AND MUSIC Suitable performance space (indoor or outdoor) CD’s and CD Player Sound equipment (e.g. microphones etc.) Instruments

ASSESSMENT: FORMAL TASK 3 Holistically assess groups based on criteria of a combined Assessment Instrument ASSESSMENT INSTRUMENTS Combined Rubric (Assessing Dance, Drama and Music)

WEEK 9

TEACHING TIPS: DANCE, DRAMA AND MUSIC Learners continue to present the performance, combining all planning and production for Dance, Drama and Music. RESOURCES: DANCE, DRAMA AND MUSIC Suitable performance space (indoor or outdoor) CDs and CD Player Sound equipment (e.g. microphones etc.) Instruments

ASSESSMENT: FORMAL TASK 3 Holistically assess groups based on criteria of a combined Assessment Instrument ASSESSMENT INSTRUMENTS Combined Rubric (Assessing Dance, Drama and Music)

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WEEK 10

TEACHING TIPS: COMPOSITE Initiate a discussion of various African rituals, ceremonies and performances and ask learners to identify the various art forms within them and how they are integrated. e.g. rituals and/or ceremonies surrounding the preparation of the Zulu bride People group and form a procession of the bride’s family (Dance – movement in unison

etc.) The bride wears various beaded works and beaded bags etc. (Visual Arts – beading

etc.) The bride throws a spear she carries in her hand into the ground before entering the

home of her husband (Drama – performance etc.) The procession breaks into ululation (Music – voice manipulation etc.)

RESOURCES: DANCE, DRAMA, MUSIC AND VISUAL ARTS Arts and Culture textbooks Internet DVD’s Books Magazines

INTEGRATION: Social Science - History Technology

ASSESSMENT: INFORMAL TASK Briefly discuss and reflect on the term 3 performance. Identify each art form and the contribution it made towards the overall performance.

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TERM 4

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

WEEK 1

TEACHING TIPS: MUSIC Discuss live musicians vs. technology and music: works out cheaper to use backtracks to accompany solo or a group of people. Musicians struggling to find work. DANCE Discuss the change that has taken place in dance as a result of technological development. Example: Discuss with learners that dance performances can now be recorded and archived whereas in the past they could not be. Improvements are constantly taking place and dance music is also more freely available as a result of the internet, cell-phones, etc. If possible show learners a vinyl record and a turntable (record player). The effect of music video dances could also be discussed. RESOURCES: DANCE Books CDs and CD player Magazines Newspapers Pictures Photographs Videos/ DVDs MUSIC Internet Magazines Arts and Culture text books

INTEGRATION: Social Science-History Technology

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WEEK 2

TEACHING TIPS: MUSIC Technology and Music Brainstorm what role technology plays in music (e.g. accessing the internet to download music, backtracks to accompany singers, etc.) Musicians in comparison vs. technology in music: works out cheaper to use backtracks to accompany solo or a group of people. Musicians struggling to find work. DANCE Continue the discussion on dance and technology from the previous week: Discuss the change that has taken place in dance as a result of technological development. Example: Discuss with learners that dance performances can now be recorded and archived whereas in the past they could not be. Improvements are constantly taking place and dance music is also more freely available as a result of the internet, cell-phones, etc. If possible show learners a vinyl record and a turntable (record player). The effect of music video dances could also be discussed. DRAMA Explore and develop the understanding of Television (e.g. soap operas, dramas, reality shows etc.) Radio broadcasts Documentaries or Films

as dramatic products. RESOURCES: DRAMA, DANCE AND MUSIC Books Textbooks Internet

WEEK 3

TEACHING TIPS: MUSIC Revision of musicians in comparison with technology: works out cheaper to use backtracks to accompany solo or a group people. Musicians struggling to find work. Continue discussion what effect technology has on instruments and musicians. VISUAL ARTS Composite Refer to visual examples (advertisement in magazines/ video clips, poster, etc.) Discuss and interpret the following concept related to mass media and popular culture (e.g. advertisements, posters, etc.)

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Power Control Dominance

DRAMA Discuss the negative and positive effects television, radio, documentaries or films have on our lives. Allow learners to understand positive and negative effects within in different contexts and cultures. Encourage openness and sensitivity towards others within the discussion. RESOURCES: DRAMA Books Textbooks Internet VISUAL ARTS Notes on mass media Notes on popular culture Advertisement in magazines/ video clips, poster, etc.

INTEGRATION: Life Orientation

WEEK 4

TEACHING TIPS: VISUAL ARTS In pairs identify own sensory experiences and perceptions of power in social relations Mass media (e.g. magazines, television, newspapers, radio, etc.) Peer pressure Social pressure (e.g. customs, traditions, etc.) Gender issues (inequality between the sexes) Political pressure (power play)

DRAMA Reflect on the positive and negative effects of television, radio, documentaries or films on our lives, as discussed in term 3 weeks 3 and 4. RESOURCES: DRAMA AND VISUAL ARTS Books Textbooks Internet

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INTEGRATION: Life Orientation

WEEK5

TEACHING TIPS: VISUAL ARTS Refer to discussions in week 3 and 4 of term 4 Plan and create a visual artwork which reflects own sensory experiences of power perceptions of power

RESOURCES: DRAMA Books Textbooks Internet VISUAL ARTS Available Art material

INTEGRATION: VISUAL ARTS Life Orientation

WEEK 6

TEACHING TIPS: VISUAL ARTS Complete creation of visual artwork which reflects own sensory experiences of power perceptions of power

RESOURCES: VISUAL ARTS Available art materials

INTEGRATION: VISUAL ARTS Life Orientation

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ASSESSMENT: FORMAL TASK 3 (activity 2) Artwork ASSESSMENT INSTRUMENT Rubric

WEEKS 7 - 10

External National Assessment: Task 4

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GLOSSARY

TERM EXPLANATION Accent Placing emphasis on something.

Accompanist Provides background music for singer/s.

Active and passive

The active person is the one leads or drives the others. The passive person is the one who follows. Passivity must not be confused with relaxation. The passive person cannot be totally relaxed or they will be a dead weight and difficult to move. They should be relaxed enough to sense the force exerted on them, but light and flexible enough to be easily moved.

Backdrops Often a painted cloth or wooden screen depicting a scene relating to the play. (e.g. a backdrop of trees for a scene from a production for example: Little Red Riding Hood).

Bar / bars Bars are smaller units that divide the staff. Barlines appear at the end of a bar.

Beat The regular pulse that divides the music into equal units of time.

Casting Selection of the most suitable individual for a particular role in a performance.

Ceremony A formal procedure, often pre-planned and determined, applied at various events.

Characterisation The various mannerisms, speech patterns an actor uses to represent the role.

Choreographic elements The three choreographic elements are Space, Time and Force. Choreography The art of creating dances.

Conductor A conductor keeps a group of musicians together in unison, also indicates dynamics,

Contact improvisation Moving spontaneously while in contact with another person.

Costing The evaluation of expenses anticipated to be spent before, during and after performance. These include wages, advertising fees, production fees and other sundry expenses.

Counterbalances Applying equal weight from both sides like a scale.

Critique A written or performed piece which assesses a work of art specifically highlighting its good or bad qualities.

Customer Relations After sales service, including things like warranties, guarantees, previews, benefits and customer aided feedback on items or performances.

Devise To work out, develop to create, set up or plan. Dialogue The words in a play or movie etc. spoken by the characters.

Direction The course along which someone moves or the way they are facing. (e.g. forward, backward, etc.).

Djembe drum A drum originated in West Africa, made of a wooden goblet shaped base with goat’s skin stretched over the ‘cup’ end.

Dress Rehearsal The last night rehearsal before opening night/ performance for evaluation; a complete run through of the event in full costume, as if it were the actual performance.

Duration The amount of time a movement takes. (e.g. a fast movement has a short duration and a slow movement has a long duration).

Dynamic Dynamic refers to how soft or loud. Elements The building blocks/ parts which make up something. Ensemble A small group of artists making music together.

Force The amount of energy used when doing a movement. (e.g. sharp and sudden, slow and sustained, etc.)

General space The space which is shared. (e.g. the space in the classroom).

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Genre Refers to a particular type or style of music that is easily recognized by its characteristics, e.g. jazz-, classical-, African-, Be-bop music, etc.

Holistically Completely, in totality or altogether.

Improvisation To make something up without preparation/ to move spontaneously.

Inclusivity Including all aspects of another cultures customs, traditions, religion etc.

Letternames A lettername is always written in capital letters (A, B, C, D, E, F, G). This is the name of a note on each line and in each space on the staff.

Levels The levels of movement are low (e.g. sitting, crawling, etc.), medium (e.g. kneeling, standing, etc.) and high (e.g. leaping, jumping, etc.).

Mass Media Communication with large numbers of people through media like internet, television, newspapers etc.

Mbira The ‘thumb piano’ of Southern Africa, often played inside a gourd for extra resonance.

Mirror image An exact copy, but with the structure reversed.

Mood This is the atmosphere of state of mind or feeling, e.g. sad , playful, angry, etc.

Negative space This is the area around, between, under or above people or body parts. (i.e. it is the space which is unoccupied).

Neutral body position

A relaxed position where the feet are parallel with the hips, the arms hanging relaxed against the sides of the body and the back is straight, but still keeping the natural curve or ‘S’ shape of the spine.

Personal space The space which is close to your body. Pitch Pitch refers to how high or low a note sounds. Plot The events and ‘happenings’ which make up a story.

Props/Properties The moveable items which are placed on stage to enhance the visualisation and performance.

Review

A critical response to / evaluation of a performance or art work often including reference to characterisation, plot, technical aspects and the reviewers overall impression or opinion. Ratings like 9/10 or 4/5 stars are also commonly included as a quick reference to popularity etc.

Rhythm Rhythm relates to time and the succession in time of beats, measures (meters) and phrase.

Rituals A custom, habit or procedure surrounding an event e.g. a wedding.

Scales The notes written on a staff in a stepwise form is called a scale.

Script writing Writing the dialogue and stage directions of the play or performance.

Sensitivity Making sure to not be biased, prejudiced or speak poorly of another culture while discussing or planning a production with individuals with diverse backgrounds and cultures.

Set The scenery (including backdrops, props etc.) specific to a play or scene.

Social dances Dances which are done or performed at recreational gatherings such as parties and night clubs.

Staff Music is written on a staff. A staff consists out of 5 lines and 4 spaces. Count lines and spaces from bottom up.

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Stage conventions/directions

Target Market An identified group of people selected to be exposed and included in marketing a particular item/performance.

Technical Aspects Lighting, Set building, Sound Management, Visuals etc. Tempo Tempo refers to how slow or fast.

Time Management Successful and effective use of time in order to produce and perform.

Time signature This indicates the number of beats in a bar. Trend A fashion or fad of the times.

Ululation A howling, wailing or high pitched irresolute sound made with the voice and the tongue, usually expressed at times of joy, sadness or respect.

Vulnerability The feeling of being exposed when working in close proximity to another person.

Warm-up A sequence or exercise involving movements designed to stretch and warm-up muscle groups and loosen tension/joints in preparation for intense physical activity.

Zulu A tribal civilization historically indigenous to the eastern part of South Africa predominantly in the province of Kwa Zulu Natal.

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RUBRIC: DRAMA REVIEW

1-3 4-5 6-7 Not Achieved Adequate Achievement Outstanding Achievement

Poor opening statements – the reader is left wondering how the reviewer feels about the piece

Adequate opening statements which give the reader some indication of the reviewer’s opinion

Excellent opening statements which establish a tone for the review

Does not note important aspects of the piece nor the people responsible for them

Mentions the important technical aspects of the film, but not the people responsible for them

Mentions the important technical aspects of the film and the individual’s responsible for the accomplishments or failures

Provides so much information about the plot that the piece is rendered meaningless and is ruined for the viewer or tells too little about the piece that the reader cannot determine whether or not to see the piece

Provides an overly detailed plot synopsis that does not quite give the reader enough information

Provides a succinct plot synopsis without divulging too much of the piece

Makes comparisons to other pieces that are invalid Makes no comparisons to other pieces Makes appropriate comparisons to other pieces

(similar genres, performers and or directors) Includes no examples of action or dialogue from the piece Provides some examples of action or dialogue from

the piece that supports their ideas about the piece’s effectiveness

Provides relevant examples or illustrations from the piece to support their opinions about its effectiveness (including dialogue when relevant)

Has virtually no opinion about the piece other than “it was good/bad” and fails to explain this opinion or has an opinion about the piece which is not supported

Voices an opinion about the piece’s merit and points out the piece’s successes and failures but does not explain why these things worked or did not work

Makes a provable case for the piece’s merit and analyses what worked and did not work in the piece

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INTEGRATED PERFORMANCE: GROUP ASSESSMENT

LEVEL 1

2

3

4

LEARNER’S

CRITERIA 1 2 - 3 4 5 MARK • Interpretation

of task • Creativity • Planning

Students demonstrate limited creativity in interpretation of task. Planning is weak, ineffectual.

Creativity is below average. Interpretation is fairly mechanical, obvious. Planning is satisfactory only.

Creativity is satisfactory to above-average. Evidence of moments of originality is present. Planning is good

Good to excellent level of planning and creativity at work. Ideas are innovative and interesting.

• Visual interest – use of space, staging, outfits, etc.

Not achieved. Does not use these skills at all effectively

Partially achieved. Uses these skills, but not enough variety.

Mostly achieved. Uses these skills fairly competently.

Achieved. Good to excellent use of these skills.

• Appropriate use of Music and Dance in combination. (Rhythm, Movements, etc.)

Not achieved. The group has been unsuccessful in creating a dance that complements the musical item. Dance is incomplete and weak.

Partially achieved. The group has attempted to create a dance that compliments musical item, but it is partially evident in the performance. Dance is performed half-heartedly and out of time.

Mostly achieved. There is a dance, but does not always complement the musical item. Energy and interest are lacking at times. Generally in time.

Achieved. The group has successfully constructed a dance that complements the musical item. Performance is in time.

• Instruments compliment vocal score.

• Additional music elements have been used, i.e. body percussion, song, rap, rhyme, etc.

Not achieved. Instruments are not used and/ or are used sparingly and do not contribute to the overall performance. No additional elements have been used.

Partially achieved. Instruments are used, but not all the time. The combinations are not always effective; half-hearted attempt to add additional elements.

Mostly achieved. Instruments are used and are generally effective, both in combination with one another and the singing. Some additional elements included.

Achieved. All instruments are used effectively in combination with one another and the singing. Additional elements have been included.

• The performance is vibrant and exciting

Not achieved. The performance is neither creative nor effective. Very little creative energy has been expended here.

Partially achieved. The group has through the motions. The performance has a limited degree of creativity and effectiveness and the result is below- average.

Mostly achieved. There is evidence of creativity and the performance is mostly successful.

Achieved. The performance is highly creative and effective.

TOTAL: 25

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ARTS AND CULTURE TEST / EXAMINATION PAPER: GRADE 9

THE FOLLOWING ARE EXAMPLES OF TESTS OR EXAM QUESTIONS PER ART FORM.

DANCE

QUESTION 1 Complete the following diagram by filling in the FIVE words that can collectively describe the words in the bubble. Write only the letter and the correct element on your answer sheet. (5)

QUESTION 2 Provide FIVE reasons why it is important to warm-up before dancing. (5)

Posture and alignment, balance, control, flexibility, strength, extension, elevation

Energy (sharp or smooth), Weight (heavy or light), Flow Contrasts

Rhythm, tempo, beat, accent, unison, canon, syncopation

General, personal & negative space, direction, levels, shape, size, opposite

Locomotor movements Axial movements

DANCE ELEMENTS

A:

B:

C:

D: E:

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QUESTION 3 Explain the following terms as they are used in dance: 3.1 Locomotor movement (2)

3.2 Levels (2) 3.3 Force (2) 3.4 Direction (2) 3.5 Focus (2) [10] QUESTION 4 Diagrams A and B show posture. Study the diagrams and answer the questions that follow.

A B 4.1 Which diagram shows the correct posture for dance? (1) 4.2 Provide four reasons for your answer in 4.1 (4)[5]

TOTAL: [25]

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DRAMA QUESTION 1 Theatre Elements include:

Lighting Sound Props Set Costume Make-up

1.1 Choose two of these that you would like to discuss as part of a dramatic production:

This is how I would use them and why: Theatre Element 1:

(2) Theatre Element 2:

(2)[4] QUESTION 2 Imagine the following is a description of the opening scene of a drama:

A public park. It is sunny and hot.

This is the set:

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2. Two characters are about to enter and begin the production. 2.1 Who could they be? Character 1: ______________________________________________________________________ Character 2: ______________________________________________________________________

(2) 2.2 What are they doing there?

Character 1: _____________________________________________________________________________ ______________________________________________________________________

Character 2: _____________________________________________________________________________ ______________________________________________________________________

(2)

2.3 Write two lines of suitable dialogue (script) for each character Character 1: ______________________________________________________________________ ______________________________________________________________________ Character 2: ______________________________________________________________________ ______________________________________________________________________

(4) 2.4 Describe two ways in which you would light the scene and give a reason for each

answer. 1 ______________________________________________________________________ Reason: ______________________________________________________________________ ______________________________________________________________________ 2 ______________________________________________________________________ Reason: ______________________________________________________________________ ______________________________________________________________________

(4)

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2.5 Describe two ways in which you would add sound to the scene. 1 ______________________________________________________________________ Reason: ______________________________________________________________________ ______________________________________________________________________ 2 ______________________________________________________________________ Reason: ______________________________________________________________________ ______________________________________________________________________

(4)[16]

QUESTION 3 Below is a ground plan of a stage production. Look at it carefully and answer the questions that follow.

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3.1 The Door is USR (Tick ()or()one block) DSL CSL (1)

3.2 The Television is (Tick ()or()one block) DSL DSR CS (1)

3.3 The desk and chair are (Tick ()or()one block) USR DSL CSR (1)

3.4 Where is the sofa? (1)

______________________________________________________________________

3.5 Where is the bed? (1) [5]

______________________________________________________________________

TOTAL: [25]

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MUSIC QUESTION 1 1.1. Fill in the missing parts in the following table provided below (10)

NOTE AND REST ON

STAFF

TYPE OF NOTE


NAME

TYPE OF

REST

VALUE

OF REST

1.1.1 (2)

SEMIBREVE


SEMI-BREVE REST

4

1.1.2 (1)


MINIM REST

2

1.1.3 (2)

CROTCHET


CROTCHET REST

1.1.4 (1)

1.1.5 (1)


1.1.6 (1)

½

1.1.7 (2)

SEMI QUAVER

¼ COUNT 5 semi

quavers: ♪+♪+♪+♪ = ♫♫(jointed) tafétéfé (clap on each note)

SEMI QUAVER REST

¼

(10)

1.2 Add BARLINES to the following rhythmic exercise.

(4)

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QUESTION 2 2.1 Find ONLY NAMES of the instruments arranged below the given puzzle. (11) D O U B L E B A S S X Y L O P H O N E D R E C O R D E R F L U T E C E L L O X B S A X O P H O N E C L A R I N E T T I M V I O L I N H A R P C O N D U C T O R C T R O M B O N E T A M B O U R I N E X Y O B O E T R U M P E T V O I V E T U B A D R U M S P I C C O L O B A S S O O N S P I A N O K E Y B O A R D T I M P A N I D I D I E R I D O O O R G U I T A R A S V I O L A T R I A N G L E O R G A N L T

Source of pictures: Wikipedia

TOTAL: [25]

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VISUAL ARTS

QUESTION 1: Artists and Influences Read the following passage and answer the following questions

Willie Bester was born on the 29th of February 1956 in the small farming town of Montagu two hours north of Cape Town, where he also grew up. He was the illegitimate son of a Xhosa-speaking migrant labourer from the Eastern Cape and a "Cape Coloured" mother. Because his parents were defined as a mixed race couple, Bester was classified as "Other Coloured." Bester was interested in creating artistically from an early age. As a young boy he made toys to sell to the neighbourhood children, and his inventiveness led to details in design such as wire cars with headlights made from candles and tin-can reflectors. At school, Bester's interest in painting was encouraged by one of his teachers and he won an interschool art competition. However, he could not develop his creative talent as a result of the effect Apartheid had on his family and early life.

Bester has achieved great success in the way he combines three-dimensional material from the real world with two-dimensional representations. However, he is not the first artist to represent the real world through a combination of objects found within it. Picasso and Braque invented this method in the period of Synthetic Cubism, and it has since appeared in the rubbish collages of the Dadaist Kurt Schwitters and the early Pop collections of Robert Rauschenberg. Bester was painting and creating artworks constantly, but in the Western art styles of, for example, Van Gogh. He believed that art meant depicting the natural surroundings - he did not know that a message could be created through an artwork, especially a political one. He wanted to further his art studies, since he knew from a young age that he wanted to create art, but he found that most art institutions were reserved for white people only. However, he found the Community Arts Project in Cape Town, and joined it in 1988 for a year. Here he discovered another way of art. His fellow students were expressing themselves and their feelings about Apartheid. They were very much involved in the political struggle against Apartheid, creating posters and having discussions on issues beyond the borders. These activities influenced him greatly, as he realised what he could do with his art. He started creating works on the same theme. Bester found a special personal meaning by focusing on the townships, as he had lived in the situation and had personal experiences to inform his works, and started creating works on the themes we are familiar with today. Willie Bester's main choice of subject matter is commonly the South African township scene. He lived in this setting himself as a child and young adult, and therefore has a deep, rich understanding of the hardships and joys that run coherently in these cramped settings. Bester tries to depict the other side of township life. The survivors and the positive aspects of township life are his focus: the vibrancy of colour on walls and signs, the humour, the innovative and industrious spirit, the camaraderie among kin and neighbours.

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His common themes include forced removals, township life, migrant labour and the destructive impact of Apartheid on both those who stayed and those who fled, on those who resisted and those who accepted their fate. These themes are closely linked to the materials he uses to depict them. The materials themselves are very significant. Bester often includes newspaper photographs and text to illustrate a work. A major part of all Bester's works to date are the found objects he gathers from townships near his house and includes in his collages. The discarded materials are rich in symbolic meaning, and Bester creates an original iconography from the most varied and unlikely sources. He uses a motley array of objects such as machine parts, old sacking, sticks, various tin cans, sheep bones and wire netting. These objects are chosen not only for the way they convey the texture of the townships, but also for their symbolic significance which he discovers within them. 1.1 Where did Bester grow up? (1) 1.2 When and how did Bester’s art career start? (2) 1.3 Who encouraged Bester at a young age to continue his art? (1) 1.4 What prevented his creative talent from developing at this young age? (1) 1.5 Describe Bester’s methods of art making. (2) 1.6 Name a few things that influenced Bester as an artist over the years? (2) 1.7 What materials does he use? (2) 1.8 What are his main subject matters/themes used in his art works? (1)[12] QUESTION 2 Art elements Create a realistic drawing of an anorganic object in the classroom and include the following:

Line Tones Shapes Textures

Criteria for drawing Mark Mark achieved Realistic drawing 2 Drawing of an anorganic object

2

A variety of tones and shapes 2 Texture and line are visible 2 Drawing completed 2 Total 10

QUESTION 3: Art principles 3.1 Contrast refers to the visual differences in an artwork. Name THREE examples of art

elements which creates contrast in an artwork. 3.1.1 ______________________________ 3.1.2 ______________________________ 3.1.3 ______________________________ (3)

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3.2 How is contrast being created in the following artworks? 3.2.1 __________________________ 3.2.2 ____________________________________

(2) 3.3 Look at the artworks below and answer the following questions A. B. 3.3.1 Identify the part of the figure in artwork A that is out of proportion? (1) 3.3.2 Identify the part of the portrait in artwork B that is out of proportion? (1) 3.3.3 Why do you think the artist created parts of this figure and portrait out of proportion? (3) 3.4 Study the following artworks and mark the parts where movement is created:

(3)[13]

TOTAL: 35

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ARTS AND CULTURE GRADE 9

MEMORANDUM MEMORANDUM: DANCE

QUESTION 1 A- Technique elements B- Action words C- Space D- Time E- Force

[5] QUESTION 2 Any FIVE reasons:

• Prevents injury • Increases your heart rate so that oxygen can travel to the muscles • Increases flexibility of joints and muscles • Improves posture and alignment • Focuses the mind • Helps build technical skills

[5] QUESTION 3 3.1 Movement that travels from one place to another. (2) 3.2 Moving at low, medium or high levels, e.g. crawling, kneeling, walking, jumping (2) 3.3 Different energies used in dance, e.g. strong, soft, flowing, jerky (2) 3.4 Direction can be used to refer to the way you are facing or travelling, e.g. forwards, backwards, diagonal (2) 3.5 Concentrating entirely on what you are doing. Eye focus: spotting (2)

[10] QUESTION 4 4.1 A (1) 4.2 Any 4: spine is lengthened stomach muscles activated all joints are aligned (neck in line with spine, hips over knees, knees over ankles. ) (4)

[5]

TOTAL: [25]

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MEMORANDUM: DRAMA

QUESTION 1 Theatre Elements include:

Lighting Sound Props Set Costume Make-up

1.1 Choose TWO of these that you would like to discuss as part of a dramatic production:

This is how I would use them and why: Theatre Element 1: Learner could select any TWO elements /devices and should explain how it is used, as well as a motivation for its use in a dramatic production (could include media), e.g. Sound: to create tension, to prepare the listener or audience member for the action of the play (what is to come), it indicates (accompanies) certain character/s, it indicates time, action and place; it develops comedy or strengthens the tragedy, pathos of a scene.

(2) Costume: to indicate status of the character, to indicate the period (time) in which the action takes place, it indicates sex, age, economic status. Sometimes it is symbolic, adds to the atmosphere of the play.

(2)[4] QUESTION 2 Imagine the following is a description of the opening scene of a drama: 2..1 Learner could mention any two characters.

(2) 2.2 What are they doing there?

Learners could discuss any type of action that would be appropriate to the setting. Two friends meeting, discussing an upcoming party; two secret agents meeting and sharing top secret information, a man asking a woman to marry him, etc (2)

2.3 Write two lines of suitable dialogue (script) for each character

The dialogue should indicate the sex, age, status of the character as well as the purpose of the meeting of the characters.

(4) 2.4 Describe two ways in which you would light the scene and give a reason for each answer.

The lighting should indicate the time of day, whether it is indoors or outdoors, it could also indicate atmosphere

(4)

2.5 Describe two ways in which you would add sound to the scene. Sound could include background music, sounds of nature, any other sound that would add to the action, create atmosphere or tension.

(4)[16]

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QUESTION 3 3.1 The Door is USR

(Tick ()or()one block) DSL XCSL (1)

3.2 The Television is (Tick ()or()one block) DSL XDSR CS (1)

3.3 The desk and chair are (Tick ()or()one block) X USR DSL CSR (1)

3.4 Where is the sofa?

Centre stage (1)

3.5 Where is the bed? Upstage left (1) [5]

TOTAL: [25]

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MEMORANDUM: MUSIC

QUESTION 1: 1.1. Fill in the missing parts in the following table provided below (10)

NOTE AND REST ON

STAFF

TYPE OF NOTE


NAME

TYPE OF

REST

VALUE

OF REST

1.1.1 (2)

SEMIBREVE


SEMI-BREVE REST

4

1.1.2 (1)

MINIM


MINIM REST

2

1.1.3 (2)

CROTCHET


CROTCHET REST

1.1.4 (1)

1

1.1.5 (1)

QUAVER


1.1.6 (1)

QUAVER REST

½

1.1.7 (2)

SEMI QUAVER

¼ COUNT 4 semi quavers: ♪+♪+♪+♪ = ♫♫(jointed) tafétéfé (clap on each note)

SEMI QUAVER REST

1.1.8 (1)

¼

1.2.1 Add BARLINES to the following rhythmic exercise.

(4)[14]

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QUESTION 2: 2.1 Find ONLY the NAMES of the instruments arranged around the given puzzle.

D O U B L E B A S S X Y L O P H O N E D

R E C O R D E R F L U T E C E L L O X B

S A X O P H O N E C L A R I N E T T I M

V I O L I N H A R P C O N D U C T O R C

T R O M B O N E T A M B O U R I N E X Y

O B O E T R U M P E T V O I V E T U B A

D R U M S P I C C O L O B A S S O O N S

P I A N O K E Y B O A R D T I M P A N I

D I D I E R I D O O O R G U I T A R A S

V I O L A T R I A N G L E O R G A N L T

(11)

Music Total: 25

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MEMORANDUM: VISUAL ARTS

QUESTION 1: 1.1 Bester grew up in the small farming town of Montagu two hours north of Cape Town

(1) 1.2 As a young boy he made toys to sell to the neighbourhood children, and his

inventiveness led to details in design such as wire cars with headlights made from candles and tin-can reflectors. (2)

1.3 At school, Bester's interest in painting was encouraged by one of his teachers and he

won an interschool art competition. (1) 1.4 He could not develop his creative talent as a result of the effect Apartheid had on his

family and early life. (1) 1.5 Bester combines three-dimensional material from the real world with two-dimensional

representations. (2) 1.6 - His background as a child

- His teacher - Picasso, Braque and Van Gogh - His fellow students at the Community Arts Projects in Cape Town Name

(2)

1.7 Bester often includes newspaper photographs and text to illustrate a work. A major part of all Bester's works to date are found objects He uses a variety of objects such as machine parts, old sacking, sticks, various tin cans, sheep bones and wire netting. (2)

1.8 Willie Bester's main choice of subject matter is commonly the South African township

scene. (1) [12]

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QUESTION 2: ART ELEMENTS Create a realistic drawing of an anorganic object in the classroom and include the following:

Line Tones Shapes Textures

Example:

Criteria for drawing Mark Mark achieved Realistic drawing 2 Drawing of an anorganic object

2

A variety of tones and shapes 2 Texture and line are visible 2 Drawing completed 2 Total 10

(10) QUESTION 3: ART PRINCIPLES 3.1 Any of the following 3 answers:

Colour Form Size Weight Texture (3)

3.2 Any of the following answers: 3.2.1 Colour / weight 3.2.2 Colour / weight / texture (2) 3.3.1 Identify the part of the figure in artwork A that is out of proportion?

The hands of the figure (1)

3.3.2 Identify the part of the portrait in artwork B that is out of proportion? The mouth of the man (1)

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3.3.3 Why do you think the artist created parts of this figure and portrait out of proportion in artwork? Learner can write his/hers own opinion:

For example: The figure’s hands are out of proportion to emphasise his strength. The man’s mouth is out of proportion to emphasise the shout / his anger.

(3) 4 Study the following artworks and mark the parts where movement is created:

(3)(13) Total: [45]

phase teacher’s guide - western cape · the work schedule is accompanied by a teacher guide that...

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