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Senior Phase Teacher's Guide Grade Arts and 9 Culture Phase Senior Guide Teacher’s 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) 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 - 1 - 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 - 2 - 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) - 3 - 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 - 4 - 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.
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