Grade Senior Phase 9 Teacher’s Guide Culture Arts and 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

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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 TYPE OF NOTE COUNTS/ TYPE OF VALUE STAFF VALUE OF REST OF NOTE AND REST FRENCH RHYTHM NAME

4 COUNTS SEMIBREVE taa-aa-aa-aa SEMI-BREVE 4 1 2 3 4 REST (clap on 1 only)

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

1 COUNT CROTCHET taa CROTCHET 1 1 REST (clap on 1) ½ COUNT 2 quavers: QUAVER ♪ + ♪ = ♫ QUAVER ½ ♫ (jointed) REST taté (clap on both notes) ¼ COUNT 4 semi quavers: SEMI ♪+♪+♪+♪ = SEMI QUAVER ♫♫(jointed) QUAVER ½ tafétéfé REST (clap on each note)

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.

INTEGRATION: MUSIC Mathematics VISUAL ARTS Technology

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.

INTEGRATION: MUSIC Mathematics VISUAL ARTS Technology

ASSESSMENT:

VISUAL ARTS FORMAL ASSESSMENT TASK Art, craft or design product

ASSESSMENT INSTRUMENT Checklist

- 15 - 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 10 and innovation 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

INTEGRATION: MUSIC Mathematics

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

INTEGRATION: MUSIC Mathematics

- 17 - ARTS AND CULTURE GRADE 9 TEACHER’S GUIDE 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 5 4 2-3 1 Marks 15 Locating and Learner is able to Learner is able to Learner is able to Learner is able to assessing locate and access locate and access locate and access locate and access information various sources of information a limited amount limited information information independently of information 5 4 2-3 1 Accuracy and Learner is able to Learner is able to Learner is able to Information is relevance of select information select information select information inaccurate and selected that displays a that displays that displays irrelevant information high degree of acceptable limited accuracy accuracy and accuracy and and relevance relevance relevance 5 4 2-3 1 Presentation Learner is able to Learner is able to Learner is able to Learner is unable present results in present results in a present results in to present the a clear structured fairly clear, a limited number results in a and concise structured and of formats and structured or manner using a concise manner clarity and logical manner variety of using different structures are appropriate formats weak formats

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.

- 22 -

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 FEELINGS/ EXPLANATION / (5) MOODS (5) MOTIVATION (2X5) 1

2

3

4

5

TOTAL: 20

- 23 -

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

- 24 -

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

- 25 -

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.

- 26 -

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 Not Partially Mostly Achieved. has created achieved. achieved. achieved. The musical a functional The art work The musical The art work instrument is musical is not instrument is functions as both instrument functional as partially a musical functional from waste a musical functional instrument and entirely material instrument. and an and is mostly made from attempt has constructed waste been made from waste material. to use waste material. material. The Not Partially Mostly Achieved. functional achieved. achieved. It achieved. It The musical art work The musical is fairly is fairly instrument is has been instrument is flimsy and sturdy when both sturdy well- flimsy and could fall used as a and well- constructed poorly put apart when musical constructed. to be used together. used as a instrument. as a musical musical instrument. instrument The Not Partially Mostly Achieved. musical achieved. achieved. A achieved. The musical instrument Very little limited Proof of instrument is is both creative and degree of creativity creative and creative effective creativity and highly and energy have and effectiveness effective. effective been effectiveness is present as expended is used. a musical here. instrument. The Not Partially Mostly Achieved. musical achieved. achieved. achieved. The learner instrument The musical The musical The musical has from waste instrument is instrument is instrument is successfully is not decorated, decorated achieved decorated. decorated but not to and is mostly decorating and visually satisfaction. successful. and making pleasing. the musical instrument visually pleasing.

- 27 -

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

- 28 - ARTS AND CULTURE GRADE 9 TEACHER’S GUIDE 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

- 29 -

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.

- 30 -

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)

INTEGRATION: Technology Life Orientation

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.

- 31 -

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

8. STAGE 7. PROPS, COSTUMES: Develop and create/source MANAGER Backstage 1. TOPIC Management Brainstorm Discuss 6. DIFFERENT Decide and RESPONSIBILITIES Plan Sharing of responsibility PERFORMANCE Critique - Performance 2. PLOT Media and its impacts Write script Dialogue Discussion 5. ROLE-PLAY

4. EMOTIONS Moods 3. CHARACTERS Identify various Feelings

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

INTEGRATION: Technology Life Orientation

- 32 -

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

- 33 -

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

- 34 -

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

INTEGRATION: Technology Life Orientation

ASSESSMENT:

INFORMAL TASK

- 35 -

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

INTEGRATION: Technology Life Orientation

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.

- 36 -

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)

- 37 -

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.

- 38 - ARTS AND CULTURE GRADE 9 TEACHER’S GUIDE 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

- 39 -

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.)

- 40 -

. 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

- 41 -

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

- 42 -

ASSESSMENT:

FORMAL TASK 3 (activity 2) Artwork

ASSESSMENT INSTRUMENT Rubric

WEEKS 7 - 10

External National Assessment: Task 4

- 43 -

GLOSSARY

TERM EXPLANATION Accent Placing emphasis on something. Accompanist Provides background music for singer/s. 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 Active and passive 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. Often a painted cloth or wooden screen depicting a scene relating Backdrops to the play. (e.g. a backdrop of trees for a scene from a production for example: Little Red Riding Hood). Bars are smaller units that divide the staff. Barlines appear at the Bar / bars end of a bar. Beat The regular pulse that divides the music into equal units of time. Selection of the most suitable individual for a particular role in a Casting performance. A formal procedure, often pre-planned and determined, applied at Ceremony various events. The various mannerisms, speech patterns an actor uses to Characterisation represent the role. Choreographic elements The three choreographic elements are Space, Time and Force. Choreography The art of creating dances. A conductor keeps a group of musicians together in unison, also Conductor indicates dynamics, Contact improvisation Moving spontaneously while in contact with another person. The evaluation of expenses anticipated to be spent before, during Costing and after performance. These include wages, advertising fees, production fees and other sundry expenses. Counterbalances Applying equal weight from both sides like a scale. A written or performed piece which assesses a work of art Critique specifically highlighting its good or bad qualities. After sales service, including things like warranties, guarantees, Customer Relations 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. The course along which someone moves or the way they are Direction facing. (e.g. forward, backward, etc.). A drum originated in West Africa, made of a wooden goblet Djembe drum shaped base with goat’s skin stretched over the ‘cup’ end. The last night rehearsal before opening night/ performance for Dress Rehearsal evaluation; a complete run through of the event in full costume, as if it were the actual performance. The amount of time a movement takes. (e.g. a fast movement has Duration 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. The amount of energy used when doing a movement. (e.g. sharp Force and sudden, slow and sustained, etc.) General space The space which is shared. (e.g. the space in the classroom).

- 44 - Refers to a particular type or style of music that is easily Genre recognized by its characteristics, e.g. jazz-, classical-, African-, Be-bop music, etc. Holistically Completely, in totality or altogether. To make something up without preparation/ to move Improvisation spontaneously. Including all aspects of another cultures customs, traditions, Inclusivity religion etc. A lettername is always written in capital letters (A, B, C, D, E, F, Letternames G). This is the name of a note on each line and in each space on the staff. The levels of movement are low (e.g. sitting, crawling, etc.), Levels medium (e.g. kneeling, standing, etc.) and high (e.g. leaping, jumping, etc.). Communication with large numbers of people through media like Mass Media internet, television, newspapers etc. The ‘thumb piano’ of Southern Africa, often played inside a gourd Mbira for extra resonance. Mirror image An exact copy, but with the structure reversed. This is the atmosphere of state of mind or feeling, e.g. sad , Mood playful, angry, etc. This is the area around, between, under or above people or body Negative space parts. (i.e. it is the space which is unoccupied). A relaxed position where the feet are parallel with the hips, the arms hanging relaxed against the sides of the body and the back Neutral body position 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. The moveable items which are placed on stage to enhance the Props/Properties visualisation and performance. A critical response to / evaluation of a performance or art work often including reference to characterisation, plot, technical Review 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 relates to time and the succession in time of beats, Rhythm measures (meters) and phrase. A custom, habit or procedure surrounding an event e.g. a Rituals wedding. Scales The notes written on a staff in a stepwise form is called a scale. Writing the dialogue and stage directions of the play or Script writing performance. Making sure to not be biased, prejudiced or speak poorly of Sensitivity another culture while discussing or planning a production with individuals with diverse backgrounds and cultures. The scenery (including backdrops, props etc.) specific to a play or Set scene. Dances which are done or performed at recreational gatherings Social dances such as parties and night clubs. Music is written on a staff. A staff consists out of 5 lines and 4 Staff spaces. Count lines and spaces from bottom up.

- 45 - Stage conventions/directions

An identified group of people selected to be exposed and Target Market included in marketing a particular item/performance. Technical Aspects Lighting, Set building, Sound Management, Visuals etc. Tempo Tempo refers to how slow or fast. Successful and effective use of time in order to produce and Time Management perform. Time signature This indicates the number of beats in a bar. Trend A fashion or fad of the times. A howling, wailing or high pitched irresolute sound made with the Ululation voice and the tongue, usually expressed at times of joy, sadness or respect. The feeling of being exposed when working in close proximity to Vulnerability another person. A sequence or exercise involving movements designed to stretch Warm-up and warm-up muscle groups and loosen tension/joints in preparation for intense physical activity. A tribal civilization historically indigenous to the eastern part of Zulu South Africa predominantly in the province of Kwa Zulu Natal.

- 46 - 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 Adequate opening statements which give the Excellent opening statements which establish a reviewer feels about the piece reader some indication of the reviewer’s opinion tone for the review

Does not note important aspects of the piece nor the people Mentions the important technical aspects of the film, Mentions the important technical aspects of the responsible for them but not the people responsible for them film and the individual’s responsible for the accomplishments or failures

Provides so much information about the plot that the piece is Provides an overly detailed plot synopsis that does Provides a succinct plot synopsis without divulging rendered meaningless and is ruined for the viewer or tells too little not quite give the reader enough information too much of the piece about the piece that the reader cannot determine whether or not to see 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 Provides relevant examples or illustrations from the piece that supports their ideas about the piece’s the piece to support their opinions about its effectiveness effectiveness (including dialogue when relevant)

Has virtually no opinion about the piece other than “it was Voices an opinion about the piece’s merit and Makes a provable case for the piece’s merit and good/bad” and fails to explain this opinion or has an opinion points out the piece’s successes and failures but analyses what worked and did not work in the about the piece which is not supported does not explain why these things worked or did not piece work

- 47 - INTEGRATED PERFORMANCE: GROUP ASSESSMENT

LEVEL 1 2 3 4 LEARNER’S CRITERIA 1 2 - 3 4 5 MARK • Interpretation Students Creativity is Creativity is Good to excellent of task demonstrate below average. satisfactory to level of planning • Creativity limited creativity Interpretation is above-average. and creativity at • in interpretation fairly mechanical, Evidence of work. Ideas are Planning of task. Planning obvious. moments of innovative and is weak, Planning is originality is interesting. ineffectual. satisfactory only. present. Planning is good • Visual Not achieved. Partially Mostly achieved. Achieved. Good interest – use Does not use achieved. Uses Uses these skills to excellent use of space, these skills at all these skills, but fairly of these skills. effectively not enough competently. staging, variety. outfits, etc. • Appropriate Not achieved. Partially Mostly achieved. Achieved. The use of Music The group has achieved. The There is a dance, group has and Dance in been group has but does not successfully unsuccessful in attempted to always constructed a combination. creating a dance create a dance complement the dance that (Rhythm, that that compliments musical item. complements the Movements, complements the musical item, but Energy and musical item. etc.) musical item. it is partially interest are Performance is in Dance is evident in the lacking at times. time. incomplete and performance. Generally in time. weak. Dance is performed half- heartedly and out of time. • Instruments Not achieved. Partially Mostly achieved. Achieved. All compliment Instruments are achieved. Instruments are instruments are vocal score. not used and/ or Instruments are used and are used effectively • are used used, but not all generally in combination Additional sparingly and do the time. The effective, both in with one another music not contribute to combinations are combination with and the singing. elements the overall not always one another and Additional have been performance. No effective; half- the singing. elements have used, i.e. additional hearted attempt Some additional been included. body elements have to add additional elements percussion, been used. elements. included. song, rap, rhyme, etc. • The Not achieved. Partially Mostly achieved. Achieved. The performance The performance achieved. The There is performance is is vibrant and is neither creative group has evidence of highly creative nor effective. through the creativity and the and effective. exciting Very little motions. The performance is creative energy performance has mostly has been a limited degree successful. expended here. of creativity and effectiveness and the result is below- average. TOTAL: 25

- 48 -

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)

B:

Locomotor movements

Axial movements

A: C: Posture and alignment, balance, General, personal & control, flexibility, negative space, strength, extension, direction, levels, elevation shape, size, opposite DANCE ELEMENTS

E: D:

Energy (sharp or Rhythm, tempo, beat, smooth), Weight accent, unison, (heavy or light), Flow canon, syncopation Contrasts

QUESTION 2

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

- 49 - 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]

- 50 - 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:

- 51 - 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)

- 52 -

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.

- 53 - 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]

- 54 - MUSIC

QUESTION 1

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

NOTE AND REST ON TYPE OF NOTE COUNTS/ TYPE OF VALUE STAFF VALUE OF REST OF NOTE AND REST FRENCH RHYTHM NAME

4 COUNTS 1.1.1 (2) SEMIBREVE taa-aa-aa-aa SEMI-BREVE 4 1 2 3 4 REST (clap on 1 only)

2 COUNTS 1.1.2 (1) taa-aa MINIM REST 2 4 2 (clap on 1 only)

1.1.3 (2) 1 COUNT CROTCHET taa CROTCHET 1.1.4 1 REST (1) (clap on 1) ½ COUNT 2 quavers: 1.1.5 (1) ♪ + ♪ = ♫ 1.1.6 (1) ½ ♫ (jointed)

taté (clap on both notes) ¼ COUNT 1.1.7 (2) 5 semi SEMI quavers: SEMI ¼ QUAVER ♪+♪+♪+♪ = QUAVER ♫♫(jointed) REST tafétéfé (clap on each note)

(10) 1.2 Add BARLINES to the following rhythmic exercise.

(4)

- 55 - 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]

- 56 - 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.

- 57 - 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 2 object 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)

- 58 -

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

- 59 - 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]

- 60 - 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]

- 61 - 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]

- 62 - MEMORANDUM: MUSIC

QUESTION 1:

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

NOTE AND REST ON TYPE OF NOTE COUNTS/ TYPE OF VALUE STAFF VALUE OF REST OF NOTE AND REST FRENCH RHYTHM NAME

1.1.1 (2) 4 COUNTS SEMIBREVE taa-aa-aa-aa SEMI-BREVE 4 1 2 3 4 REST (clap on 1 only)

1.1.2 (1) 2 COUNTS taa-aa MINIM REST 2 MINIM 1 2 (clap on 1 only)

1.1.3 (2) 1 COUNT 1.1.4 CROTCHET taa CROTCHET (1) 1 REST 1 (clap on 1) ½ COUNT 1.1.5 (1) 2 quavers: 1.1.6 (1) ♪ + ♪ = ♫ QUAVER ½ QUAVER ♫ (jointed) REST taté (clap on both notes) ¼ COUNT 1.1.7 (2) 4 semi quavers: SEMI ♪+♪+♪+♪ = SEMI 1.1.8 QUAVER ♫♫(jointed) QUAVER (1) tafétéfé REST ¼ (clap on each note)

1.2.1 Add BARLINES to the following rhythmic exercise.

(4)[14]

- 63 - 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

- 64 - 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]

- 65 - 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 2 object 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)

- 66 - 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]

- 67 -