Grade 7 • Study Guide
Creative Arts
Owned and published by Optimi, a division of Optimi Central Services (Pty) Ltd.
7 Impala Avenue, Doringkloof, Centurion, 0157 info@optimi.co.za www.optimi.co.za
© Optimi
Apart from any fair dealing for the purpose of research, criticism or review as permitted in terms of the Copyright Act, no part of this publication may be reproduced, distributed, or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system without prior written permission from the publisher.
The publisher has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
There are instances where we have been unable to trace or contact the copyright holder. If notified, the publisher will be pleased to rectify any errors or omissions at the earliest opportunity.
Reg. No.: 2011/011959/07
Creative Arts
Study guide
Grade 7
CAPS aligned
LM van der Walt Í2’È-E-CRA-SG01#Î
LESSON ELEMENTS
LEARNING AIMS
What learners should know at the end of the lesson. Taken from CAPS
IMPORTANT TERMINOLOGY
Sample
New terminology to extend understanding of the subject as part of this lesson
DEFINE
Definitions of concepts to understand the content.
IMPORTANT
Explain misunderstandings; possible confusion regarding existing knowledge.
TIPS
Any information other than the content, to guide learners through the learning process.
FOR THE CURIOUS
Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that learners are encouraged to explore. For gifted learners: expanded exercises. For Learners with Special Educational Needs (LSEN): explain the need to complete the basic questions to achieve a passing mark.
ACTIVITY
Questions throughout the lesson that must be done in order to test the knowledge of the lesson completed.
EXERCISE
In conclusion of the specific Unit. Formative assessment.
CORE CONTENT
Emphasise the core of content; in-depth explanation of a specific section of the lesson; needs to be understood.
STUDY / REVISION
Time spent to study the content in conclusion of the Unit and in preparation for the test or examination
PREFACE
INTRODUCTION
Creative Arts as subject entails the study of and offers exposure to a range of art forms Its main purpose is to help learners develop into creative and imaginative individuals
In Grades 7, 8 and 9, two hours per week are allocated to Creative Arts. You are going to study only two art forms. Impaq offers you the opportunity to take Dramatic Studies and Visual Arts as subjects in Grades 10 – 12. We are therefore going to discuss and study only these two art forms in Grades 7 – 9. This is according to the stipulations of CAPS. You have to spend a minimum of 10 lesson-hours per unit on each art form.
The lessons in the Study Guide have been arranged so that a specific period of time is allocated to each lesson. You can organise it all to suit yourself. You can decide how to do the work. The only requirement is that all the themes must be covered during the term.
Note: There are no term tests but there is a June examination as well as a November examination.
The subject Dramatic Arts is divided into a number of topics:
Topic 1 – Dramatic development
This entails voice development and physical development. CAPS require that learners spend 15 minutes every week on this, at the beginning of every drama lesson. It must add up to a total time of 2,5 hours per term.
Topic 2 – Drama elements in creating a play
This entails creating and developing a play and exploring relevant themes. Required contact time is 6,5 hours per term.
Topic 3 – Interpretation and performance of selected dramatic forms
The interpretation and performance techniques in folk tales. Reflection on own performance. Suggested contact time: 6,5 hours per term.
Topic 4 – Appreciation and reflection
Sample
Reviewing at least ONE performance or film. Contact time: 1 hour
Topic 5 – Media and careers
Explore different careers in drama. Contact time is 1 hour per term.
The topics have been divided among the terms, and are clearly indicated at each lesson. Therefore you can plan every week’s lessons by yourselves, and you will determine how fast or slow you work through them.
Visual Arts have been approached in the same way as Dramatic Arts The topics are as follows:
Topic 1: Creating in 2D
Observation and interpretation of the own world and the wider world Using artistic elements.
Topic 2: Creating in 3D
Three-dimensional works of art and projects based on learner’s own world.
Themes to explore interest
Construction and modelling techniques
Manipulation of different materials.
Concern for the environment
Topic 3: Visual literacy
Communication through art
Interpret, analyse and recognise symbolic language
The role of the artist in the community
Develop research skills
The contact times per topic differ from term to term and will be clearly indicated for each term.
I hope this gives you a clear guideline to Creative Arts and all the topics that will be covered this year
When you do your planning, you must take contact time per term for each topic into account, and divide it up so that you will be able to get through all the work!
UNIT 1: Dramati c skills development and creation in 2D and 3D
LEARNING OBJECTIVES:
After you have completed this unit, you should be able to do the following:
Master drama warm-up techniques
Create and perform a play
Identify careers in the entertainment industry
INTRODUCTION
Understand the content, concepts and skills of drawing and painting
Be able to use art and design elements in works of art
Discuss arts as heritage
Develop respect for and learn to value craftwork
Create works of art in 2D and 3D
Dramatic Arts and Visual Arts are divided into topics. I have developed each topic into a lesson for you. I have indicated the time required per term per lesson (topic). You can therefore determine how he/she wishes to divide the time during the term.
The first topic in Dramatic Arts is the warm-up routine. It is important that you spend 15 minutes on this each week, before proceeding with the drama lesson. It helps you to focus and relax.
Sample
The work has been clearly divided into manageable parts: the first lessons are about DRAMATIC ARTS and the second lot of lessons are about VISUAL ARTS. However, you can choose which section to do first. This is what makes Creative Arts so much fun – you decide which work you want to when!
IMPORTANT TERMINOLOGY
I have clearly indicated all new terminology and there is a summary in the DEFINE box at each lesson.
DRAMA
Topic 1: Dramatic skills development (2,5 hours)
Suggested resources: Drum or tambourine and the Study Guide.
Spend 15 minutes per week on the topic.
1.1 Lesson 1: The warm-up routine
A warm-up routine is important for various reasons:
o It prevents injuries. In drama, one uses one’s voice, as well as one’s body It is therefore important that both are thoroughly warmed up before starting with one’s routine
o By warming up, you increase the volume of oxygen absorbed by your body. It improves your stamina and also helps to prevent your speech sounding breathless
o Warm-up helps you to focus on the task ahead
o It is a way to practise and develop your technical skills
o It relieves the tension and anxiety that one may feel about performing the assignment.
For drama you have to warm up your whole body, not only your voice and face.
The parts that you have to warm up are:
BODY
Feet
Knees
Legs
Sample
Hips Upper body
Arms
Neck
Head
FACE
o Lips
o Tongue
o Cheeks
VOICE
Articulation
Diaphragm
2.1 Lesson 2: Voice development
The following relaxation exercises can be done for the lips, tongue and cheeks.
Lips
Pout the lips and blow out the air with force.
Give a huge smile and then directly afterwards a serious frown Repeat the action a few times
Tongue
Stand up straight and look in front of you. Now lick in the following directions: your nose, left ear, right ear and chin.
Now try the following actions with your tongue: lick towards the ceiling (upwards), the left wall, the right wall and the floor. Do the actions while you are standing quite still, and holding your head still
Now put out your tongue straight forward, and try to lick the object in front of you, for instance, the wall.
Cheeks
Imagine you have a giant lollipop or hard sweet in your mouth Now pretend to suck it with strong sucking movements Remember, the sweet can scarcely fit into your mouth!
Now you have to start chewing it! It is too large for your mouth, so you have to stretch your mouth wide open and start chewing the sweet with slow movements. Continue these movements for about one minute. Then imagine that the sweet is getting smaller and now you can chew it more easily.
Now chew faster and faster, until your cheeks begin to feel warm and loose.
The following are a few breathing exercises that you can do:
1) Stand up straight in the neutral position Place your hands below your rib cage. Hold your neck and shoulders relaxed. Now take a deep breath and breathe out for 10 seconds. Repeat the exercise and extend the count each time, for example breathe out in 15 seconds, and then try to breathe out in 20 seconds You will feel how your entire body relaxes!
2) Breathe in over three seconds. Hold your breath for three seconds. Now breathe out, while counting out loud up to ten. Use your upper abdominal muscles to control
your breath. It helps if you push out your rib cage. Your upper abdominal muscles control your diaphragm.
3) Lie in a comfortable position on your back. Place an object, such as a book, on your pelvis. While breathing, look at the book moving up and down. Repeat this a few times
Articulation exercise:
Place your fist in your diaphragm (between your ribs and abdomen).
Say the following as fast as you can (you have to almost spit out the words): Pah-pah-pah-pah-pah-pah-pah-pah-pah
Say the following as fast as possible: Mani mani mani mani mani
Now articulate clearly while saying the following: Babble babble bobble bubble
Repeat the above exercise, but replace the beginning letter of the words by other letters, e.g. d, s, k, l, etc.
3.1 Lesson 3: Physical development
The following are examples of exercises that contribute to your physical development. Physical warm-up exercises help to relax and “wake up” the body.
1) Exercise 1:
Stand up straight and relax your shoulders
Drop your head to your chest. Bend your back forward now, in a relaxed way, until your upper body is hanging down and forward in a relaxed way. Your hands must almost touch the floor. Bend your legs slightly. Do the action now in reverse, back to your original position
2) Kneel on the floor. Make your body as small as possible. Now jump upwards in an “explosion”, while trying to jump as high as possible Repeat this three times.
3) Choose a partner to do the following exercise. Stand behind one another The person in front does a number of actions and the person behind has to imitate them In this way you can take turns and create your own movements!
4) You can also use images to help you with the warm-up. For instance, you can use the image of a clown. Pretend you are a clown – develop an “act” that the clown has
to perform, and use that for warm-up. You can warm up your voice too in such an act, by changing your tone of voice.
DEFINE:
Articulation: This refers to the way the speech organs are used together to form sound during speech.
Rhythm: This is the way the sound flows and moves. Rhythm is determined by tempo, speed, pausing and climax.
Projection: This is the volume at which the sounds are transmitted to the audience
CORE CONTENT:
SampleIt is important to warm up your voice and body, even in drama. It is also important to create a safe environment, in which you can warm up and work.
In drama you have to exercise your imagination physically, visually and emotionally. Warming up is a gradual process, and it is a good idea to create a routine for yourself which you can do every time before starting with your drama work.
Your body will adapt more rapidly to the warm-up routine and it prepares you for the subsequent work!
FOR THE INQUISITIVE:
Although we do not deal with dancing this year, it is quite interesting to see how the warm-up routines of dancing and drama overlap It may help you when you are completing Activity 1.
ACTIVITY 1:
The assignment does not count any marks.
Create your own warm-up game. Remember to focus on all the aspects that we have discussed:
Voice development and physical development
Present your game to your facilitator and your classmates.
Topic 2: Drama elements in creating a play (6,5 hours)
4.1 Lesson 4: Creating a play and critical reflection
Suggested resources: Pictures, newspaper articles on various themes as stimulus to create a scene/play.
Before we create our own scene or drama, we are first going to look at a number of terms and structures that occur in drama. These topics remain the same up to Grade 12.
What is dramatic structure?
It is the WHY? WHO? WHERE? WHAT? WHEN? in the play
These are the questions you have to ask yourself when developing/creating a play
The writer of the piece tells the actor WHO the character is. The writer tells the character WHAT to say and also WHY he says it.
The writer tells WHAT, WHERE and WHEN the character does what he does.
The answers to all the questions lead to the physical actions that are performed and shown to the audience. You first have to answer all these questions, before you can create a scene
A further important aspect is that each scene has a beginning, a middle and an ending
The beginning is the introduction It introduces the problem that is being experienced to the audience
The middle part contains the development of the problem. The actions develop as the problem grows.
The ending is the solution of the problem.
We are now going to use the above aspects to create a scene I have chosen the following theme from which to create a scene We are going to follow the steps together and then in Activity 2 you are going to use your own theme to create a scene.
SOCIAL ISSUE: CHILD ABUSE
(Source: http://duic.nl/nieuws/5879/utrechtse-poli-voor-kindermishandeling-mogelijk-dicht/)
Look at the picture above and answer the following questions. It will help you to get a rough idea of the theme and content of your scene.
1) Write down what you see in the image. Where do you think the events took place?
2) What do you think is the central problem in the photo? Who do you think is responsible for the problem?
Sample
3) What do you think has led to the situation the child finds herself in now? Which events do you think have led to this? Why do you think these events happened, and when?
4) You now have the beginning of your story You now have to arrange it into a beginning, a middle and an end.
Now let us answer the questions Remember, you are welcome to differ from me! I am using the following only as an example to guide you, so that you can create your own scene for assessment. You can also add your own ideas to my answers.
Possible answers: (own opinion, imagination is important)
1) I see a little girl sitting in a passage She looks very sad and also very scared It seems as if it could be where she lives
2) The problem, I think, is that someone, possibly her mother, had traumatised her. She is being emotionally abused by her mother. Her mother belittles her and says horrible things to her, and this breaks down her self-image. (Use your imagination to create a story from the photo.)
3) The little girl was trying to help her mother in the kitchen (use your imagination and create a story line), and she dropped the eggs on the floor. Her mother got so angry that she shook her. She berated the little girl and called her stupid and useless. She further humiliated her by rubbing her hair in the mess. All this happened while her little brother and sister were looking on. This took place in the early evening
4) Now first you have to create a beginning, a middle and an ending First write a rough draft, and then rewrite it into a scene
The beginning
The mother and children are in the kitchen. The eldest daughter does not have a good relationship with her mother. She wants to help her mother. The problem is that her mother does not believe that she is able to help her
The middle
The biggest problem is the relationship between mother and daughter The problem escalates as the daughter drops a dozen eggs on the floor. The mother starts abusing the little girl physically and verbally.
The end
The child finds a temporary solution by removing herself from the situation. She knows, however, that she has to tell someone about her situation so that she and her mother can both get help
Creating a scene:
Characters: Child Mother
Space: Kitchen/passage
Theme: Child abuse
Sample
Message: No physical or emotional abuse is acceptable.
Now you can begin to portray the scene. In your scene, you have to focus on certain aspects:
The grouping of the characters – how close to one another should they move? In this case, the characters are involved in a physical fight They are going to touch each other
The point of focus would be the spot where the child dropped the eggs.
How does the audience see the picture? There is a lot of movement on the stage and the audience experiences the aggression and anger.
Sometimes using a still image is an appropriate way to focus the action. In the scene, the end is a frozen image of the child sitting huddled by herself It would be an excellent climax for the scene.
Reflection and critique
How did you experience the process of creating a scene? Answer these questions for yourself. Try to think where you could have improved it
If you are going to watch a film or performance critically, and then review it, you are a critic. This means it is your work to write a review of a film or performance. A review has to contain certain information:
o The general details of the film/performance: Title
Author
Time, place and duration of the show
o Who are the main characters?
o What is the story about? The storyline is described.
o How are the elements of drama applied?
o Are costumes and make-up used effectively?
o Are lighting and set requisites used correctly and effectively?
o Are music and sound used effectively and do they contribute to the atmosphere of the performance?
o Could the audience identify with the characters in the film/production?
o Has the film/production been marketed effectively?
o Summarise your general opinion about the film/performance. Give your own opinion about it Would you recommend it to others? Motivate your reasons at all times
DEFINE:
Sample
Space: This is the distance between the characters or objects in a scene.
Levels: To utilise your space well you have to take three levels into account, namely high, middle and low Levels convey meaning If someone is placed at a high level, it indicates an important person If everything is presented on one level, it would look boring.
Shapes: The body in drama is divided into three shapes/forms: ball, wall and pin
Ball shape: Your body is curled up as tightly and as small as possible
Wall shape: You stretch your arms horizontally as far out as possible.
Long or pin shape: You stand on your toes and stretch your arms upwards as far as possible
Movement: This encompasses all your senses and also your awareness of your body and your bodily movement
Character: It is the role that a person assumes
CORE CONTENT:
It is important that you are able to apply the process of creating a play when you look at relevant issues. It is much easier for someone to understand complicated issues, such as child abuse or poverty, if it is presented in dramatic form.
You will also develop a better understanding of films and performances that are mainly aimed at relevant social issues.
FOR THE INQUISITIVE:
SampleFind a review of a film in a magazine
Use the guidelines provided in the Study Guide and develop a list of questions for review purposes. Base your list of questions and answers on your chosen magazine review.
Discuss your review with your facilitator
ACTIVITY 2:
The following activity counts for assessment.
Page through the magazines and newspapers that you had collected as resources in Lesson 4. Choose any theme which is a relevant social issue It could be anything, from pollution to the issue of Aids in our country
Use the process of creating a play as discussed in Lesson 4 to write a play Your play must support the theme and must be written in dialogue form. When performed it must be at least 10 minutes long.
You will get marks for your written text only. You may read your text aloud to your facilitator. The choice is yours.
Assessment table
1) Chosen theme is relevant
2) Clear description of what/where/ who/why/ when
3) Has a clear beginning, middle and end
4) Dialogue is relevant and is at learner’s developmental level
5) The audience identifies with the characters
= 10 marks]
Topic 5: Careers in drama (1 hour)
5.1
Lesson
5: Explore careers in the entertainment industry
There are various careers in the entertainment industry Let’s take a quick look at the group of people (the occupations) that entertain audiences They are the actors, dancers, singers and comedians.
There are many other occupations too; we will look at those a bit later.
Actors
Actors do not only act They also work as voice-over artists and sometimes even have to sing and dance It is important for an actor to be versatile The salary of an actor may vary, depending on the work they do An actor playing in a “soapy” could earn from R10 000 to R30 000 per month.
The advantages of the occupation are that one meets many new people, one can travel a lot, and does not do the same type of work day in and day out
The disadvantages are that it is not a very steady occupation The flexi-time makes it difficult at times, because you may be asked to work at any time of the day or night Your finances are also affected – sometimes you may have to go for long periods without an income.
Actors mostly have natural talent, but if you are considering a career in the field, it is an added bonus if you study
You can obtain a university degree at most universities. However, many of the well-known actors have studied at the TUT (Tshwane University of Technology).
Careers in dancing
There are various options in dancing careers
A dancing instructor is a person who teaches people to dance They have usually been trained in one or more dancing genres. They could receive training at TUT and at various dancing studios.
A choreographer is a person who works out the dance steps for a specific production Choreographers then teach it to the dancers. They undergo intense training and are usually excellent dancers themselves
SampleDancers also come from different genres. There are ballet dancers, hip-hop dancers, ballroom dancers and many more. A dancer has to be very disciplined. Their occupation is also very uncertain. Dancers sometimes belong to a dancing company who gives performances countrywide
A large percentage of our entertainment artists are singers. Natural talent is a huge bonus, but good training in singing and music could also contribute to a singer’s success.
FOR THE INQUISITIVE:
In the lesson we merely touch upon a few occupations in the entertainment industry
Do some more research and find at least three more occupations that one could choose in the entertainment industry.
Make some notes about these and discuss them with your facilitator
ACTIVITY 3:
The following activity does not count for assessment.
Choose a well-known South African entertainment artist (any genre).
Now do research on the person and answer the following questions:
1) Paste a photo/picture of the person in your workbook and write down his/her name.
2) What is his/her occupation, e.g. singer/actor/dancer?
3) Where did the person study?
4) For which production is the person well known?
5) What is the person’s life philosophy?
6) How does the person inspire you?
VISUAL ARTS
Topic 1: Creating in 2D (2 hours)
Suggested resources: Visual stimuli for drawing
Materials needed: Pencil, charcoal, wax, crayons
Drawing and painting: media and techniques
6.1.1Types of media
6.1 Lesso n 6:
There are various types of media that may be used if you paint or draw. We are now going to discuss a few of these media:
1) Pencils
There are mainly two types of pencils: Hard and soft pencils This is indicated on the pencils by “H” (which means hard) or “B” (which means soft).
H pencils are harder and more condensed, and write lighter. An H pencil leaves less graphite on the page.
B pencils write darker and leave more graphite on the page. B pencils are softer than H pencils
To make it easier for you, below is a list of the grades of the various drawing pencils:
Extremely hard – 7H to 9H
Very hard – 4H to 6H
Hard – 3H to 4H
Medium hard – H to 2H
Medium – HB to F
Medium soft – B to 2B
Soft – 3B to 4B
Very soft – 4B to 6B
Extremely soft – 7B to 9B