Creative Arts
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Reg. No.: 2011/011959/07
Creative Arts
Facilitator’s guide
Grade 8
CAPS aligned
LM van der Walt Í2(È-E-CRA-FG01dÎ
LESSON ELEMENTS
LEARNING AIMS
What learners should know at the end of the lesson. Taken from CAPS.
IMPORTANT TERMINOLOGY
New terminology to extend understanding of the subject as part of this lesson.
DEFINE
Definitions of concepts to understand the content.
SAMPLE
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
SAMPLE
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.
TIMETABLE AND TIME MANAGEMENT
Creative Arts 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. Learners are going to study only two art forms. Impaq offers learners the opportunity to take Drama and Visual Arts as subjects in Grades 10 to 12. We are therefore going to discuss and study only these two art forms in Grades 7 to 9. This is according to the stipulations of the CAPS. Learners 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 length of time is allocated to each lesson. Facilitators and learners can organise it all to suit themselves. It is the decision of the facilitator and learners how to do the work. The only requirement is that all the themes have to be covered during the term.
The first lesson of each term contains a warming up routine. It is important that learners spend at least 15 minutes every week on the routine. You have to spend a total of 2,5 hours in the term on this. Every term, exercises are added to the routine, but in the main it remains the same.
The lessons have been designed in such a way that the theory is discussed, and then in the subsequent lesson it is applied in a practical way. Facilitators have to study the learners’ study guide together with the facilitator’s guide.
SAMPLE
ASSESSMENT REQUIREMENTS
Note: There are no term tests but there is a June examination as well as a November examination.
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 has to 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 for this theme.
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
Write a review of 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. You can thus plan your lessons every week yourselves, and you will determine how fast or slow you work through them.
Term 1 –
SAMPLE
Topic 1 (2,5 hours)
Topic 2 (6,5 hours)
Topic 4 (1 hour) = TOTAL OF 10 HOURS FOR TERM 1
Term 2 –
Topic 1 (2,5 hours)
Topic 3 (6,5 hours)
Topic 4 (1 hour) = TOTAL OF 10 HOURS FOR TERM 2
Term 3 –
Topic 1 (2,5 hours)
Term 4 –
Topic 2 (7 hours)
Topic 4 (30 minutes) = TOTAL OF 10 HOURS FOR TERM 3
Topic 1 (2,5 hours)
Topic 3 (6 hours)
Topic 5 (1,5 hour) = TOTAL OF 10 HOURS FOR TERM 4
SAMPLE
PREFACE
INTRODUCTION
Creative Arts offers exposure to a range of art forms. Impaq offers learners the opportunity to take Dramatic Arts and Visual Arts in Grades 10 to 12. That is why we study only these two art forms in Grades 7 to 9.
The specific objectives of art are to:
- Develop creative individuals
- Expose learners to Dramatic and Visual Arts
- Offer basic art education to learners
- Develop artistic talent and aptitude
- Equip learners with the necessary basic skills for further study in Creative Arts
- Develop awareness of art and different cultures
- Expose learners to several careers in art
- Develop Art literacy and appreciation
- Develop life skills
SAMPLE
SAMPLE
UNIT 1: Social issues in drama and the role of the artist in popul ar cultur e
LEARNING OBJECTIVES:
After learners have completed this unit, they should be able to do the following:
Develop and perform a play about a social issue.
Reflect critically on the creation and performance of a play
Recognise and hold a discussion about the role of the artist in the community
Identify the artistic elements and principles of design in creative lettering such as graffiti.
Create his/her own lettering or graffiti.
Identify the importance of functional containers from mythology
Create his/her own mythological functional container
INTRODUCTION
The first part of this unit includes warming up exercises for drama. These correspond to the warming up routines done in Grade 7 It is therefore a revision of the previous year’s work Additional exercises are added CAPS require that learners spend 15 minutes per week on the warming up routine
In the foreword it was mentioned that Creative Arts has been divided into different topics. The topics have been divided into lessons, so that learners and facilitators will not get confused.
At each lesson a time allocation is given, and this makes it easier for learners and facilitators to draw up a timetable, so that all the lessons are covered in the term
The drama in the unit focuses on the social issues occurring in our country. Any social issue may be addressed.
Learners will then create a play, which addresses one of these issues We will also look critically at a film that is relevant to issues of today, and will analyse it
In Visual Arts the focus in this unit is mainly on two themes The first theme is the role that artists play in the community and how lettering and graffiti are used to express their message
The second theme deals with the use of different functional containers, and especially containers from mythology. Learners will also learn how to decorate their own container with mythological figures.
DRAMA
Topic 1: Dramatic skills development (2,5 hours)
Lesson 1: Warming up exercises for drama
ACTIVITY 1:
The assessment does not count for marks It is only a fun activity for learners.
Let learners write out the movement games and then present them to their friends
The picture can serve as a guideline to give learners an idea how to start the game
SAMPLE
(www.wikispaces.com)
Possible examples for the facilitator:
Picture 1: Run for 5 minutes to warm up.
Picture 2: Do star jumps. Repeat 5 x.
Picture 3: Do cartwheels outside on the lawn. Do 5 cartwheels
Picture 4: Get a soccer ball. Kick the ball to each other for 10 minutes