Gr 9-Creative Arts-Study Guide

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CREATIVE ARTS STUDY GUIDE Grade 9

A member of the FUTURELEARN group

Creative Arts Study guide

CAPS aligned

H Abouchabki H Pelser

1909-E-CRA-SG01

Í3)È-E-CRA-SG01(Î

Grade 9

Study Guide

G09 – Creative Arts

Contents Introduction............................................................................................................................................. 5 Additional reading................................................................................................................................. 6 Resources.................................................................................................................................................. 6 Time allocation........................................................................................................................................ 7 Lesson elements ..................................................................................................................................... 7 Icons............................................................................................................................................................ 7 Content and planning............................................................................................................................ 8 Unit 1: Drama: Dramatic skills development; the media and careers............................... 10

Lesson 1.1: Dramatic skills development.....................................................................................11

Lesson 1.2: The media and careers.................................................................................................19

Unit 2: Visual arts: Art elements and design principles used in creating and appreciating art; painting.................................................................................................. 24

Lesson 2.1: Visual literacy: The elements of art and the principles of design..............25

Lesson 2.2: Create in 2D: Paint..........................................................................................................43 Unit 3: Drama: Drama elements in playmaking; appreciation and reflection................ 49

Lesson 3.1: Drama elements in playmaking................................................................................50

Lesson 3.2: Appreciation and reflection on a performance..................................................56 Unit 4: Visual arts and visual literacy: The arts as heritage and the role of the artist in society....................................................................................................................................... 58

Lesson 4.1: Visual literacy: Visual arts disciplines and the arts as heritage..................60

Lesson 4.2: Visual literacy: The role of the artist in society.................................................66

Lesson 4.3: Visual literacy: Research findings ...........................................................................68 Unit 5: Drama: Dramatic skills development; the media....................................................... 70

Lesson 5.1: Dramatic skills development: Vocal warm-up routines.................................71

Lesson 5.2: The media: Stereotypes in film.................................................................................76 Unit 6: Visual arts: Art elements and design principles used in construction; creating art in 3D....................................................................... 84

Lesson 6.1: Create in 3D: Construction.........................................................................................85 Unit 7: Drama: Individual interpretation and performance................................................ 93

Lesson 7.1: Interpretation and performance of dramatic forms........................................94

Unit 8: Visual arts: Art elements and design principles used in creating and appreciating art....................................................................................................................104

Lesson 8.1: Create in 2D: Paint a still-life....................................................................................106

Lesson 8.2: Create in 2D: Design a logo........................................................................................112 Unit 9: Drama: Dramatic skills development; body and voice............................................117

Lesson 9.1: Dramatic skills development....................................................................................118

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Unit 10: Visual arts: Visual literacy and creating in 2D; printmaking...............................124

Lesson 10.1: Visual literacy: Printmaking..................................................................................125

Lesson 10.2: Create in 2D: Create a scraperboard..................................................................133 Unit 11: Drama: Drama elements in playmaking; appreciation and reflection on a performance.........................................................................................................................136

Lesson 11.1: Drama elements in playmaking...........................................................................137

Lesson 11.2: Appreciation and reflection on a performance.............................................156 Unit 12: Visual arts: Visual literacy and creating in 2D..........................................................157

Lesson 12.1: Visual literacy: Popular culture and popular art..........................................158

Lesson 12.2: Create in 2D: Create a pop culture image........................................................161 Unit 13: Drama: Dramatic skills development...........................................................................164

Lesson 13.1: Dramatic skills development................................................................................165 Unit14: Visual arts: Visual literacy and creating in 3D..........................................................169

Lesson 14.1: Visual literacy: Puppets...........................................................................................170

Lesson 14.2: Create in 3D: Create a puppet...............................................................................178 Unit 15: Drama: Interpretation and performance: Radio drama........................................182

Lesson 15.1: Interpretation and performance: Radio drama ...........................................183

Lesson 15.2: Appreciation and reflection on a performance.............................................197 Unit 16: Visual arts: Life drawing...................................................................................................198

Lesson 16.1: Creating in 2D: Life drawing.................................................................................199 References...............................................................................................................................................208

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G09 – Creative Arts

Study Guide

Unit 1

Drama: Dramatic skills development; the media and careers This unit focuses on warm-up and cool-down exercises to prepare the body and voice for performances. You should be familiar with the work covered in Grades 7 and 8. These skills are necessary for any actor to ensure mental and physical focus, to prevent injuries, to relieve tension and anxiety, to prepare for performances and ultimately deliver good performances.

This unit also explores the soap opera as television genre and how the media uses it as communication channel.

CHALLENGE How do I ensure normal breathing during a performance?

This lesson cannot exist in isolation and must be practised and repeated weekly, especially before any performance. Spend at least 15 minutes per week on this.

Learning objectives

Define

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After you have completed this unit, you must be able to do the following: yy explain the purpose of warm-up and cool-down exercises yy develop a warm-up routine and complete it yy develop a cool-down routine and complete it yy regulate breathing yy execute body focus exercises yy explain the terms ‘media’ and ‘mass media’ yy identify the soap opera as a genre yy identify stock characters and their stereotypical traits

Warm-up routine: A set of exercises that safely prepares the body (muscles, joints and brain) for the increased demands of physical activities. Warming up reduces the chance of injury or may prevent further injury from occurring.

Cool-down routine: A period of gradually decreasing moderate physical activity that is conducted after vigorous exercise to reduce the chance of injury.

It helps the body (muscles, joints and brain) to slow down, release tension and recharge.

Posture: The position in which someone holds their body when standing or sitting; the position of their arms and legs, and of the body as a whole.

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Breath control: Proper and effective use of the lungs and diaphragm muscle to allow maximum capacity of oxygen. Control over the amount of oxygen you take in and spend while talking by inhaling, holding your breath and exhaling correctly.

Body focus: Being aware of your body and learning to engage your entire body through various exercises. Understanding how the various parts of the body work together, as well as the capabilities of the human body.

Relaxation: The state of being free from tension, stress and anxiety. In a drama context, relaxation refers to a state of being where one is aware of and in control of the body, the breathing and the voice.

Media: A means of communication that informs people. It includes radio, television, magazines, newspapers and the internet.

Mass media: Any of the means of communication, such as television or newspapers, that reaches very large numbers of people.

Soap opera: A television or radio drama serial dealing with the daily events in the lives of various characters, often depicted in a sentimental, melodramatic way.

Teleserial: A television drama series with a continuing plotline that appears in regular instalments (episodes).

Melodrama: A sensational dramatic piece with exaggerated, stereotypical characters and exciting events intended to appeal to the emotions.

Stereotypical character: A flat character with generalised traits. The character is typical of a specific group and isn’t necessarily an individual in their own right.

Stock character: A stock character is a stereotypical fictional character, distinguished by their flatness.

Lesson 1.1: Dramatic skills development

Introduction The focus of this lesson is to familiarise yourself with warming up the voice and body before a performance. As with any physical activity, it is necessary to prepare and condition your body to ensure optimal performance.

Warm-up exercises may help to reduce injuries and help actors to focus and prepare for the task ahead. It is strongly advised to warm up with your co-actors to strengthen your bond and improve communication.

Cool-down exercises will help your body and voice to recharge. It releases all tension and also helps you to calm down your body and voice, following the heightened emotions associated with performing.

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Study Guide

This lesson should be concluded in 15 minute but must be repeated every week and especially before performances.

PREPARING FOR A PERFORMANCE Warm-up exercises Neutral posture: An actor usually takes a neutral position when doing drama exercises. A person’s body and muscles are completely relaxed in this position. The neutral position also refers to body alignment and how the head, shoulders, spine, hips, knees and ankles relate and line up with one another. Proper body alignment puts less stress on the spine and establishes good posture. Each person has certain physical restrictions (such as flat feet, weight, a short or long neck, etc.) that determine how effectively they find their neutral position.

FIG. 1.1: NEUTRAL POSITION 1

FIG. 1.2: NEUTRAL POSITION 2 – FEET ARE FURTHER APART

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Study Guide

Unit

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Start at the bottom and work your way upwards to establish a good neutral posture: yy yy yy yy yy yy yy yy

Feet: Stand with your feet slightly apart, directly below your hips and parallel to each other.

Knees: Push your knees back, locking them and then bending them slightly forward.

Pelvis: Keep your pelvis relaxed and aligned with your feet; don’t push your hips forward or rounded back.

Chest: Keep your chest directly above your hips without pushing it out or pinching it in.

This position is very important for breathing exercises.

Shoulders: Your shoulders should be relaxed and slightly dropped. Ensure that your shoulders are not pulled back or pushed forwards.

Arms: Your arms should hang relaxed and free at your sides. Your hands should also be relaxed, with your fingers slightly curved and not stretched out or balled in a fist.

Head: Imagine your spine getting longer at the back of your neck, pushing your head upwards.

Face: Look straight ahead and lift your chin slightly (this happens naturally when you relax your shoulders). Don’t push out or pull back your chin. Keep your expression neutral (this will be discussed in detail in the section dealing with vocal warm-up exercises).

You are now ready to start basic body warm-up exercises.

Visit //bit.ly/2GQtDxv, bit.ly/2HUyiQk and bit.ly/2owfkHO for more information on physical warm-up exercises for actors.

Physical development Warm-up exercise 1: Body focus exercises Neck rolls yy Stand in the neutral position. yy Lower your chin towards your chest. yy Roll your head to the right so that your ear is directly above your shoulder. yy Roll your head back towards your chest and then rotate your head to the left. yy Repeat five times.

FIG. 1.3

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FIG. 1.4

Shoulder rolls yy Stand in the neutral position. yy Roll your right shoulder to the back – repeat five times. yy Do the same with your left shoulder. yy Repeat this exercise, but roll your shoulders to the front. yy Lift your shoulders up and try to touch your ears. Hold this position for a few seconds and relax.

Arm stretches yy Stand in the neutral position. yy Stretch your right arm out above your head and lean towards your left. Keep your arm stretched out over to the left; stretch as far as you can. Hold this position for a few seconds. yy Repeat on the other side. yy Repeat five times.

FIG. 1.5

Hip rolls yy Stand in the neutral position and place your hands on your hips. yy Move your hips in a circular motion, as if you are hula-hooping. yy Now move your hips in the opposite direction. yy Repeat the exercise five times, in both directions.

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Leg shakes yy Stand in the neutral position and lift your right leg. yy Shake your leg. yy Repeat with your left leg. yy Repeat five times on each side or until you feel energised.

Spine rolls yy Stand in the neutral position and lower your chin towards your chest. yy Relax your shoulders and start rolling towards the ground, as though you are going to touch your toes. Exhale when you have rolled down as far as you can. yy Bend your knees and let your head and arms hang loose. Relax. yy As you roll back up to a standing position, inhale. Once you are in the neutral position again, exhale. yy Repeat four or five times.

Body buzz yy Stand in the neutral position. yy Start shaking your body as though you are experiencing an electric shock. yy Keep this up for ten seconds and then freeze. yy Repeat two or three times. yy After this exercise, you should feel energised and invigorated.

Warm-up exercise 2: Body focus exercises

Release and receive yy Stand in the neutral position, facing a wall. yy Imagine that you are gathering your energy in an invisible ball. yy Hold your hands in front of your chest, imagining you are holding the invisible ball. yy When it feels too intense, release the energy and throw the ball against the wall. yy Prepare yourself to receive the bouncing ball back to you. Lean back to catch it. yy Throw it back to the wall. Repeat a few times. Focus your energy on the ball, as well as on the release and receive action.

Vocal development The body’s vocal resonators are the mouth, nose, throat and chest. Vocal resonators amplify and enhance the sounds made by our breath and vocal chords.

The articulators include the teeth, tongue, lips, jaw and the roof of the mouth. Sounds are articulated by these body parts which influences our pronunciation and vocalisation.

FIG. 1.6: THE RESONATORS

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FIG. 1.7: THE ARTICULATORS

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Warm-up exercise 1: Breathing exercise yy yy yy yy yy

Stand in the neutral position.

Take a deep breath and raise your shoulders.

Drop your shoulders and exhale.

Repeat five times. Focus on your breathing. Inhale deeper at each go and drop your shoulders even lower.

You will feel your body relaxing.

Warm-up exercise 2: Scrunch and stretch yy yy yy yy yy yy yy

Stand in the neutral position.

Scrunch up your face, like you have eaten something sour.

Focus on getting your face as small possible and hold the pose for ten seconds.

Now open your mouth as wide as possible, lift your eyebrows and open your eyes as wide as you can. Keep this pose for ten seconds and then relax your face.

Repeat five times.

Repeat this exercise, but add a soft humming sound when contracting your face and let your voice explode into a loud ”mah” when opening your mouth.

Repeat five times.

FIG. 1.8

Warm-up exercise 3: Counting yy yy yy yy

Stand in the neutral position.

Inhale and exhale gently and become aware of your breathing.

Once you feel focused, breathe in deeply and count aloud from one to ten as you exhale, making sure that your pitch and volume remain the same.

Repeat five times.

yy yy yy yy yy yy

Stand in the neutral position and think of a song.

Inhale and exhale until you are ready to start humming.

Start humming the song. Do not pronounce the words.

You should become aware of a buzzing sensation.

Repeat the above, but this time, hum more loudly.

Remember to breathe.

Warm-up exercise 4: Humming

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Unit

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Warm-up exercise 5: Tongue-twisters yy yy yy yy

Identify and memorise a few tongue-twisters.

Stand in the neutral position.

Inhale and prepare yourself to start speaking in a controlled voice. Try to keep your volume and pitch consistent.

Repeat the same tongue-twister a few times.

A few examples of tongue-twisters: షష షష

షష

She stood on the balcony, inexplicably mimicking him hiccupping, and amicably welcoming him home.

Amidst the mists and fiercest frosts, With barest wrists and stoutest boasts, He thrusts his fists against the post, And still insists he sees the ghosts.

Lesser leather never weathered lesser wetter weather.

Visit bit.ly/1E5IbFg, bit.ly/1RuBfYs, bit.ly/2GQusX7 and bit.ly/2FfomlU for more information on vocal and breathing warm-up exercises.

Afterwards: It is advisable to release tension and allow your body and voice to cool and calm down after a performance.

Cool-down exercise 1: Untying yy yy yy yy yy

Stand in the neutral position and lower your chin towards your chest.

Relax your shoulders and start rolling towards the ground, as though you are going to touch your toes. Exhale when you have rolled down as far as you can. Inhale as you reach as far as you can go.

Bend your knees and grab around your legs, pulling your chest toward your legs. Keep your head down and keep pulling.

As you slowly release your grip and roll back up to a standing position, inhale. Once you are in the neutral position again, exhale.

Repeat four or five times.

Cool-down exercise 2: Releasing yy yy yy yy

Lie on your back with your knees pulled up to your chest.

Close your eyes and concentrate on your breathing.

Grab your legs just below your knees and roll your hips from side to side until your legs touch the ground on either side of your body.

Repeat this a few times. Release all tension from your body by giving deep sighs and humming as you roll your hips.

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FIG. 1.9

Cool-down exercise 3: Winding down yy yy yy yy yy

Lie on your back with your knees pulled up and your feet flat on the ground.

Close your eyes and place your hands on your rib area to feel your breathing.

Slowly inhale and hold your breath for five seconds.

Slowly exhale, for a count of five seconds.

Repeat five to ten times.

Summary

Actors must always be fully prepared for a performance. They must be familiar with the terms and movements, have good spatial awareness and be focused. Warm-up exercises, both for the body and the voice, help actors to be mentally and physically prepared. These exercises help to sharpen the senses and ensure that the body and voice are ready, to prevent possible injury. The exercises or routines also help to relieve tension and anxiety. It is advisable to release tension and get rid of built-up energy and stress after a performance.

Assess yourself

Determine how your body and voice reacts to warm-up and cool-down exercises. yy yy yy

yy yy 18

Do a small experiment.

Choose a short monologue or poem and present it to the class, a friend, family members or your facilitator without warming up.

Keep record of your feelings: షష How was the performance? షష Did you make any mistakes? షష How did your body feel after all the excitement? షష Was your breathing relaxed or rapid? షష Also ask your audience for feedback.

On another day, present the same short monologue or poem to the same audience.

However, this time you must first warm up for at least 15 minutes.

Keep record of your feelings as before. Compare your notes and reflect on whether the warm-up routine made any difference to your delivery, focus, preparedness, diction and anxiety.

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Unit

Study Guide

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Solve the challenge How do I ensure normal breathing during a performance?

Actors have a multitude of elements to focus on while performing: the performance itself, movements and positioning, various technical elements and remembering their lines. On top of that, they need to be aware of and considerate towards fellow performers and the audience.

Breathing should not get in the way of delivering a good performance. It is important that actors be fully prepared in this regard, which makes having a warm-up routine essential. Not only will the exercises increase an actor’s concentration, it will also ensure that the brain gets enough oxygen to function optimally under stress.

Lesson 1.2: The media and careers

Introduction The focus of this lesson is to familiarise yourself with the soap opera as television genre and how the media uses it as communication channel.

THE MEDIA

The media refers to any communication channel that disseminates news or information in both print and digital formats. Mass media refers to any means of communication (media) that reaches very large numbers of people. Advertising, cinema, broadcasting (radio and television), print media and digital media (social media, video channels, etc.) are all examples of mass media.

The influence of the media remains a contentious issue as it has both positive and negative elements. Some positive influences include the rapid spread of news and information through news channels, whether on TV or via print or electronic media. The idea of the global village comes to mind, as this type of media binds people together, exposing them to events from every corner of the world. It exposes people to various cultures, social and political systems and traditions. The media keeps us informed about new discoveries, advances in science, politics, entertainment and sociology.

On the other hand, the media can cause mass hysteria by distributing fake news. Some people become so obsessed with the latest news updates that they spend hours sitting in front of the TV or checking their electronic devices. Children are often exposed to content which may not necessarily be appropriate for their age. The negative effects of violence on TV, in films and in computer games have been under scrutiny for years. Younger viewers often fall victim to the media’s negative influence using propaganda, advertising and negative role models.

The media has its advantages and disadvantages. It is important for people to regulate their engagement with the media by managing their time effectively and verifying credible sources.

In this lesson, we will look at television media, with specific focus on soap operas and teleserials.

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Study Guide

SOAP OPERAS Origin of the genre During the 1930s, American radio dramas were rising in popularity. Afternoon broadcasts of these dramas were aimed at a predominantly female audience. Radio executives managed to secure advertisers to increase station ratings and profits. The advertisements were cleverly aimed at the target audience (housewives) and mostly promoted household goods such as cleansing agents.

Consumer goods corporations, such as Procter & Gamble and Lever Brothers sponsored radio dramas. One such drama was Ma Perkins, which told the story of Ma Perkins, who owned and operated a lumber yard, and her interactions with the local community. It was one of the first sponsored radio dramas.

The corporations quickly realised the size and potential buying power of their target market and began producing their own radio dramas, expanding its broadcast coverage area from regional to national radio stations. They even took it one step further by branching out into television serials, such as As the World Turns (1956 – 2010) and Guiding Light (1952 – 2009).

The advertising of ‘soap’ products became forever associated with radio dramas and eventually with television serials.

FIG. 1.10: MA PERKINS RADIO SOAP OPERA

Visit bit.ly/2F169JJ to listen to extracts from Ma Perkins.

Story structure Soapies have a continuous open narrative, with each episode ending with a promise that the storyline will carry on in the next episode. Soapies can be described as melodramatic, spending ample time on introducing and establishing characters. Only one episode is usually broadcast per day, meaning that the time spent on the dialogue and development of the storyline is longer and slower than that of a film or TV drama. Often, soapies switch between several narrative threads which sometimes interconnect and affect one another. One of the reasons soapies carry on for years and remain interesting to the audience, is because the various narrative threads (or storylines) do not reach a conclusion at the same time. The writers often include just enough suspense to ensure the audience continues watching.

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