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CREATIVE ARTS FACILITATOR’S GUIDE Grade 7
A member of the FUTURELEARN group
Creative Arts Facilitator’s guide
1807-E-CRA-FG01
Í2’È-E-CRA-FG01bÎ
Grade 7
CAPS aligned
LM van der Walt
Facilitator’s Guide G07 ~ Creative Arts
CONTENTS LESSON ELEMENTS.................................................................................................3 TIMETABLE AND TIME MANAGEMENT ..................................................................5 ASSESSMENT REQUIREMENTS .............................................................................6 FOREWORD ..............................................................................................................7 YEAR PLAN ...............................................................................................................8 UNIT 1: Dramatic skills development and creation in 2D and 3D ......................9 DRAMA ............................................................................................................. 10 Topic 1: Dramatic skills development (2,5 hours)........................................ 10 ACTIVITY 1: ............................................................................... 13 Topic 2: Drama elements in creating a play (6,5 hours) ............................. 13 ACTIVITY 2: ............................................................................... 17 Topic 5: Careers in drama (1 hour) ............................................................... 18 ACTIVITY 3: ............................................................................... 18 VISUAL ARTS .................................................................................................. 19 Topic 1: Creating in 2D (2 hours)................................................................... 19 ACTIVITY 4: ............................................................................... 20 Topic 3: Visual literacy (2 hours) ................................................................... 20 ACTIVITY 5: ............................................................................... 21 Topic 2: Creating in 3D (3 hours)................................................................... 21 Topic 3: Visual literacy (1 hour) ..................................................................... 23 Topic 2: Creating in 3D (2 hours)................................................................... 24 UNIT 2: Dramatic skills development and creation in 2D .................................25 DRAMATIC ARTS ........................................................................................... 26 Topic 1: Dramatic skills development............................................................ 26 ACTIVITY 9: ............................................................................... 26 Topic 3: Interpretation and performance of a dramatic form ...................... 27 ACTIVITY 10: ............................................................................. 31 Topic 5: Careers (1 hour) ................................................................................ 33 ACTIVITY 11: ............................................................................. 33 VISUAL ARTS .................................................................................................. 34 Topic 1: Creating in 2D: Still lives (3 hours) ................................................. 34 ACTIVITY 12: ............................................................................. 34 Topic 3: Visual Literacy ................................................................................... 35 ACTIVITY 13: ............................................................................. 36 Visual literacy ................................................................................................... 38 ACTIVITY 14: ............................................................................. 39 UNIT 3: Dramatic skills development and creating in 2D and 3D ....................40 DRAMA ............................................................................................................. 41 Topic 1: Dramatic skills development............................................................ 41 Topic 2: Drama elements in creating a play (6,5 hours) ............................. 41 ACTIVITY 15: ............................................................................. 42 Topic 5 Careers (1 hour) ................................................................................ 43 1
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ACTIVITY 16: ............................................................................. 43 VISUAL ART..................................................................................................... 44 Topic 2: Creating in 3D ................................................................................... 44 ACTIVITY 17: ............................................................................. 44 Topic 3: Visual literacy .................................................................................... 46 ACTIVITY 18: ............................................................................. 47 Topic 1: Creating in 2D ................................................................................... 48 ACTIVITY 19: ............................................................................. 48 Topic 1: Creating in 2D ................................................................................... 49 ACTIVITY 20: ............................................................................. 49 UNIT 4: Interpretation and performance of dramatic forms and creating in 2D and 3D ...............................................................................................50 DRAMA ............................................................................................................. 51 Topic 1: Dramatic skills development (2,5 hours)........................................ 51 Topic 3: Interpretation and performance of a dramatic form: folk tales (6,5 hours) ................................................................................. 51 ACTIVITY 21: ............................................................................. 52 Topic 5: Careers .............................................................................................. 52 VISUAL ARTS .................................................................................................. 52 Topic 1: Creating in 2D: Figure drawing ....................................................... 52 ACTIVITY 22: ............................................................................. 53 Topic 2: Creating in 3D ................................................................................... 56 ACTIVITY 23: ............................................................................. 57 BIBLIOGRAPHY AND REFERENCES ....................................................................58
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YEAR PLAN TERM
LESSON
DATE
DATE
STARTED COMPLETED 1
1 Warm-up routine 2 Voice development 3 Physical development 4 Creating a play 5 Careers 6 Drawing and painting media 7 Arts as heritage 8 Using recyclable materials 9 Communication through symbols 10 Modelling in ceramic
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11 Warm-up routine 12 Traditional folk tales 13 Careers in drama 14 Etching techniques 15 Still lives 16 Local crafts
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17 Warm-up exercises 18 Cultural drama 19 Careers in drama 20 Pattern-making 21 Architecture 22 Collage 23 Observation techniques
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24 Warm-up exercises 25 Storytelling 26 Careers in related fields 27 Figure drawing 28 Recyclable materials in art
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UNIT 1:
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Dramatic 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 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
INTRODUCTION Dramatic Arts and Visual Arts are divided into topics. I have developed each topic into a lesson for learners. I have indicated the time required per term per lesson (topic). Learners can therefore determine how they wish to divide the time during the term. The first topic in Dramatic Arts is the warm-up routine. It is important that learners spend 15 minutes on this each week, before proceeding with the drama lesson. It helps learners to focus and relax. 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, facilitators and learners can choose which section to do first. This is what makes Creative Arts so much fun – you decide which work you want to when!
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IMPORTANT TERMINOLOGY All new terminology is indicated in the DEFINE box. The facilitator can study it before the lesson is explained to learners. It would help the facilitator in the preparation of the lessons.
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 No activities for the lesson.
2.1 Lesson 2: Voice development No activities for the lesson.
3.1 Lesson 3: Physical development FOR THE INQUISITIVE: Learners have to research dance routines and warm-up exercises. I have taken the following exercises from the Grade 7 Study Guide of 2013. Facilitators can go through it with learners. Back exercises:
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ACTIVITY 1: The assignment does not count marks for assessment. It is important that facilitators can see that learners have planned a warm-up routine on paper (in the workbook). Facilitators have to check that learners have incorporated the following aspects into the game: -
Relaxation exercises – just to loosen up and relax the body first. Breathing exercises – help to regulate and calm breathing. Articulation exercises – articulate words out loud and clearly. Can be done while the learner does the physical warm-up. Mirror work/mimic – one person mimics/copies the movements of another. Leading-and-following movements – one person leads the movements and another follows.
Topic 2: Drama elements in creating a play (6,5 hours) Suggested resources: Pictures, newspaper articles on various themes as stimulus to create a play.
Hint to facilitator: Focus on the issue of child abuse. Let learners collect as much information on the topic as possible.
4.1 Lesson 4: Creating a play and critical reflection
FOR THE INQUISITIVE: Learners can search for a review/critique in a magazine. The You has very good reviews. I am giving the following example of a review, as well as an example of how it is then reworked into a report. It is meant as a guideline for the facilitator.
After learners have done their own review, discuss it with them and compare the two reviews to each other.
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We review Mad Buddies – Oh shucks he’s back Posted in Reviews by Gavin Mannion – June 14, 2012 Leon Schuster is back and this time he’s got some new friends in the form of the versatile Kenneth Nkosi and the incredibly good-looking Tanit Phoenix, along with the ever present Alfred Ntombela.
In Leon’s own words, the plot of Mad Buddies is thin and the pranks are thick as you follow the story of two men, Boetie (Leon Schuster) and Beast (Kenneth Nkosi), who are forced to work together on a road trip from KwaZulu-Natal to Gauteng, on foot. The road trip stems from an initial misunderstanding where they were both attempting to catch a poacher and Boetie managed to get his toe shot off, well mostly off; he does the rest with the aid of a knife – which turned my stomach to no end. Anyway the misunderstanding results in both Boetie and Beast leaving their positions as game rangers and meeting up later at the wedding of Mr. Mda’s (Alfred Ntombela) daughter, and getting into an argument that destroys the entire event. After that, Kelsey (Tanit Phoenix) comes up with the plan to get them to walk from KZN to GP, while she films the entire event as a reality show – without their knowledge. That is the end of the plot; no seriously, that’s it. There is no more story than that.
. And in sticking with a Leon Schuster movie, we can expect a brand-new cultural meme to come out of this, with the classic one-liner that comes out of the Lesotho © Impaq
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Highlander’s mouth. It’s easily my favourite moment of the entire movie and one that I can see myself using again and again to annoy anyone I can find.
In a slight change from Leon’s normal movies, very little racial humour is used, which I hope is a sign of our growing maturity as a country. But other than that, it’s the same old style of movies that you’ve either grown to love or hate. And if box office takings are anything to go by, then South Africans’ love of this humour and this movie is once again going to set box office sales alight. In the end, it’s a safe play by the team behind Mad Buddies, it’s not perfect, and some parts felt really laboured. But all in all, I enjoyed the experience of watching it. And if you enjoyed Leon Schuster’s previous movies, then this is a must-see; but if you felt his previous movies were the worst of what the local industry could offer, then you’re not going to be happy with this one.
(www.themovies.co.za)
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The following would be the list of reviewing questions: (I am inserting the answers for your convenience!) 1. What is the title of the film? Mad Buddies 2. Who is the writer? Leon Schuster 3. When does the story take place? In modern times. 4. Who are the main characters and who are the actors playing these roles? Leon Schuster is cast as Boetie, Kenneth Nkosi as Beast, and Tanit Phoenix as Kelsey. 5. What is the story line of the film? Boetie and Beast cannot stand each other, but are forced to go on a “road trip” together. Without their knowledge, they are being filmed. 6. Can the audience identify with the characters? Yes, because it contains many situations that people are confronted with on a daily basis. 7. Do you think the film was marketed effectively? Yes, there were many advertisements and previews, and numerous interviews were done. 8. Do you think the costumes, props and lighting are in harmony with the story line of the film? Yes, it is the modern era. The characters dress in a modern way. 9. Give a brief summary of the film. (Learners give their own opinion and critique.)
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ACTIVITY 2: This activity counts for assessment. Learners writes a play about their chosen theme (it has to be a current social issue). Read learners’ pieces with care and use the following table to allocate marks. 1 POOR
2 GOOD
3 VERY GOOD
4 EXCELLENT
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 the learner’s developmental level 5) The audience identifies with the characters [20] [20/2 = 10 marks]
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Topic 5: Careers in drama (1 hour) 5.1 Lesson 5: Explore careers in the entertainment industry FOR THE INQUISITIVE: Possible careers to research: Voice-over artist Animation artist Ballet dancer Sound engineer Lighting specialist
ACTIVITY 3: This activity does not count for assessment. Learners have to choose an artist and will have to research that artist thoroughly. You may need to help learners with their research. After learners have answered the questions, facilitators must review the answers with them. Use the answering of the questions to have a conversation with learners on the importance of role models. Learners looks up to the artist; discuss the reasons with them. Learners have to show insight into the importance of good and positive role models.
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VISUAL ARTS Topic 1: Creating in 2D (2 hours) Suggested resources: Visual stimuli for drawing. (Creating a still life) Materials needed: Pencil, charcoal, wax, crayons
6.1 Lesson 6: Drawing and painting: media and techniques
Learners do an additional exercise in the Study Guide, after all the media and techniques have been dealt with. It is a line drawing/sketch. Learners can do it in the space provided in the Study Guide, or on an A4 sheet of paper, and place it in his/her file. There is an example of such a sketch on the following page. FOR THE INQUISITIVE: Learners study the sketch and then write brief notes about the use of the various elements. The summary below is meant as a guideline for facilitators:
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Line – artist uses wavy lines; it creates a feeling of restlessness. Colour – the artist combines dark and light colours. It creates contrast. Form – work of art does not have a specific form. It has been created asymmetrically. Space – the artist utilises the space inside the art work. The art work creates a flowing unit. Texture – because we cannot feel the art work, we cannot determine its texture. Artists often use a method of applying the layers of paint very thickly to create visual texture. Intensity – I experience the waves as intense – threatening and dark.
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