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CREATIVE ARTS STUDY GUIDE Grade 7
A member of the FUTURELEARN group
Creative Arts Study guide
1807-E-CRA-SG01
Í2’È-E-CRA-SG01#Î
Grade 7
CAPS aligned
LM van der Walt
Study Guide G07 ~ Creative Arts
CONTENTS LESSON ELEMENTS.................................................................................................2 PREFACE...................................................................................................................4 YEAR PLAN ...............................................................................................................6 UNIT 1: Dramatic skills development and creation in 2D and 3D ......................7 DRAMA ......................................................................................................8 ACTIVITY 1: ............................................................................... 12 ACTIVITY 2: ............................................................................... 17 ACTIVITY 3: ............................................................................... 19 VISUAL ARTS..........................................................................................20 ACTIVITY 4: ............................................................................... 27 ACTIVITY 5: ............................................................................... 32 ACTIVITY 8 ................................................................................ 36 UNIT 2: Dramatic skills development and creation in 2D .................................38 DRAMATIC ARTS....................................................................................39 ACTIVITY 9: ............................................................................... 43 12.1 Lesson 12: Traditional folk tales and storytelling techniques (6,5 hours) .......................................................................................44 ACTIVITY 10: ............................................................................. 53 13.1 Lesson 13: Careers in drama: The creative team (1 hour) ...............55 ACTIVITY 11: ............................................................................. 57 VISUAL ARTS..........................................................................................57 ACTIVITY 12: ............................................................................. 61 ACTIVITY 13: ............................................................................. 69 ACTIVITY 14: ............................................................................. 73 UNIT 3: Dramatic skills development and creating in 2D and 3D ....................74 DRAMA ....................................................................................................76 ACTIVITY 15: ............................................................................. 81 ACTIVITY 16: ............................................................................. 82 VISUAL ARTS..........................................................................................83 ACTIVITY 17: ............................................................................. 90 ACTIVITY 18: ............................................................................. 95 ACTIVITY 19: ............................................................................. 97 ACTIVITY 20: ............................................................................. 98 UNIT 4: Interpretation and performance of dramatic forms and creating in 2D and 3D ..............................................................................................................101 DRAMA ..................................................................................................102 ACTIVITY 21: ........................................................................... 107 VISUAL ARTS........................................................................................109 ACTIVITY 22: ........................................................................... 118 ACTIVITY 23: ........................................................................... 122 BIBLIOGRAPHY AND REFERENCES ..................................................................123
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Study Guide G07 ~ Creative Arts
YEAR PLAN LESSON
UNIT 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: 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 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. 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.
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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 Hips Upper body Arms Neck Head FACE o Lips o Tongue o Cheeks
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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 9
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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 © Impaq
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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: It 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!
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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.
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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? 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. 13
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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 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. © Impaq
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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: 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.
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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: Find 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.
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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 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 learner’s developmental level 5) The audience identifies with the characters [20] [20/2 = 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.
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