Gr 7 creative arts facilitator’s guide by Impaq

Í2’È-E-CRA-FG01bÎ

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

Facilitator’s Guide G07 ~ Creative Arts

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

Facilitator’s Guide G07 ~ Creative Arts

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.

IMPORTANT Explain misunderstandings; possible confusion regarding existing knowledge.

TIPS Any information other than the content, to guide learners through the learning process.

Facilitatorâ&#x20AC;&#x2122;s Guide G07 ~ Creative Arts

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.

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Facilitator’s Guide G07 ~ Creative Arts

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 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. 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 period of time is allocated to each lesson. Facilitators and learners can organise it all to suit themselves. Facilitators and learners can decide how to do the work. The only requirement is that all the themes must be covered during the term. The first lesson of each term contains a warm-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 per term on this routine. 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 is then applied practically in the subsequent lesson. Facilitators have to study the learners’ Study Guide together with the Facilitator’s Guide.

Facilitator’s Guide G07 ~ Creative Arts

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 requires 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 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. Term 1 – Topic 1 (2,5 hours) Topic 2 (6,5 hours) Topic 5 (1 hour) = TOTAL OF 10 HOURS FOR TERM 1 Term 2 –

Topic 1 (2,5 hours) Topic 3 (6,5 hours) Topic 5 (1 hour) = TOTAL OF 10 HOURS FOR TERM 2

Term 3 –

Topic 1 (2,5 hours) Topic 2 (6,5 hours) Topic 5 (1 hour) = TOTAL OF 10 HOURS FOR TERM 3

Term 4 –

Topic 1 (2,5 hours) Topic 3 (6,5 hours) Topic 5 (1 hour) = TOTAL OF 10 HOURS FOR TERM 4

Facilitator’s Guide G07 ~ Creative Arts

FOREWORD

INTRODUCTION The subject 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 – 12. For this reason, we will focus on these two art forms in Grades 7 – 9. The specific objectives of art are to: - Develop creative individuals - Expose learners to Dramatic Arts and Visual Arts - Offer basic art education to learners - Develop artistic talent and aptitude - Equip learners with the necessary skills for further study in Creative Arts - Develop awareness of art and different cultures - Expose learners to different careers in art - Develop art literacy and appreciation - Develop life skills

Facilitator’s Guide G07 ~ Creative Arts

YEAR PLAN TERM

LESSON

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

11 Warm-up routine 12 Traditional folk tales 13 Careers in drama 14 Etching techniques 15 Still lives 16 Local crafts

17 Warm-up exercises 18 Cultural drama 19 Careers in drama 20 Pattern-making 21 Architecture 22 Collage 23 Observation techniques

24 Warm-up exercises 25 Storytelling 26 Careers in related fields 27 Figure drawing 28 Recyclable materials in art

Facilitator’s Guide G07 ~ Creative Arts

Unit

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 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!

Facilitatorâ&#x20AC;&#x2122;s Guide G07 ~ Creative Arts

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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:

ÂŠ Impaq

Facilitator’s Guide G07 ~ Creative Arts

Unit

Facilitator’s Guide G07 ~ Creative Arts

Unit

Facilitator’s Guide G07 ~ Creative Arts

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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.

Facilitator’s Guide G07 ~ Creative Arts

Unit

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

Facilitator’s Guide G07 ~ Creative Arts

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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)

Facilitator’s Guide G07 ~ Creative Arts

Unit

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.)

Facilitator’s Guide G07 ~ Creative Arts

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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]

Facilitatorâ&#x20AC;&#x2122;s Guide G07 ~ Creative Arts

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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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Facilitator’s Guide G07 ~ Creative Arts

Unit

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:

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.

Facilitatorâ&#x20AC;&#x2122;s Guide G07 ~ Creative Arts

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ACTIVITY 4: This activity does not count for assessment. Learners have to create their own still life. They have to collect certain items and arrange them. Learners draw the picture, while they observe the objects. They may use any medium. Learners can do the assignment in their workbook OR on an A4 sheet of paper, and then place it in a separate file. Example of a still life:

Topic 3: Visual literacy (2 hours) Suggested resources: Photos in magazines or real examples of local crafts (e.g. African masks)

7.1 Lesson 7: The arts as heritage: respect and understanding of the self and the community FOR THE INQUISITIVE: Give learners the opportunity to research the different cultures. The website at www.mieliestronk.com provides good information. There are several other cultures : Khoisan Zulu Sotho Indian Coloured

ÂŠ Impaq

Facilitatorâ&#x20AC;&#x2122;s Guide G07 ~ Creative Arts

Unit

ACTIVITY 5: This activity does not count for assessment. Learners have a clear photo of a Ndebele house in the Study Guide. They have to draw only the front of the house and then decorate it with geometric patterns. Geometric patterns are measurable patterns. There are angles, and mathematical shapes, such as triangles, squares and zigzag lines. Examples of geometric patterns:

Topic 2: Creating in 3D (3 hours) Suggested resources and materials: Pictures of African masks and recyclable material

8.1 Lesson 8: Using recyclable materials to make an African mask ACTIVITY 6: This activity does not count for assessment. Learners have to make a mask from any recyclable material. The mask has to have an African theme. The following are examples:

ÂŠ Impaq

Facilitator’s Guide G07 ~ Creative Arts

Unit

(www.safarigifts.com)

(www.re-downloads.com)

Facilitator’s Guide G07 ~ Creative Arts

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Topic 3: Visual literacy (1 hour) 9.1 Lesson 9: Communication through art: Symbols

ACTIVITY 7: This activity does not count for assessment. Learners may design any type of symbol. They choose their own theme. Examples:

(www.hslabori.co.za)

The symbol for the rugby team of Labori High School.

(http://www.meridian.org.za)

The symbol of the Meridian Hiking Club in Cape Town.

Facilitatorâ&#x20AC;&#x2122;s Guide G07 ~ Creative Arts

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Topic 2: Creating in 3D (2 hours) 10.1 Lesson 10: Modelling ceramic figures Suggested resources and materials: Pictures of figures on ceramic and clay to create your own figures

ACTIVITY 8: THIS ASSIGNMENT IS FOR ASSESSMENT! Learners have to create their own urn or vase, with figures carved into it. They must tell the facilitator for which purpose the urn/vase was made. Is it intended for use, or only as a display item? This will influence how the facilitator does the assessment. The facilitator uses the Assessment table below. 1

Poor

Good

Very good

4 Excellent

1. The shape of the urn complements its function 2. The texture complements its function. 3. The urn is symmetrical and can stand up straight. 4. The urn is shaped proportionally correct. 5. The urn has been decorated with suitable figures and has been painted. [20/2 = 10 marks]

ÂŠ Impaq

Facilitator’s Guide G07 ~ Creative Arts

Unit

UNIT 2: Dramatic skills development and creation in 2D LEARNING OBJECTIVES: After you have completed this unit, you should be able to do the following:  Recognise the importance of relaxation and warm-up exercises in       

drama Apply the storytelling techniques in the performance of a narration Apply the different drama elements in the performance Investigate the different careers in drama, especially the creative team Create your own still life, and apply your knowledge about the history of still lives Apply artistic elements and principles of design Identify artistic elements and principles of design in examples of local crafts Investigate a local craft artist

INTRODUCTION The unit begins with the section where we are going to take a look at traditional African and South African stories. We will be looking at how the stories can be transformed into a narration that you can do as a dramatic performance. I have selected some stories that honour South African child heroes. We will discuss storytelling techniques. The assessment for Drama consists of a revision test of the work completed in Unit 1 and telling a story. I have clearly indicated the activities that do not count for assessment. We will also take a look at careers in Drama, especially the creative team such as the writers, director, producer and set designers. These are the persons who initiate the performance. Without them, there would be no production. In the section on Visual Arts we will look at the art form of still lives. We will briefly discuss the history, and you will create your own still life. We are also going to touch upon the technique of etching. Finally, we will look at our country’s local crafts and learner will conduct an interview with a local craft artist. The assignment counts for your formal assessment of Visual Arts for the unit. I have indicated the other activities that do not count for assessment.

Facilitator’s Guide G07 ~ Creative Arts

Unit

Enjoy the work! IMPORTANT TERMINOLOGY New terminology is explained in the DEFINE box at each lesson.

DRAMATIC ARTS Topic 1: Dramatic skills development 11.1 Lesson 11: Warm-up routine – Breathing exercises (2,5 hours) ACTIVITY 9: The activity does not count for assessment and is only for fun. Learners use the pictures provided for inspiration to work out warmup exercises and presenting these to the facilitator. For instance:

Puff your breath in and out!

Swing your arms from left to right.

Do star jumps while swinging your arms upward.

Jump like a frog to warm up.