Gr 8-Creative Arts-Study Guide by Impaq

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CREATIVE ARTS STUDY GUIDE Grade 8

A member of the FUTURELEARN group

Creative Arts Study guide

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Grade 8

CAPS aligned

LM van der Walt

Study Guide G08 ~ Creative Arts

CONTENTS LESSON ELEMENTS ................................................................................................ 3 PREFACE .................................................................................................................. 5 YEAR PLAN .............................................................................................................. 8 UNIT 1: Social issues in drama and the role of the artist in popular culture ...... 9 DRAMA ..................................................................................................... 10 ACTIVITY 1:.................................................................................. 13 ACTIVITY 2:.................................................................................. 26 VISUAL ARTS ........................................................................................... 27 ACTIVITY 3:.................................................................................. 33 ACTIVITY 4:.................................................................................. 38 ACTIVITY 5:.................................................................................. 44 UNIT 2: The interpretation of indigenous poems and the investigation of fashion then and now and social issues .............................................................. 47 DRAMA ..................................................................................................... 48 ACTIVITY 6:.................................................................................. 58 VISUAL ARTS ........................................................................................... 60 ACTIVITY 7:.................................................................................. 70 ACTIVITY 8:.................................................................................. 77 UNIT 3: Different dramatic styles, careers and design projects in 2D and 3D .. 79 DRAMA ..................................................................................................... 80 ACTIVITY 9:.................................................................................. 84 VISUAL ARTS ........................................................................................... 86 ACTIVITY 10: ................................................................................ 89 ACTIVITY 11: ................................................................................ 91 ACTIVITY 12: ................................................................................ 98 UNIT 4: The influence of media on drama and creating in 2D ............................ 99 DRAMA ................................................................................................... 100 ACTIVITY 13: .............................................................................. 106 VISUAL ARTS ......................................................................................... 110 ACTIVITY 14: .............................................................................. 112 ACTIVITY 15: .............................................................................. 116 ACTIVITY 16: .............................................................................. 120 BIBLIOGRAPHY .................................................................................................... 128

Â© Impaq

Study Guide G08 ~ Creative Arts

YEAR PLAN TERM

LESSON

DATE STARTED

1 Warming up in drama 2 Monologue 3 Reviewing 4 Graffiti and lettering 5 Creating own graffiti 6 Role of the artist in the community: Craftwork 7 Creating a pinch bowl 8 History of the Greek mythology

9 Warming up routine 10 Indigenous poems 11 Fashions of the present and the past 12 Artist as social commentator

13 Warming up exercises 14 The genres in drama 15 Figure drawings 16 Careers in arts 17 Surface decoration

18 Warming up routines 19 Dialogue, prose and storytelling 20 The forms of media 21 Tonal drawing 22 Messages expressed through art 23 Formal assessment project

ÂŠ Impaq

DATE COMPLETED

Study Guide G08 ~ Creative Arts

Unit

UNIT 1: Social issues in drama and the role of the artist in popular culture LEARNING AIMS: After completing this unit, you should be able to do the following:      

Develop and perform a play that is about social issues. Think critically about the creation and performance of a play. Recognise the role of the artist in the community and discuss it. Identify art elements and design principles in creative typography like graffiti. Create your own typographical work or graffiti. Identify the importance of functional containers from mythology.

INTRODUCTION The first part of this unit includes warming up exercises for drama. These correspond to the warming up routines done in Grade 7. It is therefore a revision of the previous year’s work. Additional exercises are added. CAPS require that learners spend 15 minutes per week on the warming up routine. In the foreword it was mentioned that Creative Arts have been divided into different topics. The topics have been divided lessons, so that you will not get confused. At each lesson a time allocation is given, and this makes it easier for you to draw up a timetable, so that all the lessons are covered in the term. The drama in the unit focuses on the social issues occurring in our country. Any social issue may be addressed. Information about some of these issues will be provided. You will then create a play, which addresses one of these issues. We will also look critically at a film that is relevant to issues of today, and will analyse it. In Visual Arts the focus in this unit is mainly on two themes. The first theme is the role that artists play in the community and how lettering and graffiti are used to express their message.

Study Guide G08 ~ Creative Arts

Unit

The second theme deals with the use of different functional containers, and especially containers from mythology. You will also learn how to decorate your own container with mythological figures.

DRAMA Topic 1: Dramatic skills development (2,5 hours) Lesson 1: Warm-up exercises for drama A warm-up routine is important for various reasons:  It prevents injuries. You use both your voice and body in drama. Thus it is important that both are warmed up before you start with your routine.  By warming up you increase the volume of oxygen that is taken up by your body. It promotes your endurance and helps you not to be out of breath.  Warming up helps you to focus on what you have to do.  It helps you to practise and develop your technical skills.  It relieves the stress and anxiety that you feel before the execution of the assignment. You have to warm-up your whole body for drama and not only your voice and face. The parts you have to warm-up are: BODY  Feet  Knees  Legs  Hips  Torso  Arms  Neck  Head FACE  Lips  Tongue  Cheeks VOICE  Articulation  Diaphragm

Study Guide G08 ~ Creative Arts

Unit

The following relaxation exercises can be done for the lips, tongue and cheeks.

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 your breath. It helps if you push out your rib cage. Your upper abdominal muscles control your diaphragm.

ÂŠ Impaq

Study Guide G08 ~ Creative Arts

Unit

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. 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 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.

Study Guide G08 ~ Creative Arts

Unit

DEFINE: Articulation: The way in which the speech organs are used together to form sound during speech. Rhythm: The way in which sound flows and moves. It is determined by tempo, speed, pause and climax. Projection: It is the volume through which sounds are conveyed to the audience. CONTENT: The voice and body of an actor is his or her instrument. That is why it is very important to warm-up. It is very 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. You have to practise your imagination physically, visually and emotionally in drama. Warming-up takes place bit by bit and it is a good idea to create a routine that you can do every time before you start with drama. Your body then adapts faster to the warm-up routine and it prepares you for the work that follows! ACTIVITY 1: Develop a movement game that you will show to your friends and facilitator. The assignment is not for assessment, it is only for fun. Use the following picture as your first step in the development of a game. You will have to be very creative.

(www.wikispaces.com)

ÂŠ Impaq

Study Guide G08 ~ Creative Arts

Unit

Topic 2: Drama elements in creating a play (6,5 hours) Suggested resources: newspapers and magazines – any articles on social issues in South Africa

Lesson 2: Research on social issues and the creation and performance of a dramatic monologue South Africa has various social issues that are receiving much attention. There is the issue of HIV/Aids, child abuse and molestation, poverty and the pollution of the country. These are only a few of the issues. 1) The HIV/Aids issue Read the following article: 3,4% of SA students have HIV/Aids 2010-03-29 21:45 By: Alet Rademeyer A survey among more than 23 000 students and staff found that approximately 3,4% of students and 1,5% of academics at 21 of the 23 South African universities have HIV/Aids. The report on the findings of a study about Aids in the higher education sector was issued yesterday in Johannesburg, on the eve of the government’s campaign to have as many citizens as possible tested for the syndrome within a year. The research was done by the HIV/Aids programme in higher education (HEAids) in collaboration with the Department of Higher Education and Training, HESA, and the European Union (EU). The EU has pledged R230 million. Dr. Blade Nzimande, minister of Higher Education and Training, said the battle against AIDS demands a multi-pronged approach, because there is still a lot of uncertainty as to which messages and interventions are the most efficient. It was found in the study that, although the incidence of HIV/Aids in the higher education sector was lower than the 16,9% of the general population, there is some concern about the higher incidence among black people and especially servicing staff at public institutions. About 9,9% of all servicing staff, such as cleaners and garden workers, at universities and 4,4% of administrative staff had the syndrome.

Study Guide G08 ~ Creative Arts

Unit

Dr. Gail Andrews, programme director of HEAids, said there were perturbing trends that showed that certain regions and institutions faced more challenges than others. This means that more specific approaches need to be adopted to make a difference. As far as the figures in the various regions are concerned, it was found that more students in the Eastern Cape (6,4% of the students) and KwaZulu-Natal (6,1%) have HIV/AIDS than in other provinces. The same is true for servicing staff, where 10,7% of those in the Eastern Cape, 14,1% in the Free State and 20,3% in KwaZulu-Natal have HIV/Aids. The study also found that the incidence of HIV/Aids was higher among black students (5,6% of these students have HIV/Aids) and academic staff (5,9%). In KwaZulu-Natal the figures are 8,7% of black students and 9,6% of black academics. Nzimande said the findings showed that no institution can relax their efforts to combat the disease or to give help, support, treatment and counselling to students and staff who are suffering from it. “If Aids programmes are not part of the process of transferring skills to young people, we are preparing them for the grave rather than for the workplace.” Each institution involved will receive a report on its own HIV/Aids scenario. Unisa and the Tshwane University of Technology were not involved in the study. Findings at universities HIV/AIDS increases with age. For young people aged between 18 and 19, the infection rate is 0,7% and above 25 it is 8,3%. Women have twice as high a risk (4,7%) to contract the disease than men (2%). (From: www.beeld.com)

South Africa has the highest number of HIV/Aids sufferers in the world. At the end of 2007 it was already an estimated 5,7 million people. (www.mieliestronk.com) What is HIV/Aids? The letters “A-I-D-S” represent the words “Acquired Immune Deficiency Syndrome”. The HI virus causes damage to the immune system. The people who have been infected with HIV experience a gradual loss of immune function. It leads to the development of all kinds of diseases, which could be cured quite quickly in a healthy person. But a person with HIV cannot be cured so quickly, because his/her immune cells are compromised.

Study Guide G08 ~ Creative Arts

Unit

There are a number of anti-retroviral drugs available for the treatment of the virus. Unfortunately, the drugs cost a lot of money, and this puts them out of the reach of many people. Aids is transmitted mainly through sexual contact, and the following activities hold no risk:  Ordinary touching, such as a handshake.  A normal kiss on the mouth, where saliva is not exchanged.  Just hugging someone.  Donating blood; all the needles are sterilised and safe.  One cannot contract the virus by for instance sharing a drinking glass. 2) Child abuse and molesting Child abuse is one of the most serious problems in our country. Read the article below.

Pretoria daycare provider may sit for a long time on 'abuse' charges 2012-09-20 09:30

Johannesburg – A daycare provider appeared in the Pretoria regional court on Wednesday, on charges of child abuse, a report read on Thursday. Linda Mans (36) of the Teddy Winks nursery school in Suiderberg, was arrested on 16 August after she allegedly assaulted two babies in 2011 at the school, Beeld reports. Mans had apparently hit the eight-month-old Keylaene-Maré Schreiber “repeatedly and hard” on the buttocks, legs, lower back and arms. At that time, Mans said to the baby’s parents, Daryl and Bernadine Schreiber, that one of her employees had “hit the baby because she would not sleep”. She is also charged with assaulting Divan Myburgh, who was 10 months old, after he had been hit in the face. Mans gave a written apology to Myburgh’s parents for the marks that were left on his face, in which she said that these were actually meant for her own child. Magistrate Maryke de la Rey warned Mans about the gravity of the charges and said that she could be sent to prison for 10 years. (From: www.news 24.com)

Study Guide G08 ~ Creative Arts

Unit

From the article it is clear what a serious problem child abuse is. These young children are being abused even at their nursery school. It is a place where they are supposed to feel safe. However, there are also many children who are abused by their own parents. Abuse may be physical or verbal. Physical abuse means that the child is harmed on its body. The child is jerked around or hit. The child is also abused if he/she is locked up in a small space or if food or clothing is withheld. Verbal abuse is when someone emotionally runs down the child, for instance by constantly scolding or berating the child. An educator is also responsible for the development of a child’s self-image; therefore it is abuse if the educator consciously in any way runs down the child’s self-image. Molesting is also part of abuse. Child abuse is a problem that could have serious consequences for the child. It could lead to a number of emotional problems. 3) Pollution

(www.mieliestronk.com)

Pollution is killing our earth. There are various forms of pollution: air pollution, soil pollution and water/sea pollution. It can seriously harm the life of humans, animals and plants. We have now completed our research into social issues. Now we are going to use that knowledge to create and perform a drama genre – a monologue. What is a monologue? It is a dramatic conversation that one person conducts with him-/herself. There are no other characters involved.

Study Guide G08 ~ Creative Arts

Unit

The following monologue is about pollution. Monologue Character – Johannes, a garden worker. He has been working for 15 years at the municipality of Tshwane. He is 50 years old and is a humble and hardworking man. He is dressed in an overall and rubber boots. He is very neat and proud of his work. Situation – He works faithfully every day in his part of the garden in front of the city hall. However, there are many people who come during their lunch break to sit there. They leave all their empty bottles, cans and paper right there on the grass and even in the flowerbeds. This makes him very unhappy. (Johannes is in his garden and busy picking up the litter) Eish! The people who throw their rubbish everywhere! They have no feeling for nature! They just sit around and leave their rubbish in my beautiful garden! (He stands with his hands on his hips and clicks his tongue in a dramatic way. He turns to the audience.) You know, if the people are not going to stop with their littering, our earth will die. All the nice flowers are going to die and the grass is going to dry out! I won’t even have to water the gardens anymore! (He sighs dejectedly, and sinks onto his haunches to pick up more rubbish!) You know what! Pollution makes our earth filthy. (He gets up and turns to the audience. He gestures with his hands.) Our air, soil and water are being contaminated by humans’ uncaring attitude! They don’t care that they could kill everything! (He shakes his head. Suddenly he looks up. He paces to and fro.) But they themselves are neat! The litterbugs. Oh yes! Their shoes and clothes are nice and clean, and they put down nice little blankets! (He swings his arms to and fro while speaking, gesticulating wildly, very upset.) But I will show those litterbugs! I will put a fence around my flowerbeds! They will not mess in my flowerbeds again! I will show them! (Suddenly he stops. Lost in thought, he stands with his head hanging. Then he lifts his head and looks at the audience.)

Study Guide G08 ~ Creative Arts

Unit

Yes, yes! That’s a very good plan! Then I can protect my little piece of earth. As the saying goes: every little bit helps! (Johannes takes his rubbish bag, swings it over his shoulder and calmly walks off the stage.) After you have read through the monologue, we will be studying the following aspects: -

The structure of the monologue: WHAT WHO WHERE WHEN TO WHOM

The performance of the monologue: HIGH POINTS SPACE AND TIME SYMBOLS DIALOGUE FOCUS SUSPENSE REFLECTION

DRAMATIC STRUCTURE The actor (in this case you) has to know the character that he/she will portray. You have to internalise the character in order to portray him/her in a credible way. The play provides certain information: it tells you WHO your character is, WHAT the character’s motivation is, the background and personality of the character. You have to make all this information your own, and use your imagination to expand your character further and make him/her more interesting. The writer tells the character what he/she has to say and which actions to execute. You can therefore read in the text what the character does, why he/she does that, where he/she does that and when it is done. The following questions must always be answered before a play is tackled: Who? – who is the character, what is his/her attitude and function in the performance? Does the character have a specific speech pattern? What? – this is the storyline, the events taking place. How does the story develop? Does the story have a beginning, a middle and an end? If you improvise you have to remember that the story has to have a beginning, a middle and an end.

Study Guide G08 ~ Creative Arts

Unit

Beginning – introduce the problem to the audience. Middle – the development of the problem. End – the solution to the problem.

The story also has to have a climax. The climax lies where the problem comes to a head/high point. The dramatic tension/suspense forms part of the climax. How does the character maintain the suspense/tension in the play? Where? – this refers to the place or space where it takes place/happens. This has to be portrayed by the voice and body. When? – this is the time in which it takes place. It is also portrayed by the voice and body. To whom? – who is the audience that is targeted by the play? Is the context of the text social or economical? THE CREATION AND THE FOCUS OF THE PERFORMANCE When you plan the performance or the monologue you have to consider the following aspects: What is the most important moment in the play and how can you emphasise it? -

You can emphasise/highlight a scene by the use of your words: place the emphasis on certain words and say certain phrases with more dramatic stress. By the movements that you make with your body. Body language speaks volumes, and can express the dramatic moment very effectively. Large movements create a dramatic effect.

Exploring space and time in creating a play -

Using playback. The character thinks of the past. There are moments in the scene where the character gets flashbacks. Jumping in time to different times and places. The character can recall events from the past and then jump again to the present. The character can also visit different places in his flashbacks and connect them to a period.

The spoken dialogue The actor’s clear articulation of the dialogue is very important, because it has to be clear and the audience has to be able to hear and understand it. Voice projection is the strongest aspect of speech. It includes the clarity of your speech, the use of the correct breathing techniques and not overstraining your voice.