Creative Arts
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Lesson elements
Each unit consists of the following learning activities:
y A challenge
y Content
y Activities to solve the challenge
It also includes:
y Learning outcomes
y Tips for the facilitator
y Enrichment activities (For the curious)
y Summaries
y Self-assessment activities
Icons
Learning objectives For the curious Activity
Introduction
Creative Arts involves the study of and exposure to a variety of art forms, such as dance, music, visual- and dramatic arts. As a subject it engages the body, mind and senses to help learners develop into creative and imaginative individuals. Learners participate in a range of activities that allow for creative and imaginative expression.
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Creative Arts also develops an appreciation for the broader arts spectrum and establishes basic knowledge and skills to participate in arts activities. This prepares learners for possible further study in the art form of their choice in the Further Education and Training (FET) Phase. Impaq offers Dramatic Studies and Visual Arts as subjects in Grades 10 to 12. In line with this, the Grade 9 curriculum focuses on Drama and Visual Arts only.
Creative Arts in the Senior Phase aims to:
1. Develop creative, expressive and innovative individuals and teams by generating ideas and experimenting.
2. Provide learners with exposure to and experiences in drama and visual arts, including reflection and evaluation.
3. Provide access to basic arts education in a creative and contributive environment.
4. Identify and nurture artistic talent, aptitude and enthusiasm, focusing on personal development.
5. Equip learners with adequate basic skills to pursue further studies in their chosen discipline.
6. Develop an awareness of arts across diverse cultures.
7. Expose learners to the range of exciting careers in the arts.
8. Develop art literacy.
9. Actualise arts appreciation, developing future audiences and consumers of art.
10. Develop integrated life skills through the arts.
Theory is very closely associated with practical work. However, theory and practical work are two distinct areas for examination and assessment.
Dramatic Arts focuses on:
y Vocal development; using, manipulating, controlling and modulating the voice.
y Warming-up exercises and an awareness of the body as performance tool, including physical characterisation.
y Drama elements in playmaking, connecting cultural practices, performance space and technical elements.
y Interpretation and performance techniques.
y Media and stereotyping.
y Appreciating and reflecting on playmaking processes and performances, using subject terminology and constructs.
Visual Arts focuses on:
y Broadening learners’ knowledge of various historic art movements, visual artists and art works.
y Observing, identifying, describing and applying knowledge through subject terminology and constructs.
y Creating in 2D: Observing and interpreting the world through painting and drawing.
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y Creating in 3D: Observing and interpreting the world through constructing and modelling techniques.
y Interpreting, analysing and recognising symbolism and the purpose of art.
y Appreciating and reflecting on art works, art making processes and the role of the artist, using subject terminology and constructs.
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Creative Arts in Grade 9 focuses on:
y Dramatic Arts:
y Topic 1: Performance skills development
y Topic 2: Elements of drama in playmaking
y Topic 3: Interpretation and performance of a dramatic form
y Topic 4: Appreciation and reflection
y Topic 5: Media
y Visual Arts:
y Topic 1: Create in 2D
y Topic 2: Create in 3D
y Topic 3: Visual literacy
The subject content and associated assessment elements are based on the themes as outlined in the Curriculum and Assessment Policy Statement (CAPS).
Time allocation
Art is a process, and learners, together with their facilitator, must develop a programme that suits them which will allow time to make art, rehearse, practise and reflect Two hours per week are allocated to Creative Arts. The units alternate between Drama and Visual Arts to allow each unit’s outcomes and expectations to be clear. It is, however, up to the learner and the facilitator to put time aside each week for Creative Arts as a whole. The units are not designed to follow on each other, but to coincide. For example, Unit 1 (Drama) and Unit 2 (Visual Arts) may begin in the first week and develop over time.
The units must be completed as follows:
Term 1: Units 1 – 4
Term 2: Units 5 – 8
Term 3: Units 9 – 12
Term 4: Units 13 – 16
The suggested time allocation for Creative Arts Grade 9
Number of units per year 16 units per year
Total number of weeks available to study this content in Grade 9 40
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Duration of each unit
To be determined by the facilitator. Four units per term: 2 x Visual Arts 2 x Drama
Number of units (revision for final assessment excluded) 16
Suggested time allocation per unit
Number of lessons per unit
Duration per lesson
To be determined by the facilitator. 20 hours per term = 5 hours per unit
Depends on the unit (2 – 4 lessons per unit)
Suggested: 1 – 2 hours. Facilitator to determine the need.
Total suggested time allocation per year 80
Weekly schedule
The suggested weekly schedule for the full Grade 9 programme is as follows:
Additional reading
The Essential Theatre (11th edition), by Oscar G. Brockett, Robert Ball, John Fleming, Andrew Carlson.
200 Projects To Get You Into Art School, by Valerie Colston.
Read as many other books or articles on the subjects as possible. There are links to further reading on all the topics covered in the study guide. Read reviews about current art exhibitions, films, TV series, theatre productions and arts festivals.
Resources
What you will need:
y Impaq study guide
y Impaq portfolio book
y June examination
y November examination
y Art materials and consumables
y Appropriate space to create art (outside area, studio, study or other designated area)
y Drama texts
y Appropriate space to perform (outside area, classroom, lounge, community or church hall)
y Comfortable and suitable clothing and protective clothing
Content and planning
Content
The study guide has been designed to provide the facilitator and learners with the necessary information and exposure for each topic as prescribed by the Curriculum and Assessment Policy Statement (CAPS). Facilitators must familiarise themselves with the content of each unit and lesson and learning outcomes. First study the background information and then do the practical and theoretical activities. Use the study guide, the facilitator’s guide and the suggested electronic resources to prepare lessons. Use pictures, videos, outings and lively discussions to teach Creative Arts. Encourage, engage and support the learners in exploring the wonder of Visual Arts and Dramatic Arts.
Planning
The success of this subject relies on careful planning. Study the year plan to familiarise yourself with the objectives, outcomes, activities and needs. An artwork and performance cannot be constructed in one lesson. Preparation, research and working towards the outcome will differ for each lesson. Art, whether visual arts or drama, is a creative process; this creativity should be present in the entire process. Encourage the learners to discover and realise their creativity and artistic outputs through proper preparation. Visit an art gallery and attend theatre performances to provide them with an opportunity to apply the knowledge and experience to their activities. Engage the learners in discussions on art, artworks, theatre performances, TV and film. Provide them with the necessary equipment and space to realise their full potential.
Briefly discuss the challenge at the beginning of the lessons and allow time for the learners to explore the content. Discuss the possible answers to the challenge at the end of the lesson. It is important to leave the discussion of the challenge for last. The learners will have a more meaningful learning experience if they have time to reflect on the content, the impact of the activities and their own observations.
Records
It is important to keep records of artistic outputs and for Visual Arts a portfolio is the preferred method. Date all the artworks and keep them in a file (A3 plastic sleeve file). Mount the artworks, including preparation pieces, to preserve them. Take photos of all the artworks and save them electronically. For Dramatic Arts, take photos, videos and voice clips and save these electronically.
Assessment
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Assessing artistic output is not always straightforward. Before evaluating any artwork, performance or reflection, review the learning objectives of the unit and lesson. Use the suggested rubric to streamline the assessment process. This is not the only way to assess creative and artistic output but should provide the facilitator with a basic framework on how to critically evaluate the learner’s output and to provide positive and well-considered feedback.
Example of an assessment rubric: Visual Arts
Assessment criteria Not achieved (0) Adequately achieved (1) Excellent achieved (2)
Research: The learner explored various sources and applied this by presenting various ideas and concepts. The learner can substantiate and defend their artistic choices.
Technical components: The learner demonstrates technical aptitude by using resources and applying appropriate artistic media, techniques and processes.
Creative process: The learner purposefully planned artistic components such as the elements of art and principles of design, the message of the artwork, the cultural significance, or the societal impact.
Presentation: The learner presented a creative, imaginative and original artwork. The final output is in line with the project brief and evident of effort and application.
Personal growth: The learner displays continued personal growth in technical abilities and a deeper appreciation for the creative process.
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Example of an assessment rubric: Drama
Assessment
Research: The learner explored various sources and applied this by presenting various ideas and concepts. The learner can substantiate and defend their creative and artistic choices.
Technical components: The learner demonstrates technical aptitude by using resources and applying appropriate dramatic devices, performance techniques and processes. [The assessor or moderator may list various elements such as voice (pitch, pace, tone, inflection, pauses, modulation, enunciation, projection, etc.), body (deliberate movement, spatial awareness, blocking, fluency, etc.) and technical elements (effective use of props, costumes, make-up, lighting, etc.)]
Creative process: The learner purposefully incorporated drama components such as the elements of drama, the performance and delivery, the cultural significance, or the societal impact.
Presentation: The learner delivered a polished, creative, imaginative and original presentation. The final output is in line with the project brief and evident of effort and application.
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Personal growth: The learner displays continued personal growth in technical abilities and a deeper appreciation for the creative process.
Example of an assessment rubric: Written reflective
Assessment
Focus: The learner clearly states the purpose of the essay / reflective composition / oral discussion, retains focus and shows evidence of research and understanding of the content and context.
Organisation: The learner presents the reflection in a compelling, wellorganised manner. It includes a thorough introduction with a clear statement, efficient transitions (exploring the content and context) and a reflective conclusion.
Content: The learner displays a clear understanding of the content and demonstrates self-reflective analysis supported by substantiated details. The learner uses the given information and expands effectively.
Presentation: The learner constructed a creative, imaginative and original written or oral presentation, using appropriate language, sophisticated word choice and sentence construction.
Personal growth: The learner displays continued personal growth in written or oral reflective abilities and a deeper appreciation for the creative process.
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Content
Unit 1: Drama
1.1 Performance skills development: Body and voice (15 minutes per week)
1.2 The media and careers (1 hour)
Unit 2: Visual Arts
2.1 Visual literacy: Elements of art and design principles used in creating and appreciating art (1 hour)
2.2 Create in 2D: Paint (4 hours)
Unit 3: Drama
3.1 Elements of drama in playmaking (5 hours, 30 minutes and rehearsal time)
3.2 Appreciation and reflection (1 hour and own research time)
Unit 4: Visual Arts
4.1 Visual literacy: Visual arts disciplines and the arts as heritage (2 hours)
4.2 Visual literacy: The role of the artist in society (2 hours)
4.3 Visual literacy: Research findings (1 hour)
Unit 5: Drama
5.1 Performance skills development (15 minutes per week)
5.2 The media: Stereotypes in film (2 hours and own research time)
Unit 6: Visual Arts
6. Create in 3D: Construction / Sculpture (4 hours)
Unit 7: Drama
7. Interpretation and performance of dramatic forms (5 hours, 30 minutes and rehearsal time)
Unit 8: Visual Arts
8.1 Create in 2D: Paint a still life (4 hours)
8.2 Create in 2D: Design a logo (2 hours)
Unit 9: Drama
9. Performance skills development (15 minutes every week)
Unit 10: Visual Arts
10.1 Visual literacy: Printmaking (1 hour)
10.2 Create in 2D: Create a scraperboard (4 hours)
Unit 11: Drama
11.1 Elements of drama in playmaking (7 hours and rehearsal time)
11.2 Appreciation and reflection (30 minutes)
Unit 12: Visual Arts
12.1 Visual literacy: Popular culture and popular art (1 hour)
12.2 Create in 2D: Create a pop culture image (4 hours)
Content
Unit 13: Drama
13. Performance skills development (15 minutes per week)
Unit 14: Visual Arts
14.1 Visual literacy: Puppets (1 hour)
14.2 Create in 3D: Create a puppet (4 hours)
Unit 15: Drama
15.1 Interpretation and performance: Radio drama (7 hours and rehearsal time)
15.2 Appreciation and reflection (30 minutes)
Unit 16: Visual Arts
16. Create in 2D: Life drawing (5 hours)
Revision
Target date*
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*Complete the target date for each lesson, according to your year plan for this subject. The submission dates of the formal assessments, as stated in the portfolio book, must be strictly adhered to.
Drama: Performance skills development; the media and careers
The focus of this unit is on warm-up and cool-down exercises to prepare the body and voice for performances. Learners should be familiar with the work covered in Grades 7 and 8. These skills are necessary for any actor to ensure mental and physical focus, to prevent injuries, to relieve tension and anxiety, to prepare for and ultimately deliver good performances.
This unit also explores the soap opera as television genre and how the media uses it as communication channel.
Learning objectives
This lesson must be practised and repeated weekly, especially before a performance. Spend at least 15 minutes per week on this.
After completing this unit, learners must be able to:
y explain the purpose of warm-up and cool-down exercises
y develop a warm-up and cool-down routine and complete it
y regulate their breathing
y execute body focus exercises
y explain the terms ‘media’ and ‘mass media’
y identify the soap opera as a genre
y identify stock characters and their stereotypical traits
Lesson 1.1: Performance skills development: Body and voice (Topic 1) – 15 min.
Introduction
In this lesson we focus on how to warm up the voice and body before a performance. Learners have to prepare and condition their bodies to make sure it performs at its peak. Warm-up exercises may help to reduce injuries and help actors to focus and prepare for the task ahead. Warm up with your fellow actors to strengthen your bond and improve communication.
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Cool-down exercises will help to recharge your body and voice. It releases tension and helps you to return to a state of calm following the heightened emotions associated with performing.
This lesson should take 15 minutes but must be repeated every week and especially before performances.
For Creative Arts, as prescribed by the Curriculum and Assessment Policy Statement (CAPS), Topic 1 refers to performance skills development.
Summary
Actors must always prepare before a performance. They must know the terms and movements, have good spatial awareness and focus. Warm-up exercises for the body and the voice, help actors to mentally and physically prepare. These exercises help to sharpen the senses and
ensure the body and voice are ready, to prevent possible injury. The exercises or routines also help to relieve tension and anxiety. Remember to release tension and get rid of built-up energy and stress after a performance.
Allow for self-assessment
Determine how the learners’ bodies and voices react to warming up and cooling down exercises.
y Do a small experiment.
y Choose a short monologue or poem and present it to the class, a friend, family members or your facilitator without warming up.
y Record your feelings:
y How was the performance?
y Did you make any mistakes?
y How did your body feel after all the excitement?
y Was your breathing relaxed or rapid?
y Also ask your audience for feedback.
y On another day, present the same short monologue or poem to the same audience. However, this time you must first warm up for at least 15 minutes.
y Record your feelings as before. Compare your notes and reflect on whether the warmup routine made any difference to your delivery, focus, how prepared you were, diction and anxiety.
Tips for the facilitator
Help the learners with the body and voice warming-up and cooling-down exercises. The exercises work best when done with someone else. Watch the videos suggested in the study guide. Encourage the learners to reflect and write down their findings. These need not be in a specific format or too long; a paragraph or two will suffice. The feedback from the facilitator or audience should also be recorded.
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Solve the challenge
LEARNERS MUST SOLVE THE CHALLENGE
How do I keep my breathing normal during a performance?
Actors must focus on various elements while performing: the performance itself, movements and positioning, various technical elements and remembering their lines. On top of that, they must be aware of and considerate towards fellow performers and the audience.
Breathing should not get in the way of delivering a good performance and actors must be properly prepared in this regard. This makes a warm-up routine essential. Not only will the exercises increase an actor’s concentration, it will also ensure the brain receives enough oxygen to function optimally under stress.
Lesson 1.2: The media and careers (Topic 5) – 1 hour
Introduction
This lesson focuses on the media of television, in particular soap operas and teleserials. We also look at how the media uses this genre as communication channel.
For Creative Arts, as prescribed by the Curriculum and Assessment Policy Statement (CAPS), Topic 5 refers to media. This lesson should be concluded in one hour, excluding own research time.
For the curious
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Watch a few episodes of any South African soap opera or teleserial. Can you identify the stock- and stereotypical characters and scenarios? After identifying these characters, determine why and how they are used in the soapie.
Tips for the facilitator
Let the learners watch a soap opera and discuss the characters. Use drama terminology, such as stock characters and flat characters. Encourage the learners to identify the types of characters in other media, such as films, or even people they interact with.