Province of the Eastern Cape DEPARTMENT OF EDUCATION

[Pages:58]Province of the Eastern Cape DEPARTMENT OF EDUCATION

ARTS AND CULTURE

INTERMEDIATE AND SENIOR PHASES

EXEMPLAR LESSON PLANS FOR THE THIRD TERM

MUSIC

DRAMA

VISUAL ARTS

DANCE

1

Preamble

This Arts and Culture Intermediate and Senior Phase Exemplar Lesson Plans for the Third Term follow Second Term Exemplar Lesson Plans issued earlier which are products of a collaborated effort between Arts and Culture Provincial Curriculum Planning and District Curriculum Advisors. They act as a contribution in the developmental process that is aimed at increasing capacity of Arts & Culture Teachers in effective teaching, learning and assessment of this Learning Area. They also serve as guides towards effective and efficient implementation of National Curriculum Statements (NCS). This therefore means that underpinned in these Exemplar Lesson Plans are principles of NCS. Learning Outcomes and Assessment Standards are therefore cornerstones of these Lesson Plans.

These Exemplar Lesson Plans for Third Term are based on the Term 3 Clusters of Assessment Standards that are in the Provincial Work Schedules for Grades 4-9 contained in the Arts and Culture Provincial Assessment Guidelines, Annexure B1 to B6. These Lesson Plans are therefore not standalones and should be used in conjunction with all relevant Policy Documents and Assessment Guidelines, viz, National Curriculum Statements Grade R-9, National Assessment Guidelines and Provincial Assessment Guidelines.

It should be borne in mind that Arts and Culture deals mainly with four Arts Disciplines which are: Music, Visual Arts, Dance and Drama. Some aspects of Culture are dealt with under the Composite Assessment Standards. Focus has been on Intermediate and Senior Phases including Generic and Additional Assessment Standards in Grades 8 and 9.

These Lesson Plans should be engaged with critically and creatively as they do not reflect "zero defects" or a "one answer" solutions. This encourages all who will be using them to kindly alert the Arts and Culture Curriculum Planning - Intersen should any inconsistencies, highly impractical suggestions or any elements that may detract from the goal of establishing a common approach in effective teaching of this Learning Area.

Further comments, concerns, suggestions and responses may be forwarded through the nearest Arts & Culture District Curriculum Advisor or directly to:

T.G.SONGABE Arts & Culture Curriculum Planning - INTERSEN Eastern Cape Department of Education Steve Tshwete Complex ZWELITSHA Contact Numbers Cell: 083 324 3395 Fax: 086 560 5046

e-mail: songabe.tamsanqa@edu..za

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Acknowledgements

The Provincial Curriculum Planning ? Intersen acknowledges the hereunder mentioned Arts and Culture District Curriculum Advisors for their contribution towards the development of this document. Without their dedication and commitment this product wouldn't be what it is.

Title Surname

Mr Pikela Ms Ntunja Mr Pepping Ms Msali Ms Petse Ms Sethoabane Ms Cilwana Ms Mayongo Ms Zilwa Ms Mtoba Ms Macinwgane

First name

Nkululeko G. Nomaxabiso Louis Vuyiswa Phindiwe P. Ntshupiseng Tandiwe W. Noxolo Nomakhwezi Zoliswa Nyameka

District

Butterworth Dutywa Lusikisiki Mbizana Mthatha Mt Fletcher Mt Frere Ngcobo Qumbu Graaf Reinet Libode

Contact Number 082 575 8243 083 349 1430 071 946 1984 083 218 6453 073331 9658 082 697 7747 072 151 6215 083 672 0644 073 487 9340 082 898 1859 083 294 4153

Title Surname

Ms Caga Mr Hoko Ms Nkalitshana Ms Ntyinkala Ms Senkubunge Ms Ntanga Ms Ntlebi

Dr De Villiers Mr Nomavayi Ms Maqungwana

First name

District

Lungiswa Bantubonke Zukiswa Nosisi Anne Ntomboxolo Nompumelelo

Alethea Vukile Funeka

Uitenhage Cradock Sterkspruit Cofimvaba Queenstown Grahamstown King William's Town Port Elizabeth East London Fort Beaufort

Contact Number 082 200 7193 0797977822 072 111 6824 076 851 3044 083 473 5469 083 487 1118 082 762 5726

083 735 3735 082 343 1171 078 347 7557

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NO 1. 2. Grade 4 Lesson Plans 3. Grade 5 Lesson Plans 4. Grade 6 Lesson Plans 5. 6. Grade 7 Lesson Plans 7. Grade 8 Lesson Plans 8. Grade 9 Lesson Plans

TABLE OF CONTENTS CONTENT

Intermediate Phase

Senior Phase

PAGE

5 14 24

46 75 85

4

GRADE 4

Grade: 4 DATE:

Term: 3

Lesson Plan:

1

Phase: Intermediate DURATION: 120 Mins

LOS AND ASS

LO 1: CLUSTER ( 5 ) VISUAL ARTS AS: Makes and shares artworks to:

Demonstrate planning and skillful use of design elements in creating masks based on various nature gods of different cultures; Explore the basic formal elements and techniques of two-dimensional art (drawing and painting); Identify tone and mix primary, secondary and tertiary colours; Represent form in space in three-dimensional work (e.g. model making and clay-work)

LEARNING ACTIVITIES

ACTIVITY 1

The teacher instructs learners to bring to the class waste materials like paper, plastics and cardboard to the class. Teacher provides resources like scissors, pencils, paints (primary colours), crayons, rubbish black plastic bags. The teacher asks learners about animals they identify themselves with and each learner choose one and tell a story about that animal.

ACTIVITY 2 The teacher tells learners about nature gods like: the god of rain, god of the sun, god of fertility, god of power, god of mamification. Learners further develop in their stories to forge relationship between their animals and nature gods from the above.

ACTIVITY 3 Each learner takes a pencil to draw an outline of his/her animal on a cardboard. The face of the animal should be big enough to cover that of its owner. A pair of scissors is used to cut the face of the animal following the outline drawn on the cardboard. Where appropriate the mouth and the eyes should be cut open. Learners use paints - primary colours provided to mix for secondary and tertiary colours for their masks. Learners are encouraged to use primary colours at the most when painting. Crayons can also be used.

DETAILS OF ASSESSMENT FORM Art process and product

METHOD Teacher Learner

TOOL Rubric

ACTIVITY 4 Learners may use black plastic bags and other materials available to enhance the mask and to add more detail. The finished masks must be worn by every learner for display purposes.

SKILLS: Fine motor skills, Design Skills KNOWLEDGE: Design elements, two dimensional art drawing, tone identification, mixing of primary, secondary and tertiary colours VALUES: Enjoyment, sharing, appreciation. RESOURCES: Pencils, crayons ,scissors, primary colours (powder paints) used materials EXPANDED OPPORTUNITIES: Learners may be referred to a television programme on Sunday morning on making of masks and the use of colour. TEACHER REFLECTION:

Content in Context Personal Development ? Creative processes

incorporating some Visual Arts elements (i.e. colour, texture etc.)

BARRIES TO LEARNING Learners who have learning barriers are given more time to finish the task. The physically challenged learners are provided with comfortable desks and chairs so that every material to be used is within their reach.

5

LO 1 Creating, Interpreting and Presenting

The learner recognises primary colours and identifies primary colour combinations to produce secondary colours.

Excellent Achievement

4

70 - 100%

Excellent ability to recognise

primary colours and identify

primary colour combinations to

produce secondary colours.

The learner identifies and names secondary hues

Identifies and names secondary hues with great skill.

The learner identifies and mixes tertiary Excellent ability to identify and mix

colours

tertiary colours.

The learner successfully shades 3 to 4 tones of grey from light to dark.

Excellent ability to shade 3 to 4 tones of grey from light to dark.

RUBRIC

Satisfactory Achievement

3

50 - 69%

The learner recognises primary

colours and identifies primary

colour combinations to produce

secondary colours.

The learner identifies and names secondary hues.

The learner identifies and mixes tertiary colours.

The learner successfully shades 3 to 4 tones of grey from light to dark.

Partial

Achievement

2

35 - 49%

Finds it difficult to recognise

primary colours and identify

primary colour combinations, but

manages with help from the

teacher.

Finds it difficult to identify and

name secondary hues, but

manages with help from the

teacher.

Finds it difficult to identify and mix

tertiary colours, but manages with

help from the teacher.

Finds it difficult to shade 3 to 4

tones of grey from light to dark,

but manages with help from the

teacher.

Not achieved

1

1 - 34 %

Limited recognition of primary

colours and ability to identify primary

colour combinations.

Limited ability to identify and name secondary hues.

Limited ability to identify and mix tertiary colours.

Limited success in ability to successfully shade 3 to 4 tones of grey from light to dark.

6

GRADE 4

Grade: 4 DATE:

Term: 3

Lesson Plan:

2

Phase: Intermediate DURATION: 120 Mins

CONTENT IN CONTEXT: Personal Development ? Creative and

Technological Processes in Visual Arts using found/natural and or bought materials

LOS AND ASS

LEARNING ACTIVITIES

LO 4: CLUSTER ( 3 )

VISUAL ARTS AS: Makes masks, crafts, artifacts, costumes, collages or puppets to use in a presentation.

AS: Draws on technology and nature in the environment to stimulate and communicate visual ideas.

ACTIVITY 1 MAT MAKING The teacher provides maize cobs, found clothes and rags, news papers. Smoking pipes, selotapes, staplers, pritt, coloured cartridge paper. The teacher divides the learners into four groups .The learners in their different groups are given white and a blue cartridge papers and a pair of scissors to cut the paper into small thin line papers longitudinally. The teacher introduces a weaving technique where a white paper is mixed with a blue paper. A pritt, stapler or selotape can be used to glue the loose ends. This is done until the paper is finished.

ACTIVITY 2 PUPPET AND COSTUME MAKING Learners are divided into 4 groups and each choose at least one of the 4 types of puppets. Learners use news papers to create puppet e.g a puppet can be a human being, an insect or any animal. A selotape, a pritt or a stapler can be used at this stage. Some learners can decide to use Millie cobs to create puppets. Learners make costumes for the puppets using the collected pieces of cloth and rags. Pairs of scissors are provided for learners to cut the cloth according to size. Learners are encouraged to add as much detail as they can in the designing of puppets and costumes. Collected plant leaves and tree branches are also used for costumes. More detail can be done from using small rock pieces and corn maize for eyes. Some learners are advised to use face masks as they were designed earlier on for a puppet. For a costume newspapers are wrapped around the body to create whatever kind of a costume they require.

DETAILS OF ASSESSMENT FORM: Display and a performance

METHOD: Teacher Learners

BARRIERS TO LEARNING Learners with physical challenge to be assisted and are given alternative roles or they perform while seated.

TOOL: Rubric

ACTIVITY 3 PRESENTATION Learners present their work in the form of an exhibition where each group will be called upon to exhibit the work. Groups are required to make their presentation exciting and entertaining They can tell a story, make a poem, sing a song or dramatise the presentation. KNOWLEDGE: Making of masks. Costumes, artifacts, collages, puppets, presentation using puppets. VALUES: Enjoyment, sharing, appreciation. Resources: scissors, stapler, pritt, pieces of cloth, rags leaves and branches of trees. EXPANDED OPPORTUNITIES: Learners are encouraged to watch puppet shows to see how they perform, the design and use of costumes. TEACHER REFLECTION:

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RUBRIC

LO 1

Understands the potential of making costumes crafts artifacts and puppets using drawing from technology and nature using found materials.

Has produced aesthetic colourful and meaningful masks, crafts, artifacts, costumes and puppets to use in a presentation

Presentation is visually exciting and entertaining

Excellent Achievement

4

70 - 100%

Excellent understanding of

making costumes crafts artifacts

and puppets using drawing from

technology and nature using found

materials.

Outstanding ability to produce

aesthetic colourful and meaningful

masks, crafts, artifacts, costumes

and puppets to use in a

presentation.

Outstanding presentation in terms

of visually exciting and entertaining

Satisfactory Achievement

3

50 - 69%

Understands the potential of

making costumes crafts artifacts

and puppets using drawing from

technology and nature using found

materials.

Has produced aesthetic colourful

and meaningful masks, crafts,

artifacts, costumes and puppets to

use in a presentation.

Presentation is visually exciting and entertaining

Partial

Achievement

2

35 - 49%

Has difficulty understanding the

making costumes crafts artifacts

and puppets using drawing from

technology and nature using

found materials. potential of.

Needs help to produce aesthetic

colourful and meaningful masks,

crafts, artifacts, costumes and

puppets to use in a presentation.

Presentation is less than visually exciting and entertaining

Not achieved

1

1 - 34 %

Limited understanding of the

potential of making costumes crafts

artifacts and puppets using drawing

from technology and nature using

found materials

Limited ability to produce aesthetic

colourful and meaningful masks,

crafts, artifacts, costumes and

puppets to use in a presentation.

Limited ability to present in a visually exciting and entertaining manner

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