Senior Phase Grade 7 Today Planning Pack ARTS AND CULTURE

Transcription

1 M Senior Phase Grade 7 Today Planning Pack ARTS AND CULTURE Contents: Work Schedule: Page Grade 7 2 Lesson Plans: Grade 7 4 Rubrics: Rubric 1 11 Rubric 2 12 Rubric

2 Work schedule for Today Grade 7 Term Week LO and AS Chapter Assessment Resources interpreting and Chapter 1: Making your mark In and Powder paints, wax crayons, chalk Wood glue, paper, cardboard Pencils, rubbers, scissors Paintbrushes, oil pastels, clay interpreting and interpreting and interpreting and interpreting and interpreting and interpreting and interpreting and Chapter 2: Exploring art Chapter 3: Making rhythm Chapter 4: Making more sounds Chapter 5: Making moves Chapter 6: The ways we dance Chapter 7: Turning stories into drama Chapter 8: Drama all around us In and In and In and Test In and In and In and In and Test Knives, scissors Copy of the Bill of Rights Access to the Internet or library Powder paints, wax crayons, chalk Wood glue, paper, cardboard Pencils, rubbers, scissors Paintbrushes, oil pastels, clay Knives, scissors Access to the Internet or library Variety of instruments drums Access to the Internet or library Variety of instruments wind, string, brass Newspapers (classified section) Access to the Internet or library Drum, tambourine Tape or CD player Access to the Internet or library Props and costumes Large sheets of paper Access to the Internet or library Pen and paper Note: You need to complete 1 task per term for for the Senior Phase. This work schedule shows all the opportunities for. 2

3 Chapter 1: Making your mark Duration: 8 hours Weeks: 1 4 Creates art, craft or design works Transforms personal experiences into forms of expression Uses art activities to express individual and collective identities Discusses, plans and shares resources with others Investigates and presents the origins, purpose and role of signs, national and traditional symbols, 6 Technology Natural Sciences Visual art: Signs Symbols Portrait painting and drawing Printing Human rights Symbols and signs in our lives LB p2 Who are you? LB p4 Portraits LB p5 Make your mark with printing LB p9 LB p16 Activity 1: Thinking about symbols TG p2 Activity 2, Activity 3: Look at animals as symbols TG p3 Activity 4: Draw an animal from observation TG p6 Activity 5: Investigate names and identity TG p8 Activity 6: Look at portraits TG p9 Activity 7: Draw a portrait TG p10 Activity 8: Print with found objects TG p12 Activity 9: Print with block prints TG p13 Activity 10: Print with a roller TG p14 Activity 11: Make an art portfolio TG p15 Activity 12: Make a poster TG p15 Assessment activity TG p17 Type of : Formal for Lessons 1, 3, 4 and 5 In : all other activities can be used for in Form of : Rubric 2 for Lesson 1 and 3, rubric 1 for Lesson 4, memo (TG p17) for Lesson 5 Learner s Book and Teacher s Guide Access to the Internet or library Powder paints Wax crayons Chalk Wood glue Paper, cardboard Pencils, rubbers Scissors Paintbrushes Oil pastels Clay Knives Analyse a colour chart Draw a portrait of someone at home 3

4 Chapter 2: Exploring art Duration: 8 hours Weeks: 5 8 Creates art, craft or design works commenting on human rights issues With guidance, selects, prepares and mounts own art-works Finds out about a South African artist Explains the need for conservation Transforms personal experiences into forms of expression Uses art activities to express individual and collective identities Discusses, plans and shares resources with others Investigates and present the origins, purpose and role of signs, national and traditional symbols LO3, 4 Mathematics LO5 Technology Natural Sciences Visual art: Expressing mood Painting Clay work Collage Local artists Exhibiting work Exploring with paint LB p18 Using other materials in art LB p19 Exploring clay LB p23 Finding out about artists in your area LB p27 Assessment LB p28 Activity 1: Paint to express feelings TG p19 Activity 2: Make an artwork using a map TG p20 Activity 3: Make a clay pot TG p23 Activity 4: Interview an artist in the local area TG p24 Activity 5: Hold an exhibition of artwork TG p27 Assessment activity TG p29 Type of : Formal for Lessons 1, 2, 3, 4 and 5 In : all other activities can be used for in Form of : Rubric 1 for Lessons 1, 2, 3; rubric 2 for Lesson 4, rubric (TG p29) for Lesson 5 Visit a potter Draw or paint a still life Learner s Book and Teacher s Guide Access to the Internet or library Powder paints Wax crayons Chalk Wood glue Paper, cardboard Pencils, rubbers Scissors Paintbrushes Oil pastels Clay Knives 4

5 Chapter 3: Making rhythm Duration: 8 hours Weeks: 9 12 Forms rhythmic sentences Improvises and creates music phrases Reads and sings or plays the scales and simple melodies in G Major Composes music, songs or jingles Classifies African instruments Discusses different types of instruments Finds out about a South African artist Transforms personal experiences into forms of expression LO5 Technology LO3: Participating and Uses art activities to express individual and collective identities Investigates and explains the purpose, function and role of different instruments Musical instruments: African and western instruments Idiophone and membrane categories Social importance of instruments Rhythm African musical instruments LB p32 Western musical instruments LB p33 Idiophone and percussion LB p34 Membrane instruments LB p37 Rhythm LB p38 Lesson 6: Assessment LB p40 Activity 1: Talk about instruments TG p31 Discuss instruments further TG p31 Activity 2: Classify instruments TG p32 Activity 3: Look at the role of drums TG p33 Activity 4: Clap a rhythm TG p34 Activity 5: Create own song TG p35 Activity 6: Tune and play a xylophone TG p37 Activity 7: Talk about musicians TG p38 Assessment activity TG p39 Type of : Formal for Lessons 5 and 6 In : all other activities can be used for in Form of : Rubric 1 for Lesson 5, memo (TG p39) for Lesson 6 Look at lists of instruments Sing a round Invite local musicians to class Learner s Book and Teacher s Guide Poster Access to the Internet or library Variety of instruments drums 5

6 Chapter 4: Making more sounds Duration: 8 hours Weeks: LO3: Participating and Forms rhythmic sentences Improvises and creates music phrases Reads and sings or plays the scales and simple melodies in G Major Classifies African instruments Discusses examples of different types of instruments Transforms personal experiences Uses art activities to express individual and collective identities Sings and/or plays South African songs Creates suitable melodic or non-melodic accompaniment Investigates and explains the purpose, function and role of different instruments used in indigenous, traditional or Western forms of music in South Africa Mathematics LO5 Technology Natural Sciences Musical instruments: String and bass Make instruments Play instruments Social importance of instruments Wind instruments LB p42 Flutes and pipes LB p42 String instruments LB p46 Uses of instruments LB p47 Brass instruments LB p50 Discussing wind instruments and finding pictures TG p41 Activity 1: Talk about wind instruments TG p41 Activity 2: Tuning your panpipes TG p41 Activity 3: Playing panpipes TG p42 Discussing string instruments: pre-knowledge activity TG p42 Activity 4: Play a game TG p43 Activity 5: Write and play a song about human rights TG p44 Activity 6: Classify instruments TG p44 Activity 7: Research instruments in the community TG p45 Activity 8: Perform a song TG p46 Assessment activity TG p47 Lesson 6: Assessment LB p51 Type of : Formal for Lessons 1, 2, 4, 5 and 6 In : all other activities can be used for in Form of : Rubric 1 for Lessons 4, 5; rubric 2 for Lesson 2, memo (TG p47) for Lesson 6 Learner s Book and Teacher s Guide Poster Access to the Internet or library Variety of instruments wind, string, brass Find and discuss your favourite instrument and give reasons why it is your favourite List materials used to make instruments 6

7 Chapter 5: Making moves Duration: 8 hours Weeks: In preparing the body, applies safe dance practice and healthy use of the body Creates and presents dance sequences Improvises to explore choreographic design concepts Economic and Management Sciences LO4, 4, 5 Displays observation skills LO3: Participating Demonstrates trust-building partner skills and Investigates and presents the purpose and function of different forms of traditional, classical and indigenous dance Dance: Space and movement Choreography Everybody can dance LB p54 Why do we dance? LB p55 Exploring space LB p58 Dance to express feelings LB p59 Moving together LB p60 Lesson 6: Performers LB p61 Lesson 7: Assessment LB p61 Activity 1: Share known dances TG p49 Activity 2: Move with rhythm TG p50 Activity 3, Activity 4: Create movements in a sequence TG p51 Activity 5: Do warm-ups TG p53 Activity 6: Explore different levels TG p54 Activity 7, Activity 8: Express and talk about feelings TG p54 Activity 9, Activity 10, Activity 11: Move together in a sequence TG p56 Activity 12: Read case studies about performers TG p58 Assessment activity TG p58 Type of : Formal for Lessons 3, 5 and 7 In : all other activities can be used for in Form of : Rubric 1 for Lesson 3, rubric 3 for Lesson 5, rubric (TG p59) for Lesson 7 Learner s Book and Teacher s Guide Access to the Internet or library Drum Tambourine Tape or CD player Practise movements as a class Create a dance on different levels 7

8 Chapter 6: The ways we dance Duration: 8 hours Weeks: Improvises to explore choreographic design concepts Creates and presents dance sequences Researches a traditional dance in the community Displays observation skills Demonstrates trust-building partner skills LO6 Social Sciences (History) LO3: Participating and Investigates and presents the purpose and function of different forms of traditional, classical and indigenous dance Dance: Different types of dance Traditional dances Traditional dance LB p64 How do dance traditions grow? LB p66 South African dance traditions LB p67 Dance stories LB p69 Activity 1: Talk about traditional dance TG p61 Activity 2: Talk and write about Mpondo dance TG p62 Activity 3: Create own animal dance TG p63 Activity 4: Learn about the tiekiedraai TG p63 Activity 5, Activity 6: Create and dance a story TG p64 Activity 7: Find out more about dance TG p65 Activity 8: Compare information TG p66 Assessment activity TG p67 Assessment LB p72 Type of : Formal for Lessons 3, 4 and 5 In : all other activities can be used for in Form of : Rubric 1 for Lesson 3; rubric 2 for Lesson 4, memo (TG p67) for Lesson 5 Learner s Book and Teacher s Guide Access to the Internet or library Props and costumes Collect pictures of dances and dancers Learn vocabulary relating to dance View a dance performance 8

9 Chapter 7: Turning stories into drama Duration: 8 hours Weeks: LO3: Participating and Follows a teacher-directed warm-up routine Uses exploration of human rights issues in South Africa Finds out about a South African artist Explains the need for conservation of a country s indigenous knowledge Recognises and identifies elements of drama Transforms personal experiences into forms of expression Uses art activities to express individual and collective identities Works sensitively in a group to explore and develop scenes Demonstrates ability to listen attentively, respond to cues, speak and move in harmony, 3, 4 Social Sciences (Geography) Drama: Warm-up exercises Dramatisation Human rights Warming up for drama LB p74 Frozen images in a drama LB p75 Forum theatre LB p78 Dramatised prose LB p79 Assessment LB p81 Activity 1, Activity 2: Do warm-up exercises TG p69 Activity 3, Activity 4: Make frozen images and then bring them to life TG p72 Activity 5: Use a case study to create frozen images TG p74 Activity 6: Do hot seating TG p75 Activity 7: Do forum theatre TG p76 Activity 8: Work with prose TG p77 Activity 9, Activity 10: Dramatise and rehearse prose TG p79 Activity 11: Perform the play TG p80 Assessment activity TG p81 Type of : Formal for Lessons 3, 4 and 5 In : all other activities can be used for in Form of : Rubric 1 for Lesson 3; rubric 3 for Lesson 4 and memo (TG p81) for Lesson 5 Learner s Book and Teacher s Guide Access to the Internet or library Large sheets of paper Develop your own warm-up exercises Explore published plays Research refugees 9

10 Chapter 8: Drama all around us Duration: 8 hours Weeks: LO3: Participating and Uses exploration of human rights issues in South Africa Explains the need for conservation Finds out about a South African artist Recognises and identifies elements of drama Transforms personal experiences into forms of expression Works sensitively in a group to explore and develop scenes around personal and social issues Demonstrates ability to listen attentively, respond to cues, speak and move in harmony Researches and presents an example of indigenous performance, 3 Social Sciences (History) Drama: Different cultures Rituals Traditional forms Praise poems Dramatisation From drama to ritual LB p86 South African drama and rituals LB p88 Performing oral poetry LB p89 Dramatising written poetry LB p91 Activity 1: Identify elements of drama TG p86 Activity 2: Brainstorm drama and rituals TG p87 Activity 3: Research and present material TG p88 Activity 4: Perform a praise poem TG p89 Activity 5, Activity 6: Prepare and perform a praise poem TG p90 Assessment activity TG p91 Assessment LB p92 Type of : Formal for Lessons 3, 4 and 5 In : all other activities can be used for in Form of : Rubric 1 for Lesson 3; rubric 3 for Lesson 4, memo (TG p91) for Lesson 5 Learner s Book and Teacher s Guide Access to the Internet or library Pen and paper Collect pictures of rituals in different cultures Display research items 10

11 RUBRIC 1: Creating and interpreting Activity: Date: Name: Grade: Recognise and understand key concepts and ideas Level 7 Excellent far exceeding expected Level 6 A very good where all have been met at a very high standard Level 5 A good meeting most of the Level 4 A fair meeting an adequate portion of the Level 3 A moderate partially satisfying the Level 2 An elementary marginally satisfying the Level 1 Unsatisfactory. Requirement not met Master and skills Demonstrate creativity and originality Follow instructions Work safely and neatly Evaluate own work in constructive way Is able to extend skills to create new works 11

12 RUBRIC 2: Visual presentation Activity: Date: Name: Grade: Presentation /Appearance Information Depth of understanding Level 7 Excellent far exceeding expected Exceptionally eyecatching; outstandingly creative; neat expresses excellent evidence of topic; accurate in scale shows maturity and great insight into Level 6 A very good where all have been met at a very high standard Eyecatching; creative; neat good clear evidence of topic; factually correct scale shows some maturity and insight into Level 5 A good meeting most of the Attractive; fairly creative and neat Some reasonable ideas and evidence of topic; mostly correct scale shows partial maturity and insight into Level 4 A fair meeting an adequate portion of the Merely presentable; little creativity; untidy some evidence of topic; merely adequate presentation of scale shows little maturity and insight into Level 3 A moderate partially satisfying the Visually unappealing and sloppy no clear ideas; little accuracy or detail no evidence of insight or maturity into Level 2 An elementary marginally satisfying the Slapdash presentation; messy no clear ideas expressed; inaccurate scale and detail no insight or evidence of care or thoughtfulness into Level 1 Unsatisfactory. Requirement not met Activity misunderstood or incomplete 12

13 RUBRIC 3: Teamwork and collaboration Activity: Date: Name: Grade: Level 7 Excellent far exceeding expected Level 6 A very good where all have been met at a very high standard Level 5 A good meeting most of the Level 4 A fair meeting an adequate portion of the Level 3 A moderate partially satisfying the Level 2 An elementary marginally satisfying the Level 1 Unsatisfactory. Requirement not met Listen to others ideas Practise /rehearse as team member Show sensitivity and tolerance of others Able to reach decisions democratically Produce/ perform as team/ group with everyone having an equal role 13