Intermediate Phase New Day-by-Day Planning Pack ARTS AND CULTURE

Transcription

1 Intermediate Phase Planning Pack ARTS AND CULTURE Contents: Work Schedules: Page Grade 4 2 Grade 5 3 Grade 6 4 Lesson Plans: Grade 4 5 Grade 5 13 Grade 6 21 Rubrics: Rubric Rubric 2 30 Rubric 3 31 Rubric 4 32 Rubric 5 33 Rubric 6 34 Rubric 7 35 Rubric 8 36 Rubric 9 37 Rubric Rubric M

2 Work schedule for Culture Grade 4 Term Weeks LOs & ASs Unit Assessment Resources Creating, interpreting, LO 2 LO 4 Expressing and Creating, interpreting, LO 4 Expressing and Creating, interpreting, LO 2 LO 4 Expressing and Creating, interpreting, LO 2 LO 4 Expressing and Creating, interpreting, LO 2 LO 4 Expressing and Creating, interpreting, LO 2 LO 4 Expressing and Creating, interpreting, LO 2 LO 4 Expressing and Creating, interpreting, LO 2 Unit 1 Welcome to Arts & Culture Unit 2 Preparing our bodies and minds Unit 3 Movement and music Unit 4 People and stories Unit 5 Making music Unit 6 Dance to the beat Unit 7 That s entertainment Unit 8 The world of art 2 Test Test Culture Grade 4 Paper, Pens, Crayons Clay Instruments Poster Culture Grade 4 Music Your body Culture Grade 4 Different types of music Different songs Culture Grade 4 Crayons String or wool Sticks, Paper, Pins Cardboard Pole, Cloth Puppet theatre Overhead projector Stocking Culture Grade 4 Plastic piping, Bamboo Cardboard tubes Container Stick, Wax paper Materials to make shaker Culture Grade 4 Various objects to use as props Materials to make shaker Culture Grade 4 Boxes, String Paper Paint Brown paper Glue Crayons Culture Grade 4 Paint, Paper Sculptures Brushes, Glue Magazines Shoe box Cardboard Dry grass

3 Work schedule for Culture Grade 5 Term Weeks LOs & ASs Unit Assessment Resources Creating, interpreting, LO Creating, interpreting, LO 4 Expressing and Creating, interpreting, LO 2 LO 4 Expressing and Creating, interpreting, LO 2 LO 4 Expressing and Creating, interpreting, LO 2 LO 4 Expressing and Creating, interpreting, LO 2 LO 4 Expressing and Creating, interpreting, LO 2 LO 4 Expressing and Creating, interpreting, LO 4 Expressing and Unit 1 Welcome to Arts & Culture Unit 2 Patterns of dance Unit 3 Drama Unit 4 Sing and dance for South Africa Unit 5 You are a musician Unit 6 Art in the world around you Unit 7 Expressing yourself through art Unit 8 The world is your stage Test Test Culture Grade 5 Paper Pens Culture Grade 5 Paper, Pens, Crayons, Boxes Photographs Drums, Tins Pictures Culture Grade 5 Photographs Culture Grade 5 Photographs Culture Grade 5 Musical resources or instruments Culture Grade 5 Paper, Pens, Crayons, Drums, Boxes, Cardboard, String, Wool Glitter, Beads Shiny Paper Tins, Photographs, Picture Culture Grade 5 Paper, Glue Leaves Paint Lacquer seal Crayons Culture Grade 5 Photographs 3

4 Work schedule for Culture Grade 6 Term Weeks LOs & ASs Unit Assessment Resources Creating, interpreting, Creating, interpreting, LO 2 LO 4 Expressing and Creating, interpreting, LO Creating, interpreting, LO Creating, interpreting, LO Creating, interpreting, LO LO 2 LO 4 Expressing and Creating, interpreting, LO 2 Unit 1 Welcome to Arts & Culture Unit 2 Our South African dance heritage Unit 3 Stories and plays for Africa Unit 4 Making music Unit 5 Music for Africa Unit 6 Art works Unit 7 Art in our lives Unit 8 Show time Test Test Culture Grade 6 Your body Culture Grade 6 Drum Large box Photographs Balls Fabric, Bags Culture Grade 6 Belt, ties African stories Props in the classroom Culture Grade 6 Belt, ties African stories Props in the classroom Culture Grade 6 Songs to sing Any available musical instruments Culture Grade 6 Crayons, Paint Coloured pencils Sculpture materials Fabric Cardboard, Clay Wood Examples of artworks Culture Grade 6 Large sheets of paper, PVA paint, Rollers Brushes Crayons Culture Grade 6 Material to make puppets, Pen Paper packets Coloured paper Toilet rolls, Glue, Paint, Crayons Old socks Cardboard box Sticks Note: You need to complete 1 formal task per term for Arts and Culture for the Intermediate Phase. These work schedules show all the opportunities for formal. 4

5 LESSON PLANS Grade 4 Unit 1: Welcome to Learning Area/s: Grade: Grade 4 Duration: 10 hours Weeks: 1-5 : LO 4: Expressing and Makes and shares artworks to explore the basic formal elements and techniques of two-dimensional art. Uses voice, body & instruments to explore rhythms and create sound pictures. Uses simple drama terms to respond to classroom drama. Responds to and discusses images, designs and craft objects using appropriate terminology. Uses appropriate terminology to describe dances. Sensitively uses the concept of personal and general space in dance explorations. Collaborates with others in planning and making masks, crafts artefacts, costumes, collages or puppets. Plays simple wind instruments. Uses voice, body percussion, natural, found or man-made instruments. Uses sounds in a free rhythm to build up sound pictures to accompany stories or dances. LO 2, 4 Mathematics LO 3 Economic & Management Sciences LO 4 Life Orientation LO 3 Technology Finding out about types of art Comparing shapes of things Thinking about space Using sound well Thinking about colour What is? LB p2 Using space in art. LB p4 Using colour in art. LB p5 Thinking about shape. LB p6 Thinking about sound. LB p7 Rules for doing art. LB p8 Lesson 7: LB p9 Assessment activity TG p6 for Lessons 4, 5 and 7 Informal : all other activities can be used for informal Rubric for Lessons 4 and 5 Memo for Lesson 7 Activity 1: Table of types of art and own experience of each type. List jobs an artist can do. Ask the learners what they know about art and which arts they perform. TG p1 Activity 2: Analysing use of space in art and dance. Draw own picture using the whole page. TG p2 Activity 3: Analyse use of colour in paintings and costumes. Talk to the learners about the fact that when you draw or paint you use colours to show your feelings. TG p2 Tell the learners that when drawing something, it is twodimensional and when sculpturing something it is threedimensional. Activity 4: Compare shapes. Make own sculpture. TG p3 Activity 5: Present a favourite poem accompanied by music. TG p4 Activity 6: Class poster of rules for art classes. Perform poems again. Remember to stress safety rules as well as rules about not criticising others unfairly. TG p5 Grade 4 Paper Pens Clay Crayons Instruments Poster Write classroom rules on a poster for display in classroom Look in art books to identify elements of space and colour in paintings 5

6 LESSON PLANS Grade 4 Unit 2: Preparing our bodies and minds Learning Area/s: Grade: 4 Duration: 10 hours Weeks: 6-10 : Follows warm-up and skill-developing ritual with attention to safe use of the body. Life Orientation LO 3, 4 Uses appropriate vocabulary to describe dances to do with use of space, costumes, music and props. Works creatively in dance with props, costumes, found and natural objects & instruments, alone or in groups. LO 4: Expressing and Explores the many ways the body can move individually and in combination. Warming up Warming up to relax Playing a warm-up game Warm-up activities to improve skills Practising warm-up and cooling down exercises When should you warm up your body? LB p10 Why is it important to warm up? LB p11 Warming up to avoid injury. LB p12 Warming up to relax. LB p14 Warming up to learn new dancing skills. LB p16 Cooling down and stretching. LB p17 Lesson 7: Talk to the learners about the need to warm up and cool down after each lesson. These warm-up exercises help to relax the muscles so that you don't get hurt when doing physical activities and it helps to calm your mind. Activity 1: List when you should warm up. TG p7 Activity 2: Play warm-up game. TG p8 Ask the learners if they've seen any sports star doing warmup exercises and that it is important to avoid injury. Activity 3: Role-play of interview about a sports injury. Then do warm-up exercises. Practise them each day or as required. TG p8 Activity 4: Do a breathing warm-up to relax. Explain that some people are very nervous and they need to do warm-up exercises to help them relax before performing. TG p10 Activity 5: Do warm-ups to music, including following a partner. The learners must be able to move slowly and smoothly without stopping. TG p11 Activity 6: Do cooling down exercises. TG p12 Assessment activity TG p13 Assessment LB p17 for Lessons 2, 5 and 7 Informal : all other activities can be used for informal Rubric 2 for Lessons 2 and 5 Memo for Lesson 7 Grade 4 Music Your body Remind learners of possible injuries that could result if they are not properly warmed up Investigate injuries 6

7 Unit 3: Movement and music LESSON PLANS Grade 4 Learning Area/s: Grade: 4 Duration: 10 hours Weeks: : LO 4: Expressing and Uses voice, body and made or found instruments to explore rhythms and create sound pictures. Composes and presents short rhythmic pattern through body percussion. Creates and presents melodies to demonstrate pitch and note values. Recognises crotchet and minim note values and rests. Recognises time signatures. Sings and/or plays canons, rounds and two-part songs using natural, manufactured and found instruments. Uses voice, body percussion, natural, found or man-made instruments. Uses sound in a free rhythm to build up sound pictures to accompany stories or dances., 2, 3 Life Orientation LO 3, 4 Mathematics LO 2 Talking about dance music Dancing to fast and slow music Singing a song with movement Making music with your bodies Singing fast and slow songs A poem with movement and sound Why do people move to music? LB p18 Fast or slow? LB p20 Using our bodies to make music when we dance. LB p22 Combining body percussion with movement. LB p24 Using your body and voice. LB p26 Assessment LB p27 Activity 1: Discuss own experiences of dancing and music. Demonstrate a favourite dance. Activity 2: Perform a class song with movements. TG p14 Activity 3: Sing songs with different rhythms and speeds. Activity 4: Discuss favourite types of dance and create own dance routine. TG p16 Ask learners have they seen anyone making music using their bodies. Activity 5: Read about gumboot dancers, make mind map of body music and make body music. TG p 17 Activity 6: Do body percussion routine combined with movement. Activity 7: Sing a song following body percussion pattern. TG p20 Activity 8: Perform group poem with some learners doing body percussion, some doing movements and some reading the poem. TG p21 Assessment activity TG pp22 23 : Lessons 1 and 6 Informal : all other activities can be used for informal Rubric 1 for Lesson 1 Memo for Lesson 6 Grade 4 Different type of music Different songs Use body percussion on a poem written by learners Watch movies of gumboot and ballet dancing 7

8 Unit 4: People and stories LESSON PLANS Grade 4 Learning Area/s: Grade: 4 Duration: 10 hours Weeks: : LO 4: Expressing and Makes use of resources to tell stories and portray characters. Makes masks and crafts, artefacts, costumes, collages or puppets using natural, waste or found materials. Makes a puppet and creates a puppet show. Uses simple drama terms to respond to classroom drama, reflecting on own contribution and listening to comments and ideas of others. Works creatively in dance with props, costumes and found and natural objects and instruments, alone and in groups. Draws on and develops own and others' ideas. Collaborates with others in planning and making masks, crafts artefacts, costumes, collages or puppets. Uses voice, body percussion, natural, found or man-made instruments. Combines voice and body in sound and movement. Makes masks, crafts artefacts, costumes, collages or puppets to use in a presentation. 8, 3 Life Orientation LO 3, 4 Technology Different ways to tell stories Different types of puppets Finding out about puppets Making a puppet Acting with puppets Making a puppet theatre Planning a puppet show Telling stories. LB p28 Using puppets to tell stories. LB p29 Choosing a story. LB p30 Choosing a type of puppet. LB p32 Making a puppet. LB p34 Making a puppet theatre. LB p35 Lesson 7: Planning music and dance for your puppet show. LB p36 Lesson 8: Performing your puppet show. LB p37 Activity 1: Explain different ways of telling stories. Mime an animal. TG p24. Activity 2: Discuss puppet show photograph and mime being a puppet and a puppeteer. TG p25 Activity 3: Perform a puppet show based on the story. Use everyday items as props. TG p26 Activity 4: Fill in table about different types of puppets and make a finger puppet. TG p27 Activity 5: Make a string puppet. TG p27 Lesson 9: Assessment LB p37 for Lesson 8 Informal : all other activities can be used for informal Rubric for Lesson 8 Activity 6: Make a puppet theatre and practise using the puppets. Discuss examples with them and give help where needed. TG p29 Activity 7: Do a warm-up then practise an animal dance. Remind them to choose animals that are easy to imitate. TG p30 Activity 8: Rehearse and perform the puppet show. They will need to rehearse it a few times to make sure each learner knows what to do and when to do it. They must remember to add appropriate music. TG p31 Assessment activity TG pp31 32 Grade 4 Crayons String or wool Sticks Paper Pins Cardboard Pole Cloth Puppet theatre Overhead projector Stocking Learners complete the self Rubric 10 Learners complete the peer Rubric11

9 Unit 5: Making music LESSON PLANS Grade 4 Learning Area/s: Grade: 4 Duration: 10 hours Weeks: : LO 4: Expressing and Uses voice, body and made or found instruments to explore rhythms and create sound pictures. Composes and presents short rhythmic pattern through body percussion. Creates and presents melodies to demonstrate pitch and note values. Listens to and identifies musical instruments. Recognises crotchet and minim note values and rests. Recognises time signatures. Sings and/or plays canons, rounds and two-part songs using natural, manufactured and found instruments. Plays simple wind or percussion instruments in harmony with others. Uses voice, body percussion, natural, found or man-made instruments to accompany stories, dances and songs. Uses sound to build up sound pictures to accompany stories or dances. LO 2, 3 Mathematics LO 3, 4 Technology Social Sciences Thinking how sounds make you feel Reading music that has minims and crotchets Finding out about musical instruments Making a musical instrument Making a pipe People and music. LB p38 Different musical instruments. LB p40 Making musical instruments. LB p42 Reading music. LB p44 Singing songs in rounds. LB p48 Activity 1: Make sounds found in nature and draw a picture of how the sounds make you feel. Guess what sounds your partner is making. Listen to music and draw how you feel. Activity 2: Linking sounds to shapes and talk about people who make a living from music (musicians). TG p33 Activity 3: Table classifying types of instruments. TG p34 Activity 4: Make a percussion instrument. Activity 5: Make a wind instrument. Activity 6: Play the wind instrument TG p36 Activity 7: Read music that has crotchet beats and beat the rhythm. Activity 8: Read music that has crotchet and minim beats and play it with different instruments. TG p38 Activity 9: Sing a song in rounds as a class. TG p40 Assessment activity TG pp41 42 Assessment LB p49 for Lesson 6 Informal : all other activities can be used for informal Memo and Rubric for Lesson 6 Grade 4 Plastic piping Bamboo Cardboard tubes Container Stick Wax paper Materials to make shakers Practise rhythms with percussion instruments Perform music for school functions 9

10 Unit 6: Dance to the beat LESSON PLANS Grade 4 Learning Area/s: Grade: 4 Duration: 10 hours Weeks: : LO 4: Expressing and Uses voice, body and made or found instruments to explore rhythms and create sound pictures. Uses a large variety of objects/props to improvise and compose movement sequences. Uses appropriate vocabulary to describe dances to do with use of space, costumes, music and props. Works creatively in dance with props, costumes and found and natural objects and instruments, alone and in groups. Sensitively uses the concept of personal and general space in dance explorations. Uses voice, body percussion, natural, found or man-made instruments. Combines voice and body in sound and movement. LO 3, 4 Life Orientation LO 4 What is dance Putting a dance together Finding out about different dances Working with costumes Dancing in groups Working with props Performing a dance What is dance? LB p50 Why do people dance? LB p51 Dancing alone or in a group. LB p52 Costumes LB p54 and Props LB p55 Planning a dance that tells a story. LB p56 South African dance. LB p58 Activity 1: Discuss dancing and do warm-up exercise. TG p43 Activity 2: Discuss dance costumes and do research for poster about dancing, then do dance routine. In Africa we have a very rich tradition of dancing. TG p45 Activity 3: Move alone and then with others. Activity 4: Plan a group dance sequence. Remind learners that we must respect the other dancers and make sure they have space to dance. TG p45 Activity 5: Discussing different types of costumes. Activity 6: Dance with different props. TG p47 Activity 7: Rehearse and perform a group dance telling a story and using props and shakers. TG p49 Lesson 7: Assessment activity TG p51 Assessment LB p59 : Lessons 5 and 6 Informal : all other activities can be used for informal Rubric 3 for Lesson 6 Checklist for Lesson 5 Activity 8: Answer questions about case studies of Jay Pather and Jackie Semela, then research a paragraph about another dancer. TG p50 Grade 4 Various objects to use as props Materials to make shakers Describe favourite dance from another culture Watch a movie about dance 10

11 Unit 7: That s entertainment! LESSON PLANS Grade 4 Learning Area/s: Grade: 4 Duration: 10 hours Weeks: : LO 4: Expressing and Uses voice, body and made or found instruments to explore rhythms and create sound pictures. Composes and presents short rhythmic pattern through body percussion. Creates and presents melodies to demonstrate pitch and note values. Listens to and identifies musical instruments. Responds to and discusses images, designs and craft objects used in popular culture pictures and photographs in terms of content, shape, form, colour, texture, space and materials used. Uses appropriate vocabulary to describe dances to do with use of space, costumes, music and props. Sensitively uses the concept of personal and general space in dance explorations. Uses voice, body percussion, natural, found or man-made instruments. Designs media texts. Uses sound in a free rhythm to build up sound pictures to accompany stories or dances. LO 2 Social Sciences (Geog), 2 Technology Social Sciences (His), 2 Finding out about masks Making a mask Using a papier mâché mask Presenting a play Different masks Finding out about nature goods Planning a play Remember about telling stories. LB p60 Types of masks. LB p62 Gods in nature. LB p64 The tree god gets angry. LB p65 Making a mask. LB p66 Doing a play with masks. LB p68 Lesson 7: Assessment LB p69 Activity 1: Discuss what they know about masks. Activity 2: Make a papier mâché bowl. TG p53 : Lessons 5 and 6 Informal : all other activities can be used for informal Rubric for Lessons 5 and 6 Activity 3: Table with information about masks, including emotions that masks express. TG p54 Activity 4: Discuss nature gods and draw one. TG p55 Activity 5: Create characters for a play based on own story or the story on LB p65. Mime parts of the story and plan masks. TG p56 Activity 6: Make a flat mask or helmet mask of either an animal or a nature god. TG p57 Activity 7: Do warm-up exercise of moving like an animal. Activity 8: Rehearse and perform the masked play with music and dancing. TG p59 Self of masked play. TG p59 Assessment TG p60 Grade 4 Boxes String Paper Paint Brown paper Glue Crayons Write a paragraph about masks Complete the Peer Rubric 11 11

12 Unit 8: The world of art LESSON PLANS Grade 4 Learning Area/s: Grade: 4 Duration: 10 hours Weeks: : LO 4: Expressing and Makes masks and crafts, artefacts, costumes, collages or puppets using natural, waste or found materials. Makes and shares artworks to explore the basic formal elements and techniques of two-dimensional art; identifies tone and mixes colours; represents form in three-dimensional work. Responds to and discusses images, designs and craft objects used in popular culture pictures and photographs in terms of content, shape, form, colour, texture, space and materials used. Sensitively uses the concept of personal and general space in dance explorations. Collaborates with others in planning and making masks, crafts artefacts, costumes, collages or puppets. Draws on technology and nature to stimulate and communicate visual ideas. LO 2 Natural Sciences Technology Mathematics LO 3 Finding out about useful art Paint techniques Talking about artworks Mixing colours Doing a line drawing Planning and making a collage Using different colours Why do people draw, paint and make sculptures? LB p70 Doing line drawings. LB p72 Using shapes in art. LB p73 Working with colour. LB p74 Using paint techniques. LB p76 Making a collage. LB p77 Lesson 7: Making a house LB p78 Lesson 8: Assessment LB p78 Activity 1: Distinguishing between art that is decoration and art that is useful. Make a piece of useful art. Activity 2: Discuss artwork: 2-D or 3-D, what is it made of, etc. TG p62 Activity 3: Do a line drawing and write a paragraph about it. TG p62 Activity 4: Make a picture with shapes. TG p63 Activity 5: Mix paint to make secondary colours from primary colours. Activity 6: Paint the same picture with different colour approaches. The learners can experiment with colours and notice the colours they get from doing so. TG p64 Activity 7: Express own opinion about two paintings (one realistic and one non-realistic). Paint a flower and a tree trunk and discuss own work with a partner. TG p66 Activity 8: Make a collage. TG p67 Activity 9: Make a model of an Ndebele house. TG p69 Assessment activity TG p70 for Lessons 4 and 8 Informal : all other activities can be used for informal Rubric for Lessons 4 and 8 Grade 4 Paint Sculptures Brushes Paper Glue Magazines Shoe box Cardboard Dry grass Make texture rubbings from surfaces in the class Make colour wheels for the classroom walls 12

13 LESSON PLANS Grade 5 Unit 1: Welcome to Learning Area/s: Grade: 5 Duration: 10 hours Weeks: 1-5 : Follows a warm-up ritual that develops co-ordination and control. Improvises and creates dance sequences focusing on space, time and force. Improvises and creates dance sequences that explore movement range of each body part; geometric concepts. Reflects on drama in terms of key moment in drama, identifying themes, techniques and social and cultural contexts. Responds to images and craft objects in terms of purpose, content, form, contrast and meaning. Differentiates between various art forms. Shows spontaneity and a creative attitude in art activities. Demonstrates partner skills such as copying, leading, following and mirroring in movement. Works with various partners. Shows a developing level of confidence and ability to focus. Shows spontaneity and a creative attitude in art activities. LO 2, 3, 4, 5 Life Orientation LO 2, 3, 4 Technology Finding out about types of art Talking about mood in art Drawing your own Arts and Culture tree Making a planning chart Talking about art Warming-up routines in Grade 5. LB p2 What is art about? LB p4 Can art be happy or sad? LB p5 Things you need for Arts & Culture. LB p6 Using our environment in. LB p7 Warming up in Arts & Culture. LB p8 Lesson 7: Rules when doing art. LB p10 Lesson 8: Assessment LB pp10 11 for Lesson 6 Informal : all other activities can be used for informal Rubric 4 for Lesson 6 Activity 1: Matching definitions with different branches of Arts and Culture: dance, music, drama and visual arts. Activity 2: Draw own tree. TG p2 Activity 3: Write a sentence about the theme of a painting. TG p3 Activity 4: Match dances and emotions. Talk about favourite songs. TG p4 Activity 5: Fill in Arts and Culture resource planning chart. This will help ensure they have the items they need during the year. TG p4 Activity 6: Categorising resources into natural, physical, social or cultural. Explain to the learners that 'the environment' does not only mean nature but it also means everything around us. TG p5 Activity 7: Do four different warm-up routines. TG p5 Activity 8: Write rules for the Arts and Culture class and make poster. To work in a safe environment there needs to be certain rules, these rules need to be followed for everyone's safety. TG p6 Assessment TG pp7 8 Includes learner self- Grade 5 Paper Pens Write sentences about what they ve learnt in this unit Create own warm-up routine 13

14 Unit 2: Patterns of dance LESSON PLANS Grade 5 Learning Area/s: Grade: 5 Duration: 10 hours Weeks: 6-10 : LO 4: Expressing and Follows a warm-up ritual that develops co-ordination and control. Improvises and creates dance sequences focusing on space, time and force. Improvises and creates dance sequences that explore movement range of each body part; geometric concepts. Learns and performs steps of indigenous and/or contemporary dance with attention to detail. Uses creativity to depict a storm. Moves well with co-ordination. Demonstrates partner skills such as copying, leading, following and mirroring in movement. Works with various partners. Shows a developing level of confidence and ability to focus in drama exercises. Dances in different places and describes how dance is affected by space and physical environments. LO 5 Life Orientation LO 2, 4 Social Sciences Dance warm-up A meeting and parting dance Discuss dances you have seen Using space, time and force in dance Explore South African dances Performing dance What is dance? LB p12 Different kinds of dance done in South Africa. LB p13 Dances from South Africa. LB p13 Getting ready to dance. LB p16 Some dance skills. LB p18 Assessment LB p21 : Lessons 3 and 6 Informal : all other activities can be used for informal Memo and Rubric for Lesson 6 Rubric for Lesson 3 Activity 1: Do a dance warm-up. Activity 2: Discuss where people dance and for what reasons. Demonstrate own favourite dance. TG p10 Activity 3: Add types of South African dances to a mind map and compare a traditional and a modern dance. TG p11 Activity 4: Discuss San trance dance and do own trance dance. Activity 5: Learn an indigenous dance and perform it. Ask learners to talk about any other indigenous dances they know. TG pp12 13 Activity 6: Do dance warm-up activities. Learners must remember to always warm up before a dance to avoid injury. They can start by warming up their arms, spine, feet and legs. TG p13 Activities 7 to 9: Do three different kinds of dances where you mirror your partner s movements. Activity 10: Write a postcard describing a South African indigenous dance. Activity 11: Perform a storm dance. TG pp14 17 Assessment TG pp17 18 Match pictures and types of dance Organise a cultural dance day at school Grade 5 Paper Pens Crayons Boxes Photographs Drums Tins Pictures 14

15 Unit 3: Drama, drama! LESSON PLANS Grade 5 Learning Area/s: Grade: 5 Duration: 10 hours Weeks: : LO 4: Expressing and Performs simple relaxation, breathing and resonance exercises. Responds to aural, oral, visual, tactile and kinaesthetic stimuli. Uses sensory detail and emotional expression in mime showing weight, size and shape. Reflects on drama in terms of key moment in drama, identifying themes, techniques and social and cultural contexts. Shows a developing level of confidence and ability to focus in drama exercises. Adopts and maintains a role and is able to answer questions using appropriate language and gesture. Dramatises issues through the use of tableaux, verbal dynamic sequences or role plays. Shows spontaneity and a creative attitude in art activities.,2 Life Orientation LO 2, 4 The purpose of drama and drama terminology Drama warm-ups Making a tableau drama Showing feeling in mime and miming a scene Playing a role in a play Start talking about drama! LB p22 Learning to act. LB p24 Using your body and face to act. LB p24 Mime in drama. LB p25 What is a tableau story? LB p26 Finding the message. LB p28 Lesson 7: Acting a play. LB p28 Lesson 8: Watching or listening to drama. LB p30 Lesson 9: Assessment LB p31 Activity 1: Brainstorm ideas about what drama is. Activity 2: Discuss a drama poster. Activity 3: Do a drama warm-up. TG p20 Activity 4: Copy everything their partner says and does as acting practice. TG p21 Activity 5: Show emotions using their face and body, but not their voice. This is called mime. TG p22 Activity 6: Mime different scenes. Activity 7: Game where you mime eating different types of food. TG p22 Activity 8: Create four 'frozen' scenes to show a problem and how it was resolved. TG p24 Activity 9: Create a tableau for each of 3 photographs. Help learners decide what the main idea for each photo is. TG p24 Activity 10: Understand terms such as characters and dialogue. Rehearse a play and perform it. TG p25 Activity 11: Write about a drama they have seen or listened to, including plot and mood. TG p26 Assessment TG p27 : Lessons 4 and 9 Informal : all other activities can be used for informal Rubric 5 for Lesson 4 Memo for Lesson 9 Grade 5 Photographs Write a paragraph about your favourite TV Drama Watch a movie 15

16 LESSON PLANS Grade 5 Unit 4: Sing and dance for South Africa Learning Area/s: Grade: 5 Duration: 10 hours Weeks: : LO 4: Expressing and Demonstrates concentration and accurate listening using movement, body percussion and natural instruments. Composes and presents a short rhythmic pattern through body percussion. Improvises and creates music phrases that use repetition, accent, call and response. Sings songs in long and normal triplet. Follows warm-up ritual. Performs simple relaxation, breathing and resonance exercises. Recognises names of notes on a treble staff and their differences in pitch. Recognises and describes different voices in choral music. Sings and/or plays an instrument with appropriate rhythm, pitch and dynamics. Combines instruments to create textural blend. Uses own compositions of poetry and song to draw attention to current issues. Communicates a musical intention using pitch-based harmony instruments. 16, 2 Social Sciences, 2 Technology,2 Life Orientation LO 2 Mathematics Revise music notes Writing own poems Making percussion instrument Different types of music How do people make music? LB p32 Leading the music. LB p33 Start your musical journey. LB p34 First stop Cape Town. LB p35 Next stop Grahamstown. LB p36 Gauteng, here we come! LB p37 Lesson 7: High or low? LB p38 Lesson 8: Songs and poems with a message. LB p40 Lesson 9: Assessment LB p41 for Lessons 8 and 9 Rubric for Lessons 8 and 9 Activity 1: Make percussion instrument and discuss the sounds it produces. TG p30 Activity 2: Play their instrument when a 'conductor' points the 'baton' at them. TG p30 Activity 3: Discuss the musical activities that take place in their province. Stress to learners what a rich cultural heritage South Africa has. TG p31 Activity 4: Discuss photos of the Cape Town carnival, sing carnival songs and write a paragraph. The carnival is also called the 'second New Year's Day'. TG p31 Activity 5: Listen to and respond to different types of music and do research on more types of music. Activity 6: Put on a mini-festival in own classroom and make poster to advertise it. TG pp31 32 Activity 7: Discuss well-known musicians from Johannesburg. TG p33 Activity 8: Sing an animal song using low, medium and high pitch. Activity 9: Listen to choir music and talk about bass, baritone, tenor, alto, mezzo-soprano and soprano voices. TG p34 Activity 10: Write a poem about nature and then set it to music. The poem doesn't need to rhyme; it just has to express an idea. TG p35 Includes learner self-. TG pp35 36 Practise identifying high and low sounds Act out poems with dynamic movement Grade 5 Photographs

17 Unit 5: You are a musician LESSON PLANS Grade 5 Learning Area/s: Grade: 5 Duration: 10 hours Weeks: : LO 4: Expressing and Demonstrates concentration and accurate listening using movement, body percussion and natural instruments. Composes and presents a short rhythmic pattern through body percussion. Improvises and creates music phrases that use repetition, accent, call and response. Sings songs in long and normal triplet. Recognises names of notes on a treble staff and their differences in pitch. Recognises note values and rests in a short melody. Sings and/or plays an instrument with appropriate rhythm, pitch and dynamics. Combines melorhythm instruments to create textural blend. Identifies and sings songs that seem to communicate the same idea. Uses own compositions of poetry and song to draw attention to current issues. Communicates a musical intention using pitch-based harmony instruments. 17 Technology LO 2 Mathematics Life Orientation LO 2 Playing music Writing notes on a stave Clapping rhythms Singing songs Playing music in groups Getting ready to read music. LB p42 Rhythm. LB p43 Reading notes to make rhythms. LB p45 Making new rhythms. LB 48 Writing on lines. LB p49 Playing an African storm. LB p52 Lesson 7: Activity 1: Sing vowel sounds as a musical warm-up. TG p38 Activity 2: Playing rhythms with an instrument or with body percussion. You could ask the learners to clap the rhythm to popular songs they know. Activity 3: Revise what they know about reading music: minims & minim rests and crotchets & crotchet rests. TG p38 39 Activity 4: Clap the rhythm to quavers or eighth notes. Work in groups to make sounds to an 8-count beat. Activity 5: Make a simple drum and play rhythms on the drums and shakers. Activity 6: Groups play 3 different rhythms at same time. TG p40 Activity 7: Make own short rhythm patterns, write them down and play them. TG p41 Learners should understand that music is written on lines called staves which have 5 lines and 4 spaces. Activities 8 and 9: Draw a stave and treble clef and write music notes. Activity 10: Write notes that their partner calls out. Activity 11: Understand the written music for a song and sing the song with actions. TG pp42 43 Activity 12: Use different instruments to compose a musical version of a storm. TG p43 Assessment activity TG p45 Assessment LB p53 : Lesson 7 Informal : all other activities can be used for informal Checklist for Lesson 7 Find other sheet music and interpret Write a page of sheet music New Day-by- Day Arts & Culture Grade 5 Learner's Book & Teacher's Guide Musical resources or instruments

18 LESSON PLANS Grade 5 Unit 6: Art in the world around you Learning Area/s: Grade: 5 Duration: 10 hours Weeks: : Designs and creates artworks and craft works which explore the use of natural and geometric shapes and forms in 2- and 3-dimensions. Displays work in the classroom. Differentiates between various art forms. Responds to images and craft objects used in popular culture, pictures, and photographs in terms of purpose, content, form, contrast and meaning. Selects a project, plans it in a group and takes necessary action. LO 5 Technology Economic & Management Sciences LO 4 Life Orientation LO 2 LO 4: Shows and explains the use of colour, pattern design, signs and Expressing and symbols in own home, in various cultures and in the built environment. Understanding art Exploring art jewellery Making useful art Design and make a necklace Rock and wood painting Start talking about art. LB p54 Using art in our daily lives. LB p56 Useful or functional art. LB p57 Useful or functional art that you can wear. LB p58 Messages in jewellery. LB p59 Young people's artwork. LB p61 Lesson 7: Assessment LB p61 Activity 1: Do physical warm-up making shapes. Discuss the different types of arts and crafts shown in the pictures. TG p47 Activity 2: Mind map of ways in which they use art in everyday life. You could point out things in the classroom to give them some ideas. TG p48 Activity 3: Make a useful art item using techniques of colour, shape and line. The learners must think of the resources that are available. They can display their art. Activity 4: Paint a rock or piece of wood as an animal. TG pp48 50 Activity 5: Discuss how art is used in the things we wear using pictures. TG p50 Activity 6: Design jewellery to give a message. Ask learners if they can think of more jewellery with messages. Activity 7: Design and make a neck decoration. TG p50 Activity 8: Analyse artwork by young people TG p51 Assessment activity TG p53 for Lessons 5 and 7 Informal : all other activities can be used for informal Rubric for Lesson 5 Activity 7. Memo for Lesson 7 Grade 5 Paper Pens Crayons Drums Boxes Cardboard String Wool Glitter Beads Shiny paper Tins Photographs Picture Analyse a major artwork for colour and shape Take photos of the class on a cell phone 18

19 LESSON PLANS Grade 5 Unit 7: Expressing yourself through art Learning Area/s: Grade: 5 Duration: 10 hours Weeks: : Designs and creates artworks and craft works which explore the use of natural and geometric shapes and forms in 2- and 3-dimensions. Displays work in the classroom. Performs simple relaxation, breathing and resonance exercises. Differentiates between various art forms. Responds to images and craft objects used in popular culture, pictures and photographs in terms of purpose, content, form, contrast and meaning. Natural Sciences Technology Social Sciences, 2 Selects a project, plans it in a group and takes necessary action. LO 4: Expressing and Shows and explains the use of colour, pattern design, signs and symbols in own home, in various cultures and in the built environment. Exploring different shapes and textures in nature Planning a mural Making a collage from leaf rubbings Making sculptures Creating an original painting Getting ready to draw and paint. LB p62 Shape and texture. LB p63 Leaf rubbings as art. LB p64 Murals as artwork. LB p66 Sculpture. LB p68 Assessment LB p69 Activity 1: Draw different lines. Encourage learners to think about which forms of art they prefer and to express themselves through that form. TG p55 Activity 2: Describe shapes in natural and machine-made objects. TG p55 Activity 3: Make a collage by doing leaf rubbings. Activity 4: Paint using different tools and using different paint textures. Activity 5: Create an original painting TG pp56 57 Activity 6: Show appreciation of a mural. Activity 7: Make own mural as a class. TG p58 Activity 8: Discuss photos of sculptures and other objects Activity 9: Make own sculpture with a wire frame and papier mâché TG p59 Assessment TB p60 Includes self- for Lesson 3 Informal : all other activities can be used for informal Rubric for Lesson 3 Activity 5 Grade 5 Paper Glue Leaves Paint Lacquer seal Crayons Blindfold learners and let them feel textures and describe them Write a paragraph describing textures 19

20 LESSON PLANS Grade 5 Unit 8: The world is your stage! Learning Area/s: Grade: 5 Duration: 10 hours Weeks: : LO 4: Expressing and Learns and performs steps of indigenous and/or contemporary dance with attention to detail. Uses sensory detail and emotional expression in mime showing weight, size and shape. Sings and/or plays an instrument with appropriate rhythm, pitch and dynamics. Shows spontaneity and a creative attitude in art activities. Dances in different places and describes how dance is affected by space and physical environments. Dramatises issues through the use of tableaux, verbal dynamic sequences or role plays. Identifies and sings songs that seem to communicate the same idea. Life Orientation LO 5 Social Sciences Decide what type of art to use Planning your own dance and music Singing the National Anthem Making masks Understanding traditional song and dance Planning and production. LB p70 Warming up to prepare. LB p71 Singing the National Anthem. LB p72 Singing songs at sports events. LB p73 Preparing a dance. LB p74 Making a mask. LB p75 Lesson 7: Choosing sound and music. LB p77 Activity 1: Discuss what kinds of art you could have at an opening ceremony of a big sports event. TG p62 Activity 2: Do a sports warm-up. Talk about the expressions in the photographs. TG p62 Activity 3: Sing the National Anthem. TG p63 Lesson 8: Assessment LB p78 for Lesson 6 Informal : all other activities can be used for informal Rubric for Lesson 6 Activity 4: Share knowledge of school songs or songs of sports teams, e.g. the New Zealand Haka. TG p64 Activity 5: Prepare a dance to perform at the sports ceremony. TG p64 Activity 6: Make a mask to use in their sports ceremonies. TG p65 Activity 7: Plan a song or poem to go with the dance. Activity 8: Decide on what everyone will do and rehearse and present the ceremonies. Learners can create the music by themselves or they can also use existing music. TG p65 66 Assessment TG p67 Includes self- Grade 5 Photographs Make up a class anthem Listen to recordings of other National Anthems 20

21 LESSON PLANS Grade 6 Unit 1: Welcome to Arts and Culture Learning Area/s: Grade: 6 Duration: 10 hours Weeks: 1-5 : Demonstrates increasing skill and understanding of warming up including spinal flexibility and strength and use of joints. Performs simple relaxation, breathing, resonance, pitch and articulation exercises. Improvises and creates dance sequences. LO 5 Life Orientation LO 4 Works co-operatively with partners, improvising and composing dance sequences. Art survey Warming up the spine; tense and relax in Grade 6. LB p3 Why are the arts so important to us? LB p4 Warm-ups. LB p6 Assessment LB p9 for Lessons 1 and 4 Informal : all other activities can be used for informal Memo for Lessons 1 and 4 Activity 1: Do a survey of the arts in your area in table form. TG p2 Learners learn about the different uses of art, e.g. to invoke rain, to tell a story, to give a religious message, to teach and to give a political message. Activity 2: Identify an art piece that entertains them. TG p2 Activity 3 and 4: Do dancing warm-ups. Activity 5: Do a relaxation warm-up before acting. Activity 6: Do a voice warm-up by saying a tongue twister to speak loud and clearly. TG pp3 5 Assessment activity TG p5 Grade 6 Your body Write a paragraph about the value of art Watch the movie Sarafina 21

22 LESSON PLANS Grade 6 Unit 2: Our South African dance heritage Learning Area/s: Grade: 6 Duration: 10 hours Weeks: 6-10 : LO 4: Expressing and Improvises and creates dance sequences. Demonstrates increasing skill and understanding of warming up. Learns, interprets and performs dances from SA culture with competence and appropriate style. Uses appropriate vocabulary to describe own dances or dances from own community to do with use of space, costume, music and props. Works co-operatively with partners, improvising and composing dance sequences. Shares opinions about dances from various cultures in a supportive and constructive way. Dramatises cultural rituals showing the use of elements of drama. Explains the importance of ritual. Researches, creates and presents music that conveys and suggests symbolism. LO 5 Life Orientation LO 4 Names of dances Make your own props Dance movements Dance sequence Learn the Domba Dance Traditions. LB p10 Getting ready to dance. LB p12 Do the Domba. LB p14 Costumes and props. LB p16 Activity 1: Match dances to photos and describe types of dancing. Activity 2: Practise dance movements. TG pp7 8 Activity 3: Do dance warm-ups for particular parts of body to avoid injury. Activity 4: Practise moving in a restricted area and moving in general space. Activity 5: Create a dance sequence with some dancers keeping still and others moving. TG pp9 10 Activity 6: Learn the Domba dance. The Domba is a traditional part of the Venda marriage ritual and also known as the Snake Dance. TG p10 Activity 7: Perform own short dance using props. The props should add to the story of the dance or help the dancers to do certain movements. TG p12 Assessment TG p13 Includes research project. Assessment LB p17 for Lessons 3 and 5 Informal : all other activities can be used for informal Rubric 6 for Lesson 3 Rubric for Lesson 5 List 4 types of dancing Investigate another traditional dance Grade 6 Drum Large box Photographs Balls Fabric Bags 22

23 LESSON PLANS Grade 6 Unit 3: Stories and plays for Africa Learning Area/s: Grade: 6 Duration: 8 hours Weeks: : Uses African stories to develop dramas. Uses dramatic devices, visual illustration, movement and sound to tell jokes, tall stories, lies, fantasies or absurd tales to explore realities. Participates as an audience member. Shows respect for and acknowledgement of the work of others. Expresses own personal sense of identity and uniqueness in any art form. LO 3 Natural Sciences LO 2 Movement and actions Noises and using props Showing feelings in a play Bringing the play together Using speech or dialogue in a play Write a praise poem Things we do when we act. LB p18 Plays are based on stories. LB p20 How a story becomes a play. LB p22 Putting on a play. LB p24 Making sounds. LB p25 Making props. LB p26 Lesson 7: A praise poem. LB p27 Lesson 8: Assessment LB p29 Activity 1: Do a mime with a leader and a follower. Activity 2: Act out feelings in a play without words. Activity 3: Write dialogue for your character. TG pp15 17 Activity 4: Explain the moral of an African story and write down the main moments and main characters. TG p18 Activity 5: Compare the layout of a play and a story to understand why a play is easier to act than a story. TG p19 Activity 6: Begin to prepare the animal play by doing animal movement warm-ups. TG p19 Activity 7: Decide on and practise the sound effects they will need for the animal play. Explain that sound effects help to create an atmosphere or background. TG p20 Activity 8: Decide on props to use for the animal play and practise acting as animals. Activity 9: Perform the animal play. TG p21 Write a praise poem. TG p22 Write and act own play and write and act praise poem. Assessment TG p24 for Lesson 6, Activity 9 and Lesson 8 Informal : all other activities can be used for informal Rubrics for Lesson 6 and 8 Write a praise poem for a family member Read a play Grade 6 Belt Ties African stories Props in the classroom 23

24 Unit 4: Making music LESSON PLANS Grade 6 Learning Area/s: Grade: 6 Duration: 6 hours Weeks: : Demonstrates increasing skill and understanding of warming up including spinal flexibility and strength and use of joints. Focuses on forms of music from a variety of SA forms: improvises and creates music that explores dynamics, articulation, pitch and rhythmic patterns, plays simple rhythmic patterns, explores and uses drum hand techniques, reads and sings or plays the scale and simple melodies in C Major. Listens to and discusses use of repetition in African music. Selects songs from various cultural environments, describes cultural events and what the message of the lyrical content is and what the songs are used for. Sings and/or plays in a group from at least three cultural traditions in SA. Expresses own personal sense of identity and uniqueness in any art form. Technology Mathematics LO 2 Social Sciences Characteristics and patterns Scales and staves, length and pitch Drumming sounds Singing in rounds Practise the beat Matching sounds. LB p30 Drumming. LB p32 African rhythms. LB p33 Reading and writing music. LB p34 Let's sing rounds. LB p36 Assessment activity TG p31 Assessment LB p37 for Lesson 4 Informal : all other activities can be used for informal Checklist for Lesson 4 Activity 1: Match the definitions of sound characteristics (volume, timbre, duration and pitch) with the correct word and definitions of patterns (tempo, melody, and rhythm). Activity 2: Do warm-ups practising pitch, rhythm, etc. TG p26 Activity 3: Make drumming sounds varying the volume and pitch. TG p27 Activity 4: Class percussion band plays 12-beat patterns. Emphasise that African music is special because it has different rhythms that come together to form one piece of music. TG p28 Activity 5: Play the scale of C major on a piano or xylophone. Practise playing the notes from Shosholoza. Activity 6: Sing the notes for Shosholoza following the length and pitch of the notes. TG p29 Activity 7: Sing a song in rounds. TG p30 Sing Shosholoza from music Rubric 11 Grade 6 Belt Ties African stories Props in the classroom 24

25 Unit 5: Music for Africa LESSON PLANS Grade 6 Learning Area/s: Grade: 6 Duration: 6 hours Weeks: : Demonstrates increasing skill and understanding of warming up including spinal flexibility and strength and use of joints. Focuses on forms of music from a variety of SA forms: improvises and creates music that explores dynamics, articulation, pitch and rhythmic patterns, plays simple rhythmic patterns, explores and uses drum hand techniques, reads and sings or plays the scale and simple melodies in C Major. Listens to and discusses use of repetition in African music. Selects songs from various cultural environments, describes cultural events and what the message of the lyrical content is and what the songs are used for. Sings and/or plays in a group from at least three cultural traditions in SA. Expresses own personal sense of identity and uniqueness in any art form. 25 Life Orientation LO 2, 3, 4, 5 Social Sciences LO 3 Famous songs Sing a lullaby Singing Siyanibulisa Singing in rounds African wedding songs Musical stories Sing the Click Song Rap song Music groups Making music. LB p38 Songs for Africa. LB p39 An Indian Lullaby. LB p41 Sarie Marais. LB p42 The click song. LB p43 Telling stories with music. LB p44 Lesson 7: New Traditions. LB p46 Lesson 8: Make your own music. LB p48 Lesson 9: Assessment LB p49 Activity 1: Sing some famous South African songs and classify them into themes. TG p33 Activity 2: Sing Siyanibulisa, with movements. Activity 3: Sing African Language wedding songs. TG p34 Activity 4: Sing a lullaby and make up own lullaby. TG p35 Activity 5: Sing the love song and translate it. TG p36 Activity 6: Sing the Click Song using rhythm and melody. TG p37 Ask learners what stories with music they have seen such as a musical, ballet or opera. Activity 7: Explain the use of music shown in the photos. Activity 8: Create a musical story of your own and perform it. TG p38 Activity 9: Read a Rap song with rhythm and think of alternative rhymes. Discuss photos showing new musical traditions. TG p39 Activity 10: Discuss musical groups and organise own 'Pop Idol' competition. TG p40 for Lesson 6, Activity 8 and Lesson 9 Informal : all other activities can be used for informal Rubrics or checklists for Lessons 6 and 8 Write own song about Africa, sing harmony song, research a musical tradition. Assessment TG pp40 42 Grade 6 Songs to sing Any available musical instruments Use instruments to add to effect of songs Find out about Miriam Makeba