Assessment standards

Generic/Additional: Learners participate in all the generic assessment standards of this outcome. Learners intending to select an art subject in the Further Education and Training Band should also participate in additional assessment standards of at least one art form of choice.

We know this when the learner:

• Dance: Generic
• Learns and performs steps from dances of popular cultures.
• Dance: Additional
• In preparing the body:
• performs a set warm-up that conditions, stretches and strengthens the body;
• demonstrates increasing kinaesthetic awareness, concentration and awareness of the correct and safe use of the spine and limbs;
• moves across space in combinations of steps with co-ordination, style and musicality.
• Improvises, composes and combines movement motifs, using:
• movements or gestures;
• repetition and stillness;
• contrasting dynamics.
• Performs dance steps and combinations from at least two different styles or traditions of Southern Africa.
• Drama: Generic
• Devises a simple warm-up routine, based on teacher’s exercises, to share with the class.
• With teacher direction, participates in creating and presenting a written sketch or polished improvisation based on popular culture. This item should:
• show knowledge of target audience;
• use resources that enhance the piece;
• make use of appropriate dramatic elements;
• incorporate other art forms.
• Drama: Additional
• With teacher support, rehearses and presents a solo item such as a poem, prose extract or monologue showing:
• creative use of attributes of speech in terms of pitch, pace, pause, inflection, emphasis and tone;
• imaginative interpretation of piece.
• Music: Generic
• Learns and performs songs or music from popular or local culture.
• Music: Additional
• Composes and performs a 4-bar melody using crotchets, quavers and minims.
• Reads, writes and sings or plays scales and simple melodies in the keys of C Major, G Major and F Major.
• Creates an integral musical presentation interpreting a message, incorporating dance, drama and visual elements.
• Visual Arts: Generic
• Creates and presents an artefact using ideas from popular culture or the mass media.
• Visual Arts: Additional
• Creates art/craft/design works which demonstrate:
• differentiation between the organic and inorganic aspects of the built and natural environment in design, observational drawing and two-dimensional and three-dimensional work;
• interpretation and expression of own understandings of culture and heritage.
• Independently selects, prepares and mounts own artworks for a school presentation.

Assessment standards

We will know this when the learner:

• Composite
• Explains the importance of ownership of work and artists’ copyright in oral art forms and written compositions.
• Discusses how the Arts have contributed and can contribute towards social and cultural change (e.g. as a mirror, in documentaries, as suggestions, commentaries, predictions).
• Uses the Arts to demonstrate an awareness of environmental concerns.
• Dance
• Discusses dances in own social, cultural and historical contexts, focusing on gender, disability and power.
• Drama
• Researches human rights and environmental issues and interprets these in small group role-plays.
• Music
• Listens to and demonstrates how the use of polyphony in African music accords participants equitable space in the making of music.
• Visual Arts
• Identifies and explains how photography, filmmaking, sculpture and printmaking can document human rights abuses.
• Comments on composition, style and subject matter in artworks (e.g. landscape, portraits, still-life, public art, or resistance art) over time.

Assessment standards

We know this when the learner:

• Composite
• Practices entrepreneurial skills collaboratively in marketing artworks.
• Adheres to deadlines through time management and self-discipline.
• Explores and discusses training and careers in Arts and Culture fields, based on research and on-site visits.
• Collaborates to:
• organise interdisciplinary presentations, demonstrating effective organisational ability and skills in planning, management and marketing;
• effectively share tasks and responsibilities, such as taking on different roles in group projects.
• Dance
• Researches and shares information about training and careers in dance, and explains:
• the kinds of dance-linked careers there are;
• the kind of attributes needed;
• the kind of training required.
• Drama
• Identifies careers available in the formal theatre and mass media industries, and explores possible opportunities for development in the informal drama and drama-linked sectors.
• Music
• Researches and shares information about music and music-related careers and training.
• Visual Arts
• Researches and shares information about art, craft, architecture, design and related careers and training.

Assessment standards

We know this when the learner:

• Dance
• Understands and speaks about differently-abled people and inclusivity in dance.
• Debates the roles traditionally assigned to different genders in dance by recognising and expressing different points of view.
• Drama
• Identifies age, gender, class and cultural stereotyping in stories, theatre, film, television or radio over time and in the present.
• Develops a short skit or scenario to highlight problems of stereotyping, discrimination, and prejudice in school or the local community.
• Music
• Identifies and explains gender and/or cultural stereotyping in lyrics and in the use of instruments over time and in the present.
• Visual Arts
• Views and analyses communication within various forms of mass media and identifies obvious or hidden messages, bias, stereotyping or propaganda.