Revised National Curriculum Statement Grades R-9 (Schools) - Grade Five

Learning Area: Arts and Culture

Learning Outcome 1:  Creating, Interpreting and Presenting

The learner will be able to create, interpret and present work in each of the art forms.

Organising principle: The learner will be able to develop the skills and knowledge required to create and present artworks using multiple literacies (visual, spatial, aural, oral, kinaesthetic, dramatic, cultural.)

Assessment standards

We know this when the learner:

• Dance
  • In preparing the body, follows a warm-up ritual that develops co-ordination and control.
  • Improvises and creates dance sequences that use the concept of contrast, while making clear transitions from one movement or shape to another, focusing on:
    • space (high/low, large/small, forward/side-ward/backward, near/far, narrow/wide);
    • time (fast/slow, regular/irregular);
    • force (strong/light, smooth/percussive).
  • Improvises and creates dance sequences that explore:
    • the movement range of each body part;
    • geometric concepts such as parallel, symmetry, distance, volume and mass, rectangles, pentagon, hexagon, octagon.
  • Learns and performs steps of an indigenous and/or contemporary dance from South African culture with attention to detail.
• Drama
  • Performs simple teacher-directed relaxation, breathing and resonance exercises when warming up and cooling down.
  • Responds to aural, oral, visual, tactile and kinaesthetic stimuli in dramatic games and exercises.
  • Uses sensory detail and emotional expression in dramatic activities such as simple mime showing weight, size and shape.
• Music
  • Demonstrates concentration and accurate listening through recognising, repeating and creating rhythms and poly-rhythms, using movement, body percussion and natural instruments.
  • Composes and presents a short rhythmic pattern that has crotchets, crotchet rests, minims, minim rests, quavers and quaver rests through body percussion.
  • Improvises and creates music phrases that use repetition, accent, call and response.
  • Sings songs in long (3/4) and normal (3/8) triplet.
• Visual Arts
  • Designs and creates artworks and craft works which explore the use of natural and geometric shapes and forms in two and three dimensions, in observational work, pattern making and design, and in simple craft objects.
  • Displays work in the classroom.

Learning Outcome 2:  Reflecting

The learner will be able to reflect critically and creatively on artistic and cultural processes, products and styles in past and present contexts.

Organising principle: The learner will be able to reflect on and offer opinions on Arts and Culture processes, products and concepts.

Assessment standards

We will know this when the learner:

• Dance
  • Takes an active role in a class discussion about interpretations and reactions to a dance seen live or on television; pays attention to the use of design elements, the purpose and the style of the dance.
  • Identifies and describes the many kinds of dances in South Africa.
• Drama
  • Reflects on drama (television, radio, community or classroom) in terms of:
    • recognising key moments in a drama;
    • identifying themes, ideas and moods;
    • explaining why particular techniques were used;
    • being sensitive to the social and cultural contexts.

• Music
  • Recognises the letter names of notes on lines and in spaces on a treble staff and their difference in pitch.
  • Recognises crotchet, minim and quaver note values and rests in a short melody.
  • Recognises and describes the different timbres of voices in choral music.
  • Listens to a variety of selected songs and identifies the genre (e.g. Blues, Pop, Kwaito, Classical, Traditional, Free-Kiba, Opera, Musicals, Malombo, Kwassa-Kwassa, Techno, Soukous), and offers opinion on the style.
• Visual Arts
  • Differentiates between various art forms such as drawing, painting, architecture, sculpture, design, craftwork, and graphic media.
  • Responds to images and craft objects used in popular culture, pictures and photographs in terms of purpose, content, form, contrast and meaning.

Learning Outcome 3:  Participating and Collaborating

The learner will be able to demonstrate personal and interpersonal skills through individual and group participation in Arts and Culture activities.

Organising principle: The learner will be able to participate in devising Arts and Culture activities that develop various literacies.

Assessment standards

We know this when the learner:

• Dance
  • Demonstrates partner skills such as copying, leading, following and mirroring in movement.
  • Works with various partners experimenting with ‘question and answer’ and ‘meeting and parting’ movement phrases.
• Drama
  • Shows a developing level of confidence and ability to focus in drama exercises based on concentration, sensory perception and spatial awareness.
  • Adopts and maintains a role, and is able to answer questions in role using appropriate language and gesture.
• Music
  • Sings and/or plays an instrument in a group with appropriate rhythm, pitch and dynamics in any genre of music.
  • Combines a number of melorhythm instruments (drums, marimba) to create textural blend.
• Visual Arts
  • Selects a project, plans it in a group and takes the necessary action.
• Composite
  • Shows spontaneity and a creative attitude in art activities.

Learning Outcome 4:  Expressing and Communicating

The learner will be able to analyse and use multiple forms of communication and expression in Arts and Culture.

Organising principle: The learner will be able to use multiple resources to explore and communicate social, cultural and environmental issues through the Arts.

Assessment standards

We know this when the learner:

• Dance
  • Dances in different places (e.g. inside and outside, in the classroom, on stage, on wood, concrete, grass or mud), and describes how dance is affected by space and the physical environments.
• Drama
  • Dramatises social, cultural or environmental issues through the use of different drama techniques such as tableaux, verbal dynamic sequences or role-plays.
• Music
  • Identifies and sings songs from different societies, cultures and contexts, that seem to communicate the same idea.
  • Uses own compositions of poetry and song to draw attention to current social and environmental issues.
  • Communicates a musical intention using the interface of pitch-based harmony (mellophony) instruments.
• Visual Arts
  • Shows and explains the use of colour, pattern, design, signs and symbols in own home, in various cultures, and in the built environment.