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

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 skills and knowledge to create ideas and present arts activities using the body, voice, natural and found resources.

Assessment standards

We know this when the learner:

• Dance
  • In preparing the body, follows a teacher-directed warm-up and skill-developing ritual, with attention to safe use of the body, for example:
    • knees aligned over toes when bending;
    • articulation (toe-heel-bend) of the feet and bending knees when landing from jumps;
    • good posture at all times.
  • Uses cans, stones, newspapers, materials, chairs, balls and a large variety of objects/props to improvise and compose movement sequences.
• Drama
  • Performs simple teacher-directed relaxation and breathing exercises when warming up and cooling down.
  • Uses the voice and body imaginatively in drama exercises and games.
  • Makes use of hand or costume props, puppets, masks or other external resources to tell stories and portray characters.
• Music
  • Uses voice, body and found or made instruments to explore sounds and silence related to walking, running, and skipping note values, in order to explore rhythms and to create sound pictures.
  • Composes and presents a short rhythmic pattern that has crotchets, crotchet rests, minims and minim rests through body percussion.
  • Makes in various tone colours, a simple wind instruments such as a Kazoo or Tshikona/Dinaka pipes, or percussion instruments such as shakers.
  • Creates and presents melodies using voice and found and natural instruments to demonstrate difference in pitch and note values.
• Visual Arts
  • Makes masks and crafts, artefacts, costumes, collages or puppets using natural, waste or found materials.
  • Makes and shares artworks to:
    • demonstrate planning and skilful 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).
• Composite
  • Makes a puppet and uses it to create a puppet show with music and movement.

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 respond to Arts and Culture activities using appropriate terms, vocabulary and other resources.

Assessment standards

We will know this when the learner:

• Dance
  • Uses appropriate vocabulary to describe own dances made in class or dances from own community to do with use of space, costume, music and props.
• Drama
  • Uses simple drama terms to respond to classroom drama, reflecting on own contribution to drama and listening to the comments and ideas of others.
• Music
  • Recognises crotchet and minim note values and rests in a short melody.
  • Recognises time signatures such as four-four and three-four.
  • Listens to and identifies musical instruments in terms of appearance, name, how sound is produced, timbre and general pitch classification (high-low).
• Visual Arts
  • Responds to and discusses images, designs and craft objects used in popular culture, pictures and photographs in terms of content, line, shape, form, colour, texture, space and materials used, using appropriate terminology.

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 and collaborate in Arts activities using a wide variety of natural and physical resources.

Assessment standards

We know this when the learner:

• Dance
  • Works creatively in dance with props, costumes, found and natural objects and instruments, alone and in groups.
  • Sensitively uses the concept of personal (own) and general (shared) space in dance explorations.
• Drama
  • Collaborates in imaginative use of simple props as stimulus material, showing how the same object can represent different things and different moods.
  • Draws on and develops own and others’ ideas when planning and devising dramas.
• Music
  • Sings and/or plays canons, rounds and two-part songs with other learners, using natural, manufactured and found instruments.
  • Plays simple wind instruments such as a Kazoo or Tshikona/Dinaka pipes or percussion instruments such as shakers in harmony with others.
• Visual Arts
  • Collaborates with others to plan the making and use of masks, crafts, artefacts, costumes, collages or puppets using natural, waste or found materials with due regard to environmental concerns.

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 explore, express and communicate using the body, voice, natural, found and manufactured resources.

Assessment standards

We know this when the learner:

• Dance
  • Explores the many ways that parts of the body can move individually and in combination.
  • Experiments with combining voice and body in sound and movement.
• Drama
  • Explores the use of expressive mime to convey ideas and feelings.
• Music
  • Uses voice, body, percussion, natural, found or made instruments to accompany stories, dances and songs.
  • Uses sounds in a free rhythm to build up sound pictures to accompany stories or dances.
• Visual Arts
  • Makes masks, crafts, artefacts, costumes, collages or puppets to use in a presentation.
  • Draws on technology and nature in the environment to stimulate and communicate visual ideas.