Revised National Curriculum Statement Grades R-9 (Schools) - Grade Nine
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 prinicple: The learner will be able to develop the skills and knowledge required to create, market and present artworks.
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
- Participates in the choreography and presentation of a short dance for a performance or cultural event.
- Dance: Additional
- In preparing the body, accurately performs a set warm-up and skill-building sequence, including body conditioning and dance technique in a particular style.
- Moves across space in movement sequences with co-ordination, musicality, quality, style, balance and control.
- Learns and performs, with appropriate style and movement quality, works choreographed by others from at least two cultures, which may be:
- classical/traditional (African, Eastern or Western);
- contemporary.
- Creates a dance that fuses steps or styles from more than one South African dance form with a clear beginning, middle and ending.
- Drama: Generic
- Conducts a simple warm-up routine with class.
- Participates in an aspect of planning, organising, advertising, marketing, fundraising or producing a dramatic item for an audience.
- Drama: Additional
- Participates both in the performance and in an aspect of production. The performance should:
- show an understanding of basic staging conventions;
- use more complex dramatic elements such as tension, symbols and timing where appropriate;
- create characters using language, gesture and movement;
- make use of costumes, props, sets, lights or other available resources;
- show awareness of audience.
- Participates both in the performance and in an aspect of production. The performance should:
- Music: Generic
- Makes music using voice and available percussion or melodic instruments for performance in 5/4, 7/4, 12/8 and 4/4 meters.
- Organises and markets a musical performance with regard to planning, advertising, fundraising and producing.
- Music: Additional
- Reads, writes and sings or plays scales and melodies in D Flat, A Flat, B Flat and E Flat Major.
- Blends the styles of own choice from immediate cultural environment and those used in West, East, Central or North Africa (e.g. Kwaito, Jazz, Kwassa-Kwassa, Gospel, Hip-hop, High Life, Soukous).
- Uses ululation, vocalic lilting, crepitation and mouth drumming to create a climax in a musical situation.
- Visual Arts: Generic
- Creates art, craft or design works that:
- translate ideas or concepts into a visual form;
- demonstrate the confident use of elements and principles of design.
- Develops entrepreneurial awareness of how to market art products in terms of target market, packaging, locale, pricing, advertising, customer relations and awareness of tourism.
- Creates art, craft or design works that:
- Visual Arts: Additional
- Creates artworks which demonstrate:
- preparation activities such as sketching, collecting of visual references, and selection of tools and materials;
- use of conventional or experimental processes and techniques, with attention to appropriate choice of materials;
- exploration and representation of specific patterns and design motifs which feature in South African history.
- Selects, prepares and mounts own and group artworks (including signage and labelling) for a public presentation.
- Creates artworks which demonstrate:
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 offer a critical interpretation of the relationship between global and local cultures.
Assessment standards
We will know this when the learner:
- Composite
- Identifies the constituent parts of an integrated African art form.
- Analyses the interplay between global and local culture.
- Analyses how cultures affect one another and undergo change.
- Discusses the role of technology over time in shaping processes and products in drama, dance, music and art.
- Discusses and interprets concepts of power, control and dominance in mass media and popular culture.
- Identifies sources of cultural information such as elders, scholars and artists from the communities, libraries, museums, heritage sites or the Internet to investigate a significant composer, musician, artist or performer in the history of music, dance, visual arts or drama.
- Dance
- Reflects on and compares how social dances reflect their time.
- Drama
- Analyses the positive and negative effects of television, radio, documentaries or films on our lives.
- Writes a review of a local or other drama production, referring to conventions of staging and elements of drama.
- Music
- Analyses how music is used in songs, rituals, public events, movies, opera or advertisements to evoke response.
- Visual Arts
- Investigates and explains the influences and circumstances shaping the development of a South African, African or international artist, past or present.
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 use group activities to explore and share experiences of power relations.
Assessment standards
We know this when the learner:
- Composite
- Shows concern for and sensitivity to the feelings, values and attitudes of others in solving problems that arise in art activities.
- Shows willingness to explore new cultural ideas and an ability to reconsider stereotypes.
- Acknowledges individual, group and changing identities, including national, ethnic, gender and language group, etc.
- Expresses own sense of identity and uniqueness in any art form.
- Dance
- Participates responsibly in trust exercises, using eye contact, the giving and receiving of weight (contact improvisation), and exploring active and passive roles.
- Drama
- Assumes leadership role in small group dramatic exercises and role-plays, showing awareness of need for co-operation, sharing of responsibilities and the effects of domination on the group.
- Music
- Takes on the roles of conductor, singer, musician, manager or accompanist in ensemble music activities.
- Visual Arts
- Transforms sensory experiences and perceptions of power in social relationships into visual artworks.
- Media Additional
- Makes a video or other media product based on a topic of choice; the product should show:
- understanding of the medium chosen;
- competent use of technical skills;
- clear exposition of plot or issues;
- appropriate use of design features;
- understanding of target audience.
- Makes a video or other media product based on a topic of choice; the product should show:
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 an understanding of the impact of mass media and technologies on Culture and the Arts.
Assessment standards
We know this when the learner:
- Dance
- Explains how dance is shaped by and reflects the values of the times and is influenced by music, place, fashion and technology.
- Drama
- Uses a drama presentation to critique the impact of soap operas, radio shows or other available forms of performance media on people’s values and behaviour.
- Music
- Explains how technology has influenced music over time.
- Visual Arts
- Explains how art reflects and affects cultures, lifestyles, beliefs and fashion.
- Applies skills of media production, while considering target group, purpose and design elements (e.g. create an advertisement, class newsletter, poster, T-shirt, logo or jingle).
- Composite
- Combines individual art forms to create a new form of artistic expression.