Senior Phase – Grade 9 - Pearson...

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Senior Phase – Grade 9

Today Planning Pack

ARTS AND CULTURE

Contents:

Work Schedule: Page

Grade 9 …………………………………………………………… 2

Lesson Plans:

Grade 9 …………………………………………………………… 3

Rubrics:

Rubric 1…………………………………………………………… 11 Rubric 2…………………………………………………………… 12 Rubric 3…………………………………………………………… 13

2

Work schedule for Arts and Culture Today – Grade 9 Term Week LO and AS Chapter Assessment Resources

1 1-4 LO1: Creating, interpreting and presenting LO2: Reflecting LO3: Participating and collaborating LO4: Expressing and communicating

Chapter 1: Movements of trust and togetherness

Informal and formal assessment

Arts and Culture Today Grade 9 Learner’s Book and Teacher’s Guide Access to the Internet or library

1 5-9 LO1: Creating, interpreting and presenting LO2: Reflecting LO3: Participating and collaborating

Chapter 2: Movements and rhythms of power




Chapter 3: Images of power


Arts and Culture Today Grade 9 Learner’s Book and Teacher’s Guide Access to the Internet or library Pictures of Bushman rock art Map of Southern Africa Examples of patterns and designs Craft materials


Chapter 4: Getting your ideas across

Informal and formal assessment Test

Arts and Culture Today Grade 9 Learner’s Book and Teacher’s Guide Access to the Internet or library Magazines Scissors Scrap paper Glue


Chapter 5: Making music Informal and formal assessment

Arts and Culture Today Grade 9 Learner’s Book and Teacher’s Guide Access to the Internet or library Melodic instruments Copy of ‘Three Blind Mice’

3 22-25 LO2: Reflecting LO3: Participating and collaborating LO4: Expressing and communicating

Chapter 6: Influences on music styles




Chapter 7: Culture and identity


Arts and Culture Today Grade 9 Learner’s Book and Teacher’s Guide Access to the Internet or library Old cloth Various objects

4

30-32 LO1: Creating, interpreting and presenting LO3: Participating and collaborating

Chapter 8: From the page to the stage

Informal and formal assessment Test

Arts and Culture Today Grade 9 Learner’s Book and Teacher’s Guide Access to the Internet or library 6 chairs

Note: You need to complete 1 formal assessment task per term for Arts and Culture for the Senior Phase. This work schedule shows all the opportunities for formal assessment.

LESSON PLANS – Grade 9 Chapter 1: Movements of trust and togetherness Learning Areas: Arts and Culture Grade: 9 Duration: 8 hours Weeks: 1 – 4 Learning Outcome Assessment Standards Integration LO1: Creating, interpreting and presenting (Dance)

Participates in the choreography and presentation of a short dance Accurately performs a set warm-up and skill-building sequence Moves across space in movement sequences with co-ordination, musicality, quality, style, balance and control Learns and performs works choreographed by others

LO2: Reflecting (Dance)

Identifies the constituent parts of an integrated African art form Analyses how cultures affect one another and undergo change Reflects on and compares how social dances reflect their time

LO3: Participating and collaborating (Dance)

Shows concern for and sensitivity to the feelings, values and attitudes of others Shows willingness to explore new cultural ideas Acknowledges individual, group and changing identities Expresses own sense of identity and uniqueness in any art form Participates responsibly

LO4: Expressing and communicating (Dance)

Explains how dance is shaped by and reflects the values of the times

Languages LO2, 3 Social Sciences (History) LO1 Technology LO2 Life Orientation LO4

Content/Knowledge: Dance:

• Warm-up • Trust in dance • African dances • Choreography

Learning activities Teaching methods/approach Resources Lesson 1: Moving together with trust LB p6

Activity 1: Discuss dance and strength, trust and balance TG p4 Activity 2: Build trust through exercises TG p5

Lesson 2: Cultural diversity and change LB p8

Activity 3: Do warm-up exercises TG p7

Lesson 3: Dances of Africa: a reflection of the times LB p13

Activity 4: Research dances of Africa TG p8 Activity 5: Create a celebratory dance TG p11

Lesson 4: Social dancing: a sign of the times LB p16

Activity 6: Research social dancing TG p14

Lesson 5: Assessment LB p18

Assessment activity TG p16


Assessment: Type of assessment: Formal assessment for Lessons 3, 4 and 5 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric 2 for Lesson 3; rubric (TG p14) for Lesson 4; memo (TG p16) for Lesson 5

Reinforcement: Find pictures of indigenous dance Expanded opportunities: Research indigenous rituals involving dance

Teacher reflection:

3

LESSON PLANS – Grade 9 Chapter 2: Movements and rhythms of power Learning Areas: Arts and Culture Grade: 9 Duration: 10 hours Weeks: 5 – 9 Learning Outcome Assessment Standards Integration LO1: Creating, interpreting and presenting (Dance)

Participates in the choreography and presentation of a short dance Accurately performs a set warm-up and skill-building sequence Moves across space in movement sequences with co-ordination, musicality, quality, style, balance and control Learns and performs Creates a dance that fuses steps or styles

LO2: Reflecting (Dance)

Analyses the interplay between global and local culture Analyses how cultures affect one another and undergo change Reflects on and compares how social dances reflect their time Analyses how cultures affect one another and undergo change Discusses and interprets concepts of power, control and dominance Identifies sources of cultural information Reflects on and compares how social dances reflect their time

LO3: Participating and collaborating (Dance)

Shows willingness to explore new cultural ideas Acknowledges individual, group and changing identities Makes a video or other media product

Languages LO2, 3 Social Sciences (History) LO1 Life Orientation LO4 Technology LO1, 2

Content/Knowledge: Dance:

• Technical terminology and movements • Hip-hop • Warm-up exercises • Videos • Traditional African dance

Learning activities Teaching methods/approach Resources Lesson 1: Technically speaking LB p21

Activity 1: Discuss and practise technique TG p20

Lesson 2: African roots and global culture LB p23

Activity 2: Warm-up with hip-hop movements TG p22 Activity 3: Find and discuss links in dance TG p23

Lesson 3: Afro-fusion LB p28

Activity 4: Finding a form of fusion TG p25

Lesson 4: Moving to rhythm of technology LB p31

Activity 5: Create a performance video TG p27




Assessment: Type of assessment: Formal assessment for Lessons 3, 4 and 5 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric (TG p25) for Lesson 3; rubric 2 for Lesson 4; memo (TG p28) for Lesson 5

Reinforcement: Adapt warm-up movements to physical ability Practise beating the rhythm Expanded opportunities: Discuss types of technology

Teacher reflection:

4

LESSON PLANS – Grade 9 Chapter 3: Images of power Learning Areas: Arts and Culture Grade: 9 Duration: 8 hours Weeks: 10 – 13 Learning Outcome Assessment Standards Integration LO1: Creating, interpreting and presenting

Creates art, craft or design works Creates artworks which demonstrate: • preparation activities • exploration and representation of specific patterns Selects, prepares and mounts own and group artworks

LO2: Reflecting 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 and interprets concepts of power, control and dominance Identifies sources of cultural information Investigates and explains the influences and circumstances shaping the development of a South African, African or international artist

LO2 Reflecting (Music)

Analyses how music is used in songs, rituals, public events, movies, opera or advertisements to evoke response

LO3: Participating and collaborating

Expresses own sense of identity and uniqueness in any art form

LO4: Expressing and communicating

Explains how art reflects and affects cultures, lifestyles, beliefs and fashion Combines individual art forms to create new forms of artistic expression

Languages LO1, 2, 3, 5 Technology LO1, 2 Social Sciences (History) LO3 (Geography) LO3 Life Orientation LO2 Natural Sciences LO3

Content/Knowledge: Visual art:

• History and culture of Bushman art • Colonialism • Patterns and design • Research skills • Identity

Learning activities Teaching methods/approach Resources Lesson 1: How cultures affect one another LB p37

Activity 1: Investigate the effect of cultures on each other TG p33 Activity 2: Explain Bushman rock art TG p35

Lesson 2: Patterns and design in South African culture LB p39

Activity 3: Researching patterns and design motifs TG p36

Lesson 3: How do artists develop? LB p41

Activity 4: Read about and discuss an artist TG p38 Activity 5: Research an artist TG p40

Lesson 4: Express yourself LB p48

Activity 6: Make a carryall TG p42 Activity 7: Present artwork to the class TG p43



Arts and Culture Today Grade 9 Learner’s Book and Teacher’s Guide Access to the Internet or library Pictures of Bushman rock art Map of Southern Africa Examples of patterns and designs Craft materials

Assessment: Type of assessment: Formal assessment for Lessons 4 and 5 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric 2 for Lesson 4; rubric (TG p43) for Lesson 5

Reinforcement: Demonstrate craft techniques Expanded opportunities: Experiment using natural art materials Discuss influences on artists Visit rock art sites or museums

Teacher reflection:

5

LESSON PLANS – Grade 9 Chapter 4: Getting your ideas across Learning Areas: Arts and Culture Grade: 9 Duration: 8 hours Weeks: 14 – 17 Learning Outcome Assessment Standards Integration LO1: Creating, interpreting and presenting

Creates art, craft or design works that: translate ideas or concepts into a visual form; Creates artworks Selects, prepares and mounts own and group artworks

LO1: Creating, interpreting and presenting (Drama)

Participates in an aspect of planning, organising, advertising, marketing, fund-raising or producing a dramatic item for an audience

LO2: Reflecting Analyses the interplay between global and local culture Analyses how cultures affect one another and undergo change Discusses the role of technology


Shows concern for and sensitivity to the feelings, values and attitudes of others Transforms sensory experiences and perceptions Makes a video or other media product based on a topic of choice

LO4: Expressing and communicating

Applies skills of media production

Languages LO1, 2, 3, 4 Life Orientation LO2 Technology LO1, 2 Economic and Management Sciences LO4

Content/Knowledge: Music:

• Choral music • African folk songs • Polyphony • Copyright • Careers

Learning activities Teaching methods/approach Resources Lesson 1: Puppets LB p52

Activity 1, Activity 2: Discuss puppets and global cultures TG p48

Lesson 2: Make your own puppet LB p56

Activity 3, Activity 4: Make a finger puppet and a rod puppet TG p50

Lesson 3: Market the performance LB p61

Activity 5: Design advertising materials TG p53



Arts and Culture Today Grade 9 Learner’s Book and Teacher’s Guide Access to the Internet or library Magazines Scissors Scrap paper Glue

Assessment: Type of assessment: Formal assessment for Lessons 2, 3 and 4 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric 1 for Lesson 2; rubric 3 for Lesson 3; rubric (TG p53) for Lesson 4

Reinforcement: Introduce puppets with a sock puppet Expanded opportunities: Create a stock character

Teacher reflection:

6

LESSON PLANS – Grade 9 Chapter 5: Making music Learning Areas: Arts and Culture Grade: 9 Duration: 8 hours Weeks: 18 – 21 Learning Outcome Assessment Standards Integration LO1: Creating, interpreting and presenting (Music)

Makes music using voice and available percussion or melodic instruments Reads, writes and sings or plays scales and melodies Organises and markets a musical performance Blends the styles of own choice from immediate cultural environment Uses ululation, vocalic lilting, crepitation and mouth drumming

LO2: Reflecting (Music)

Analyses the interplay between global and local culture Discusses and interprets concepts of power, control and dominance Analyses how music is used

LO3: Participating and collaborating (Music)

Shows concern for and sensitivity to feelings, values and attitudes Shows willingness to explore new cultural ideas Acknowledges individual, group and changing identities Expresses own sense of identity and uniqueness Takes on the roles of conductor, singer, musician, manager or accompanist

LO4: Expressing and communicating (Music)

Combines individual art forms to create new forms of artistic expression

Languages LO2, 5 Mathematics LO2, 5 Life Orientation LO2, 4


• Time signatures • Major scales • Styles • Musical performance

Learning activities Teaching methods/approach Resources Lesson 1: Time signatures LB p66

Activity 1: Use time signatures TG p58

Lesson 2: Scales LB p69

Activity 2: Write and play music TG p60

Lesson 3: Music and feelings LB p72

Activity 3, Activity 4: Analyse how songs create feelings TG p61

Lesson 4: Styles of music in Africa LB p74

Activity 5: Identify African music styles TG p64

Lesson 5: Singing techniques LB p77

Activity 6: Create own song TG p65

Lesson 6: A musical performance LB p78

Activity 7: Organise a performance TG p67



Arts and Culture Today Grade 9 Learner’s Book and Teacher’s Guide Access to the Internet or library Melodic instruments Copy of ‘Three Blind Mice’

Assessment: Type of assessment: Formal assessment for Lessons 5 and 7 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric (TG p65) for Lesson 5; memo (TG p68) for Lesson 7

Reinforcement: Discuss familiar songs and feelings associated with them Expanded opportunities: Perform songs in class

Teacher reflection:

7

LESSON PLANS – Grade 9 Chapter 6: Influences on music styles Learning Areas: Arts and Culture Grade: 9 Duration: 8 hours Weeks: 22 – 25 Learning Outcome Assessment Standards Integration LO2: Reflecting (Music)

Analyses the interplay between global and local culture Identifies the constituent parts of an integrated African art form Analyses how cultures affect one another and undergo change Discusses the role of technology Identifies sources of cultural information Analyses how music is used

LO3: Participating and collaborating (Music)

Shows willingness to explore new cultural ideas Acknowledges individual, group and changing identities

LO4: Expressing and communicating (Music)

Explains how technology has influenced music over time

Languages LO2, 5 Technology LO2 Social Sciences (History) LO1


• Changes in technology and instruments • Local and global music • Sources of cultural information • Musical styles

Learning activities Teaching methods/approach Resources Lesson 1: Music and technology LB p84

Activity 1: Investigate influence of technology TG p71 Activity 2: Identify changes in instruments TG p73 Activity 3: Research a musician or composer TG p74

Lesson 2: Local and global music and culture LB p90

Activity 4: Compare hip-hop and kwaito TG p76 Activity 5: Compare two traditions TG p76




Assessment: Type of assessment: Formal assessment for Lesson 3 Informal assessment: all other activities can be used for informal assessment Form of assessment: Memo (TG p77) for Lesson 3

Reinforcement: Explain electronic instruments Expanded opportunities: Research local musicians and instruments

Teacher reflection:

8

LESSON PLANS – Grade 9 Chapter 7: Culture and identity Learning Areas: Arts and Culture Grade: 9 Duration: 8 hours Weeks: 26 – 29 Learning Outcome Assessment Standards Integration LO1: Creating, interpreting and presenting (Drama)

Conducts a simple warm-up routine with class Participates both in the performance and in an aspect of production

LO2: Reflecting (Drama)

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 Discusses and interprets concepts of power, control and dominance Identifies sources of cultural information 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

LO3: Participating and collaborating (Drama)

Shows concern for and sensitivity to feelings, values and attitudes Shows willingness to explore new cultural ideas Acknowledges individual, group and changing identities Expresses own sense of identity and uniqueness in any art form

LO4: Expressing and communicating (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

Languages LO2, 3, 4, 5, 6 Social Sciences (History) LO2, 3 Technology LO2 Life Orientation LO2, 3, 4

Content/Knowledge: Drama:

• Warm-up exercises • Cultural interaction • Popular theatre productions • Plays • Social issues • Mass media

Learning activities Teaching methods/approach Resources Lesson 1: Preparing your space yourself LB p98

Activity 1: Do warm-up exercises TG p82

Lesson 2: Culture and identity LB p100

Activity 2: Identify elements of culture TG p83 Activity 3: Compare cultures TG p84

Lesson 3: How cultures affect each other LB p102

Activity 4, Activity 5: Discuss art forms and cultures and how they can be integrated TG p86 Activity 6: Write a review TG p89

Lesson 4: Global and local interplay LB p105

Activity 7: Debate iMumbo Jumbo TG p91

Lesson 5: The role of technology in Drama LB p107

Activity 8: Use simple technology to shape Drama TG p93

Lesson 6: Power, control and dominance of mass media LB p109

Activity 9: Examine South African soap operas TG p94 Activity 10: Research a performer TG p95



Arts and Culture Today Grade 9 Learner’s Book and Teacher’s Guide Access to the Internet or library Old cloth Various objects

Assessment: Type of assessment: Formal assessment for Lessons 3, 6 and 7 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric (TG p89) for Lesson 3; rubric (TG p95) for Lesson 6; memo (TG p96) for Lesson 7

Reinforcement: Play ‘In someone else’s shoes’ Expanded opportunities: Create warm-up exercises Clap rhythms

Teacher reflection:

9

LESSON PLANS – Grade 9 Chapter 8: From the page to the stage Learning Areas: Arts and Culture Grade: 9 Duration: 6 hours Weeks: 30 – 32 Learning Outcome Assessment Standards Integration LO1: Creating, interpreting and presenting

Participates in an aspect of planning, organising, advertising, marketing, fund-raising or producing a dramatic item Shows a basic understanding of staging conventions Uses more complex dramatic elements


Shows concern for and sensitivity to the feelings, values and attitudes of others in solving problems that arise in art activities Assumes leadership role

Languages LO1, 2, 3, 4, 5, 6 Social Sciences (History) LO1, 2, 3 (Geography) LO1, 2, 3 Technology LO2 Life Orientation LO2, 3, 4, 5 Mathematics LO1 Economic and Management Sciences LO3, 4

Content/Knowledge: Drama:

• Dramatic structure • Production • Teamwork • Rehearsal • Budget

Learning activities Teaching methods/approach Resources Lesson 1: Teaming up and finding your vision LB p114

Activity 1: Write your own vision TG p101

Lesson 2: Tell a story on stage LB p116

Activity 2: Think of a story TG p102

Lesson 3: Working towards performance LB p118

Activity 3: Build a set TG p102

Lesson 4: Planning LB p119

Activity 4: Plan a cultural event TG p103

Lesson 5: Budgets and fundraising LB p120

Activity 5: Create a budget TG p104



Arts and Culture Today Grade 9 Learner’s Book and Teacher’s Guide Access to the Internet or library 6 chairs

Assessment: Type of assessment: Formal assessment for Lesson 6 Informal assessment: all other activities can be used for informal assessment Form of assessment: Memo (TG p105) for Lesson 6

Reinforcement: Choose a well-known story Expanded opportunities: Substitute learners for chairs

Teacher reflection:

10

11

RUBRIC 1: Creating and interpreting Activity:

Name:

Date:

Grade:

Level 7 Excellent achievement far exceeding expected requirements

Level 6 A very good achievement where all requirements have been met at a very high standard

Level 5 A good achievement meeting most of the requirements

Level 4 A fair achievement meeting an adequate portion of the requirements

Level 3 A moderate achievement partially satisfying the requirements

Level 2 An elementary achievement marginally satisfying the requirements

Level 1 Un-satisfactory achievement. Requirements not met

Recognise and understand key concepts and ideas

Master techniques and skills

Demonstrate creativity and originality

Follow instructions

Work safely and neatly

Evaluate own work in constructive way

Is able to extend skills to create new works

12

RUBRIC 2: Visual presentation Activity:

Name:

Date:

Grade:








Presentation /Appearance

Exceptionally eye-catching; outstandingly creative; neat

Eye- catching; creative; neat

Attractive; fairly creative and neat

Merely presentable; little creativity; untidy

Visually unappealing and sloppy

Slapdash presentation; messy

Information expresses excellent evidence of topic; accurate in scale

good clear evidence of topic; factually correct scale

Some reasonable ideas and evidence of topic; mostly correct scale

some evidence of topic; merely adequate presentation of scale

no clear ideas; little accuracy or detail

no clear ideas expressed; inaccurate scale and detail

Depth of under-standing

shows maturity and great insight into techniques

shows some maturity and insight into techniques

shows partial maturity and insight into techniques

shows little maturity and insight into techniques

no evidence of insight or maturity into techniques

no insight or evidence of care or thoughtful-ness into techniques

Activity misunderstood or incomplete

13

RUBRIC 3: Teamwork and collaboration Activity:

Name:

Date:

Grade:








Listen to others’ ideas

Practise /rehearse as team member

Show sensitivity and tolerance of others

Able to reach decisions democratically

Produce/ perform as team/ group with everyone having an equal role

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