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NB: This is only a short example of choreography. You can change it any way you want. Be creative! Listen to the music and decide which movements you want to do simultaneously or separately.

Add your pompoms to the movements instead of using your fists.

Incorporate jumps, turns, direction changes, travelling.

Explore the possibilities of adding handstands, cartwheels, lifts or dive-rolls to the choreography.

With the help of your educator explore the possibility of building a pyramid.

Add cheering to the routine – e.g. The name of your school, spell the name of your rugby or soccer team, shout appropriate words (yeah! Team! Go! Now! etc.).

The Performance:

Use the T-shirts you made in the Art class as costumes, along with the pompoms.

Perform the routine at the next school sports meeting.

You will find that an audience of strangers will be the first to show their appreciation for all your hard work with smiles and applause.

You may also be pleasantly surprised at how much the audience can motivate you to give your best performance.

ACTIVITY 3

TO COOL DOWN AND STRETCH THE MUSCLES AFTER THE EXECUTION OF THE ACTIVITIES

[LO 1.3]

It is important that you stretch your muscles after every class. If you don’t, your muscles will be stiff and sore the next day.

Breathing exercise

Stand with feet a hip-width apart, arms hanging down at sides.

Inhale through the nose raising arms above the head.

Exhale through the mouth dropping arms to sides and bending knees at the same time.

Repeat four times.

Neck stretch:

Raise right arm straight up, put arm over head and touch left side of the head.

Slowly pull the head to the right side towards the right shoulder and drop the left shoulder.

Repeat on left side.

Chest and Arm stretch :

  • Take arms straight back and clasp hands behind the back – open chest area – pull arms away from body.

Back and Arm stretch :

Bring arms straight forward – clasp hands – open up shoulder blades – contract abdomen – bend body slightly forward – knees bent – pull arms away from body – drop head.

Hamstring and Calve stretch:

Place one foot forward, extend knee – bend supporting leg – lift toes of extended leg, keeping the heel on the floor – slowly bend the body forward at the waist, keeping the back straight. Repeat on the other side – hold stretch for eight counts.

Quadriceps stretch:

Stand up straight, feet a hip-width apart – lift one foot to the back, bending the knee (heel to buttocks) – keep supporting leg slightly bent – hold and pull foot toward the buttocks with your hand – extend your other arm for balance – hold stretch for eight counts.

Recovery:

Shake all movable body parts.

Bow to your teacher to say thank you for the class.

Assessment

LO 1

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

We know this when the learner:

DANCE

1.1 in preparing the body, follows a warm-up ritual that develops co-ordination and control;

1.2 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/sideward/backward, near/far, narrow/wide); time (fast/slow, regular/irregular) force (strong/light, smooth/percussive);

1.3 improves and creates dance sequences that use the concept of contrast, while making clear transitions from one movement or shape to another, focusing on: the movement range of each body part; geometric concepts such as parallel, symmetry, distance, volume and mass, rectangles, pentagon, hexagon, octagon;

1.4 learns and performs steps of an indigenous and/or contemporary dance from South African culture with attention to detail;

DRAMA

1.5 performs simple teacher-directed relaxation, breathing and resonance exercises when warming up and cooling down;

1.6 responds to aural, oral, visual, tactile and kinaesthetic stimuli in dramatic games and exercises;

1.7 uses sensory detail and emotional expression in dramatic activities such as simple mime showing weight, size and shape;

MUSIC

1.8 demonstrates concentration and accurate listening through recognising, repeating and creating rhythms and poly-rhythms, using movement, body percussion and natural instruments;

1.9 composes and presents a short rhythmic pattern that has crotchets, crotchet rests, minims, minim rests, quavers and quaver rests through body percussion;

1.10 improvises and creates music phrases that use repetition, accent, call and response;

1.11 sings songs in long and normal triplet ( 3 4 and 3 8 );

VISUAL ARTS

1.12 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;

1.13 displays work in the classroom.

Memorandum

DANCE/MOVEMENT

Warming up and cooling down.

Exploration of space, time and force.

Questions & Answers

a perfect square v²+2v+_
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Differences Between Laspeyres and Paasche Indices
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At high concentrations (>0.01 M), the relation between absorptivity coefficient and absorbance is no longer linear. This is due to the electrostatic interactions between the quantum dots in close proximity. If the concentration of the solution is high, another effect that is seen is the scattering of light from the large number of quantum dots. This assumption only works at low concentrations of the analyte. Presence of stray light.
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Source:  OpenStax, Arts and culture grade 5. OpenStax CNX. Sep 22, 2009 Download for free at http://cnx.org/content/col10977/1.2
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