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Assessment

LO 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.

We know this when the learner:

DANCE

2.1 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;

2.2 identifies and describes the many kinds of dances in South Africa.

DRAMA

2.3 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

2.4 recognises the letter names of notes on lines and in spaces on a treble staff and their difference in pitch;

2.5 recognises crotchet, minim and quaver note values and rests in a short melody;

2.6 recognises and describes the different timbres of voices in choral music;

2.7 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

2.8 differentiates between various art forms such as drawing, painting, architecture, sculpture, design, craftwork, and graphic media;

2.9 responds to images and craft objects used in popular culture, pictures and photographs in terms of purpose, content, form, contrast and meaning.

Memorandum

Module Overview:

With this module the learner will be guided to reflect critically and creatively on artistic and cultural processes, products and styles in the past and present contexts.

The learner will then be able to reflect on and respond to Drama activities using appropriate terms, vocabulary and other resources. The time schedule for this module is ± two weeks.

Assessment Standards

The learner will be reflecting on drama in terms of:

recognising key moments in drama;

identifying themes, ideas and moods;

explaining why particular techniques were used;

being sensitive to the social and cultural contexts;

All Drama modules will be structured accordingly:

  • Introductions
  • Activities (exercises) exploring the learning outcomes
  • Helpful hints for the educators
  • Assessment grids

ACTIVITY 1: “EGOLI”

With this activity we shall be focussing on the television media, and for this terms purpose we will be looking at a local television soap opera.

Please read the following carefully in order for you to be fully prepared for this module.

T elevision

Television is a very intimate medium. The characters are in your living room – in close-up!

Background

Television is probably the most modern form of art and entertainment. Television broadcasting began in 1936 in Britain and the United States, but was suspended during World War ll. Effectively, television really got under way in 1946 after the Second World War was over.

Much of the material broadcast has been borrowed from other forms of art and entertainment. The two principal borrowings have been from the theatre and from cinema (which itself owes a debt to the theatre). In many countries, television has very largely taken over the role of the cinema as a source of entertainment. Not only does it screen numerous films, but frequently programmes made specially for television are almost indistinguishable in character and technique from cinema films.

Questions & Answers

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CYNTHIA
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Cied
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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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