The dance could be complementary to the visual art, music and drama by means of the activities.
Bring your favourite colour T-shirt (not black or white) to wear to your dance class.
Warming up
Warming up should be done increasingly and faithfully. Its purpose is to safeguard the body against injuries, make it supple and keep it in shape and to develop technical skills. Combinations and sequences of movement should be included.
The learner should follow the educator’s guidance when a sequence of warming up exercises is introduced. Repetition of sequences and the correct placing of the body are always important in conditioning the body and to make it supple and develop skills.
You will get the opportunity to create your own combinations and sequences, which will include elements of design for choreography, e.g. fast, slow, light, flowing, jerky, high, low, quiet or peaceful.
Dance and warming up exercises executed faithfully and with purpose can also prepare and strengthen your body for your favourite sport.
Activity 1:
Exploring relationships through dance
[lo 3.3]
Trusting exercise
Explore, discover and observe feelings to develop a sensitive awareness of your own feelings and space as well as those of others.
Form a group in the centre of the room as close as possible to one another without touching.
Walk and thread amongst one another, stay as close as possible to one another without touching or bumping into one another. Make eye contact with one another.
Now, walk away from one another as far as possible in the opposite direction, towards the open space, so that you are alone. Avoid eye contact.
Walk back to the centre of the room again and thread amongst one another as before.
Repeat this activity several times, so that you experience both a group feeling of closeness, and a contrasting, lonely separation.
Reflection
Discuss what you have learnt about yourself.
Am I an outgoing person, who likes to approach other people, or am I withdrawn and wait for other people to approach me?
Did I feel rejected or relieved that the others left me alone?
Did I feel threatened, or did I enjoy it when other people entered my personal space?
Activity 2:
Counter balancing with a friend
[lo 3.3]
The presenter will lead you in this activity.
Walk towards a friend. Clasp both hands of our friend in front of you (preferably around the wrists), firmly keeping your bodies in one line. Lean away from one another from the ankles and stretch the elbows, making use of each other’s weight to keep your balance.
Bend your knees simultaneously and sit down on the floor without moving your feet, still holding hands.
Rise slowly and stretch your knees.
Now walk to another friend and repeat the activity.
When you developed enough confidence, you can experiment by doing the exercise back-to-back and side-by-side, using only one hand.
Now walk to a friend wearing a T-shirt that complements the colour of your T-shirt or walk to friend who is wearing a shirt of a contrasting colour.
With a friend devise a movement sequence of your choice that precedes the counter-balancing activity, e.g. begin away from each other. Stretch in any manner, shrink, stretch, do a turning movement, run to one another, hold hands and counter balance.
Assessment
Learning Outcomes(LOs)
LO 3
PARTICIPATION AND COOPERATION The learner is able to display personal and social skills while participating in arts and culture activities as an individual and in a group
Assessment Standards(ASs)
We know this when the learner:
GENERAL In regard to 3.1 – 3.8 below:
is able to transform personal experiences into forms of expression;
is able to make his or her own contribution within the group;
VISUAL ARTS (3.8 )
discusses, plans and shares resources with others in producing a collective artwork or presentation to promote nation building in South Africa;
MUSIC (3.6 – 3.7)
sings and/or plays South African songs from various cultures with appropriate rhythm, tempo and dynamics;
creates suitable melodic or non-melodic accompaniment for any South African folk song, anthem or melody;
DRAMA (3.4 – 3.5)
works sensitively in a group to explore and develop scenes around personal and social issues, experimenting with alternative solutions to problems;
demonstrates ability to listen attentively, respond to cues, speak and move in harmony in a group-dramatised choral verse or dramatised prose item;
DANCE/MOVEMENT (3.3)
demonstrates trust-building partner skills through activities such as:
creating visually effective contrasting and complimentary shapes;
inventing ways to counterbalance weight with a partner.
Questions & Answers
Three charges q_{1}=+3\mu C, q_{2}=+6\mu C and q_{3}=+8\mu C are located at (2,0)m (0,0)m and (0,3) coordinates respectively. Find the magnitude and direction acted upon q_{2} by the two other charges.Draw the correct graphical illustration of the problem above showing the direction of all forces.
To solve this problem, we need to first find the net force acting on charge q_{2}. The magnitude of the force exerted by q_{1} on q_{2} is given by F=\frac{kq_{1}q_{2}}{r^{2}} where k is the Coulomb constant, q_{1} and q_{2} are the charges of the particles, and r is the distance between them.
Muhammed
What is the direction and net electric force on q_{1}= 5µC located at (0,4)r due to charges q_{2}=7mu located at (0,0)m and q_{3}=3\mu C located at (4,0)m?
Capacitor is a separation of opposite charges using an insulator of very small dimension between them. Capacitor is used for allowing an AC (alternating current) to pass while a DC (direct current) is blocked.
Gautam
A motor travelling at 72km/m on sighting a stop sign applying the breaks such that under constant deaccelerate in the meters of 50 metres what is the magnitude of the accelerate
velocity can be 72 km/h in question. 72 km/h=20 m/s, v^2=2.a.x , 20^2=2.a.50, a=4 m/s^2.
Mehmet
A boat travels due east at a speed of 40meter per seconds across a river flowing due south at 30meter per seconds. what is the resultant speed of the boat
which has a higher temperature, 1cup of boiling water or 1teapot of boiling water which can transfer more heat 1cup of boiling water or 1 teapot of boiling water explain your . answer
I believe temperature being an intensive property does not change for any amount of boiling water whereas heat being an extensive property changes with amount/size of the system.
Someone
Scratch that
Someone
temperature for any amount of water to boil at ntp is 100⁰C (it is a state function and and intensive property) and it depends both will give same amount of heat because the surface available for heat transfer is greater in case of the kettle as well as the heat stored in it but if you talk.....
Someone
about the amount of heat stored in the system then in that case since the mass of water in the kettle is greater so more energy is required to raise the temperature b/c more molecules of water are present in the kettle
pratica A on solution of hydro chloric acid,B is a solution containing 0.5000 mole ofsodium chlorid per dm³,put A in the burret and titrate 20.00 or 25.00cm³ portion of B using melting orange as the indicator. record the deside of your burret tabulate the burret reading and calculate the average volume of acid used?
No. According to Isac Newtons law. this two bodies maybe you and the wall beside you.
Attracting depends on the mass och each body and distance between them.
Dlovan
Are you really asking if two bodies have to be charged to be influenced by Coulombs Law?
Specific heat capacity is a measure of the amount of energy required to raise the temperature of a substance by one degree Celsius (or Kelvin). It is measured in Joules per kilogram per degree Celsius (J/kg°C).
AI-Robot
specific heat capacity is the amount of energy needed to raise the temperature of a substance by one degree Celsius or kelvin
ROKEEB
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