Identify the message in a song  (Page 2/2)

You don't have to be afraid of what you are

There's an answer if you reach into your soul

And the sorrow that you know will melt away

And then a hero comes along with the strength to carry on

And you cast your fears aside and you know you can survive

So when you feel like hope is gone look inside you and be strong

And you'll finally see the truth

Within each person there is a hero!If I am positive,I am a hero!

Copy the lyrics of the song and then draw a circle around those words that typify a hero.

Add positive building blocks necessary to make you a hero.

Colour the building blocks that form part of your life in green and the rest in red.

Are you a hero? Why?

Write down the answers on your paper or workbook.

1. BUILDING A POSITIVE WORLD (group work)

Step 1

Divide into groups. Each group writes their own slogan about what we could do to build a more positive world – a world in harmony. An existing slogan may also be used.

S tep 2

Design a poster of the slogan.

S tep 3

Create a rap in order to communicate the idea.

S tep 4

Perform the rap.

Patterns in Rap

A verse and refrain are always present.

The refrain is repeated - the same words!

Pattern: REFRAIN VERSE 1; REFRAIN VERSE 2; REFRAIN VERSE 3; etc.

In rap the words at the end of each line have a certain pattern.

Rhyme is an essential element of rap!

OR

Name the patterns that are used:

RHYME:

FORM:

Assessment

Activity 3

To vary a theme

[lo 4.3; 4.4; 4.5]

Paste different photos of yourself onto a clean sheet of paper or a page in your workbook. On each photo, indicate the differences (variations of yourself) concerning appearance, e.g. age, long/short hair, clothes, scar on cheek, etc.

Assessment

Learning Outcomes(LOs)

LO 4

EXPRESSION AND COMMUNICATION The learner is able to analyse and use multiple forms of communication and expression in Arts and Culture.

We know this when the learner:

MUSIC (4.3 – 4.5)

• identifies and sings songs from different societies, cultures and contexts, that seem to communicate the same idea
• uses own compositions of poetry and song to draw attention to current social and environmental issues;
• communicates a musical intention using the interface of pitch-based harmony (mellophony) instruments.

DRAMA (4.2)

• dramatises social, cultural or environmental issues through the use of different drama techniques such as tableaux, verbal dynamic sequences or role-plays.

DANCE (4.1)

• dances in different places (e.g. inside and outside, in the classroom, on stage, on wood, concrete, grass or mud), and describes how dance is affected by space and the physical environments.

VISUAL ARTS (4.6)

• shows and explains the use of colour, pattern, design, signs and symbols in own home, in various cultures, and in the built environment.

Memorandum

Step by step through the module

Introduction

In the next 4 modules the emphasis is placed on patterns with regard to structuring the message of positivity. (The “creating” of a positive person will lead to a more positive world).

ACTIVITY 1

TO BE ABLE TO SING A SONG, TO UNDERSTAND AND COMMUNICATE THE MESSAGE, AND TO ACCOMPANY THE SONG

THE THEME

1. Learn the song I’d like to teach the world to sing :

Learners listen to a recording of the song and follow the music on a transparency or the blackboard.

Practise the pronunciation and explain the meaning (focus on the word harmony).

Whisper and articulate the words rhythmically.

Clap the rhythmic patterns.

Take into consideration the repetitions of rhythmic patterns.

Sing one phrase at a time and the learners repeat immediately two or three times while keeping a steady pulse. The same will be done with the next phrase. Combine these two phrases. Follow the same procedure until the learners know the whole song. In this way learners will develop a good idea of the structure of the song.

Sing the song with the recording (or piano accompaniment).

Learners complete the following questionnaire by writing the full sentence on paper or in a workbook: