CREATIVE ARTS GRADES 7-9

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

  • WHAT IS CREATIVE ARTS?

The subject Creative Arts provides exposure to and study of a range of art forms including dance, drama, music and visual arts (including design and crafts) from Grade R to Grade 9. The main purpose of the subject Creative Arts is to develop learners as creative, imaginative individuals who appreciate the arts and who have the basic knowledge and skills to participate in arts activities and to prepare them for possible further study in the art forms of their choice in Further Education and Training (FET).

1.2 SPECIFIC AIMS

The intention of the subject Creative Arts is to:

  • develop creative, expressive and innovative individuals and teams;
  • provide learners with exposure to and experiences in dance, drama, music and visual arts;
  • provide access to basic arts education for all learners;
  • identify and nurture artistic talent, aptitude and enthusiasm;
  • equip learners with adequate basic skills to pursue further studies in the art forms of their choice;
  • develop an awareness of arts across diverse cultures;
  • expose learners to the range of careers in the arts;
  • develop arts literacy and appreciation;
  • develop future audiences and arts consumers; and
  • develop life skills through the arts.

Dance

The study of dance in the Senior Phase as part of Creative Arts focuses on providing opportunities for learners to experience the joy of dancing, to learn how to use their bodies safely, to develop their fitness for dancing and to develop sufficient basic skills to equip them for selecting Dance Studies as a subject in FET. Through improvisation and composition, learners of dance begin to explore and create their own movement sequences and begin to appreciate dance as a creative art. Since dance learning is both circular and linear, the same topics are repeated throughout the year, and in each subsequent year, with increasing complexity. Developing skills such as coordination,

strength, flexibility, stamina, endurance and control takes a long time and requires regular practice.

Drama

The study of drama in Creative Arts gives learners tools to represent human experiences in dramatic form, through processes of participation, collaboration, exploration and presentation. Drama encourages the creative exploration of themes and issues, creates a safe context for this exploration, and provides opportunities to reflect on the insights gained in the process. Learners appreciate and interpret a wide range of dramatic works both published and created in the class. The focus on physical and vocal warm-up activities is vital because these activities not only help to

prevent injury, but also develop physical awareness, coordination and strength over time. Since the body and voice are the primary means of communication and expression in drama, they must be used safely and effectively. An important aspect of drama is the development of classroom performances (through improvisation/playmaking processes) based on a specific stimulus. In drama, the learner explores the motivation and the relationships between people in a real, imagined or historical context, to help him or her understand the world. The learner is encouraged to make decisions and to take responsibility for those decisions within the safe context of the drama.

Music

The study of music in Creative Arts aims to develop the ability to perform a variety of vocal and instrumental music in group and solo contexts. In addition, learners are exposed to the written and aural language of music through reading and writing music. Furthermore, the subject aims to develop the ability to create new music through improvising and composing, using both conventional and non-conventional compositional techniques. The content also enables learners to become informed listeners of music by actively listening to a variety of music ranging from Western, indigenous and popular music. If learners wish to study Music in the FET band, special effort should be made for

them to develop the ability to perform instrumentally or vocally at an elementary level and have a good sense of rhythm and pitch. They should also be able to read staff notation at the end of Grade 9.

Visual Arts

Constant exposure to the content, concepts and skills of visual arts, through a range of different activities that vary in depth and breadth, will help learners develop a rich visual language and related skills. Critical and reflective thinking skills are developed, and learners reap enormous satisfaction from being able to express themselves in symbolic, visual ways. Progression in the visual arts is both cyclical and linear. Teaching should be age appropriate and sensitive to the development of genuine creativity. For those learners who wish to select FET Design or Visual Arts as subjects to study in the FET band, the study of Visual Arts in Senior Phase is crucial to equip them with the necessary foundational skills.

Source : National Curriculum Statement Grades R – 12 (2012)

 

SKEPPENDE KUNSTE GRAAD 7-9

KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV)

1.1 WAT IS SKEPPENDE KUNSTE?

Die vak Skeppende Kunste bied blootstelling aan, en die studie van, ‘n reeks kunsvorms insluitende dans, drama, musiek en visuele kunste (insluitende ontwerp en kunsvlyt) vanaf Graad R tot Graad 9. Die hoofdoel van die vak Skeppende Kunste is om leerders as kreatiewe, verbeeldingryke individue te ontwikkel wat die kunste waardeer en wat ‘n basiese kennis en vaardigheid sal hê om aan kunsaktiwiteite deel te neem en om hulle vir moontlike verdere studie in die kunsvorms van hulle keuse in Verdere Opvoeding en Opleiding (VOO) voor te berei.

1.2 SPESIFIEKE DOELSTELLINGS

Die voorneme van die vak Skeppende Kunste is om:

  • kreatiewe, uitdrukkingsvolle en innoverende individue en spanne te ontwikkel;
  • leerders met blootstelling en ondervindinge in dans, drama, musiek en visuele kunste te voorsien;
  • toegang tot basiese kunsopvoeding vir alle leerders te bied;
  • kunstalent, aanleg en entoesiasme te identifiseer en te koester;
  • leerders met die nodige basiese vaardighede toe te rus om sodoende verdere studies in die kunsvorm van hulle keuse na te streef;
  • ‘n bewustheid van die kunste van diverse kulture te ontwikkel;
  • leerders aan ‘n reeks loopbane in die kunste bloot te stel;
  • kunsgeletterdheid en waardering te ontwikkel;
  • toekomstige gehore en kunsverbruikers te ontwikkel; en
  • lewensvaardighede deur middel van die kunste te ontwikkel.

Dans

Die studie van dans in die Senior Fase as deel van Skeppende Kunste fokus daarop om geleenthede vir leerders te voorsien om sodoende die plesier van dans te ervaar, hoe om hulle liggame veilig te gebruik, om fiksheid vir dans te ontwikkel en om voldoende basiese vaardighede te ontwikkel sodat hulle Dansstudies as ‘n vak in VOO kan kies. Deur middel van improvisasie en komposisie begin leerders dans verken en hulle eie bewegingsekwense te skep en om dans as skeppende kuns te waardeer. Omdat dansopvoeding beide sirkulêr en liniêr is, word dieselfde onderwerpe,

met toenemende kompleksiteit in elke daaropvolgende jaar, herhaal. Dit neem ‘n lang tyd om vaardighede soos koördinasie, krag, soepelheid, stamina, volharding en beheer te ontwikkel en verg gereelde oefening.

Drama

Die studie van drama in Skeppende Kunste bied die leerders hulpmiddele om menslike ondervindings in dramatiese vorms deur middel van die proses van deelname, samewerking, verkenning en aanbieding voor te stel. Drama moedig die kreatiewe verkenning van temas en kwessies aan, skep ‘n veilige konteks vir hierdie ontdekkingstog,

en voorsien geleenthede om oor die insigte wat hulle gedurende hierdie proses opgedoen het, te besin. Leerders waardeer en interpreteer ‘n wye reeks van dramatiese werke, wat reeds gepubliseer is en in die klaskamer geskep

  1. Die fokus op fisiese en spraakopwarmingsaktiwiteite is noodsaaklik omdat hierdie aktiwiteite nie net beserings voorkom nie, maar ook ‘n fisiese bewustheid, koördinasie en krag oor tyd ontwikkel. Aangesien die liggaam en stem die hoofmiddele van kommunikasie en uitdrukking in drama is, moet dit veilig en effektief gebruik word. ‘n Belangrike aspek van drama is die ontwikkeling van klaskameropvoerings (d.m.v. improvisasie/toneelskeppingsprosesse) wat

op ‘n spesifieke stimulus gebaseer is. In drama verken die leerder die motivering en die verhouding tussen mense in ‘n werklike, denkbeeldige of geskiedkundige konteks om hom of haar te help om die wêreld te verstaan. Die leerder word aangemoedig om besluite te neem en om die verantwoordelikheid vir hierdie besluite binne die veilige konteks van drama te neem.

Musiek

Die studie van musiek in Skeppende Kunste se doelstelling is om die vermoë om ‘n verskeidenheid van vokale en instrumentale musiek in groep- en solokontekste te ontwikkel. Daarbenewens word leerders blootgestel aan die geskrewe en ouditiewe taal van musiek deur musiek te lees en te skryf. Verder is die doel van die vak om die vermoë om nuwe musiek d.m.v. improvisering en komponering te ontwikkel deur beide konvensionele en onkonvensionele

komposisionele tegnieke te gebruik. Die inhoud laat die leerders toe om ingeligte luisteraars van musiek te word deur aktief na ‘n verskeidenheid van musiek, Westerse, inheemse en populêre musiek, te luister. Indien leerders Musiek wil studeer in die VOO-band, moet spesiale moeite gedoen word om vir hulle te help om die vermoë te ontwikkel om instrumenteel of vokaal op ‘n elementêre vlak uitvoerings te kan doen en ook om ‘n goeie sin vir ritme en toonhoogte te hê. Hulle behoort ook aan die einde van Graad 9 balknotasie te kan lees.

Visuele Kunste

Voortdurende blootstelling aan die inhoud, konsepte en vaardighede van visuele kunste d.m.v. ‘n reeks van verskillende aktiwiteite wat wissel in diepte en breedte, sal die leerders help om ‘n ryk visuele taal en verwante vaardighede te ontwikkel. Kritiese en nadenkende dinkvaardighede word ontwikkel en leerders kry bevrediging daaruit om hulleself op simboliese en visuele maniere uit te druk. Vordering in die Visuele Kunste is beide siklies en liniêr. Onderrig moet ouderdomtoepaslik en sensitief ten opsigte van die ontwikkeling van ware kreatiwiteit wees. Vir daardie leerders wat

Ontwerp of Visuele Kunste as vakke in die VOO-band wil studeer, is Visuele Kunste in die Senior Fase noodsaaklik om hulle met die nodige grondslagvaardighede toe te rus.

Uit Nasionale Kurrikulumverklaring (NKV) Graad R – 12 (2012)