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Intermediate Phase

New Day-by-Day Planning Pack


ARTS AND CULTURE

Contents:
Work Schedules:
Grade 4

Grade 5

Grade 6

Page
2
3
4

Lesson Plans:
Grade 4

Grade 5

Grade 6

5
13
21

Rubrics:
Rubric 1
Rubric 2
Rubric 3
Rubric 4
Rubric 5
Rubric 6
Rubric 7
Rubric 8
Rubric 9
Rubric 10
Rubric 11

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M780636095076

Work schedule for New Day-by-Day Arts & Culture Grade 4


Term
1

Weeks
1-5

6-10

11-15

16-20

21-25

26-30

31-35

36-40

LOs & ASs


LO 1 Creating,
interpreting, presenting
LO 2 Reflecting
LO 3 Participating and
collaborating
LO 4 Expressing and
communicating
LO 1 Creating,
interpreting, presenting
LO 3 Participating and
collaborating
LO 4 Expressing and
communicating
LO 1 Creating,
interpreting, presenting
LO 2 Reflecting
LO 3 Participating and
collaborating
LO 4 Expressing and
communicating
LO 1 Creating,
interpreting, presenting
LO 2 Reflecting
LO 3 Participating and
collaborating
LO 4 Expressing and
communicating

Unit
Unit 1
Welcome to Arts &
Culture

Assessment
Informal and
Formal
assessment

Resources
New Day-by-Day Arts &
Culture Grade 4
Paper, Pens, Crayons
Clay
Instruments
Poster

Unit 2
Preparing our bodies
and minds

Informal and
Formal
assessment

New Day-by-Day Arts &


Culture Grade 4
Music
Your body

Unit 3
Movement and music

Informal and
Formal
assessment

New Day-by-Day Arts &


Culture Grade 4
Different types of music
Different songs

Unit 4
People and stories

Informal and
Formal
assessment

LO 1 Creating,
interpreting, presenting
LO 2 Reflecting
LO 3 Participating and
collaborating
LO 4 Expressing and
communicating
LO 1 Creating,
interpreting, presenting
LO 2 Reflecting
LO 3 Participating and
collaborating
LO 4 Expressing and
communicating
LO 1 Creating,
interpreting, presenting
LO 2 Reflecting
LO 3 Participating and
collaborating
LO 4 Expressing and
communicating

Unit 5
Making music

Informal and
Formal
assessment

Unit 6
Dance to the beat

Informal and
Formal
assessment

New Day-by-Day Arts &


Culture Grade 4
Crayons
String or wool
Sticks, Paper, Pins
Cardboard
Pole, Cloth
Puppet theatre
Overhead projector
Stocking
New Day-by-Day Arts &
Culture Grade 4
Plastic piping, Bamboo
Cardboard tubes
Container Stick,
Wax paper
Materials to make shaker
New Day-by-Day Arts &
Culture Grade 4
Various objects to use as
props
Materials to make shaker

Unit 7
Thats entertainment

Informal and
Formal
assessment

LO 1 Creating,
interpreting, presenting
LO 2 Reflecting
LO 3 Participating and
collaborating

Unit 8
The world of art

Informal and
Formal
assessment

Test

Test

New Day-by-Day Arts &


Culture Grade 4
Boxes, String
Paper
Paint
Brown paper
Glue
Crayons
New Day-by-Day Arts &
Culture Grade 4
Paint, Paper
Sculptures
Brushes, Glue
Magazines
Shoe box
Cardboard
Dry grass

Work schedule for New Day-by-Day Arts & Culture Grade 5


Term
1

Weeks
1-5

6-10

11-15

16-20

21-25

26-30

31-35

36-40

LOs & ASs


LO 1 Creating,
interpreting, presenting
LO 2 Reflecting
LO 3 Participating and
collaborating
LO 1 Creating,
interpreting, presenting
LO 3 Participating and
collaborating
LO 4 Expressing and
communicating

Unit
Unit 1
Welcome to Arts &
Culture

Assessment
Informal and
Formal
assessment

Resources
New Day-by-Day Arts &
Culture Grade 5
Paper
Pens

Unit 2
Patterns of dance

Informal and
Formal
assessment

LO 1 Creating,
interpreting, presenting
LO 2 Reflecting
LO 3 Participating and
collaborating
LO 4 Expressing and
communicating
LO 1 Creating,
interpreting, presenting
LO 2 Reflecting
LO 3 Participating and
collaborating
LO 4 Expressing and
communicating
LO 1 Creating,
interpreting, presenting
LO 2 Reflecting
LO 3 Participating and
collaborating
LO 4 Expressing and
communicating
LO 1 Creating,
interpreting, presenting
LO 2 Reflecting
LO 3 Participating and
collaborating
LO 4 Expressing and
communicating

Unit 3
Drama

Informal and
Formal
assessment

New Day-by-Day Arts &


Culture Grade 5
Paper, Pens, Crayons,
Boxes
Photographs
Drums, Tins
Pictures
New Day-by-Day Arts &
Culture Grade 5
Photographs

Unit 4
Sing and dance for
South Africa

Informal and
Formal
assessment

New Day-by-Day Arts &


Culture Grade 5
Photographs

LO 1 Creating,
interpreting, presenting
LO 2 Reflecting
LO 3 Participating and
collaborating
LO 4 Expressing and
communicating
LO 1 Creating,
interpreting, presenting
LO 3 Participating and
collaborating
LO 4 Expressing and
communicating

Test
Unit 5
You are a musician

Informal and
Formal
assessment

New Day-by-Day Arts &


Culture Grade 5
Musical resources or
instruments

Unit 6
Art in the world
around you

Informal and
Formal
assessment

Unit 7
Expressing yourself
through art

Informal and
Formal
assessment

Unit 8
The world is your
stage

Informal and
Formal
assessment

New Day-by-Day Arts &


Culture Grade 5
Paper, Pens, Crayons,
Drums, Boxes,
Cardboard, String, Wool
Glitter, Beads
Shiny Paper
Tins,
Photographs, Picture
New Day-by-Day Arts &
Culture Grade 5
Paper, Glue
Leaves
Paint
Lacquer seal
Crayons
New Day-by-Day Arts &
Culture Grade 5
Photographs

Test

Work schedule for New Day-by-Day Arts & Culture Grade 6


Term
1

Weeks
1-5

LOs & ASs


LO 1 Creating,
interpreting, presenting
LO 3 Participating and
collaborating
LO 1 Creating,
interpreting, presenting
LO 2 Reflecting
LO 3 Participating and
collaborating
LO 4 Expressing and
communicating
LO 1 Creating,
interpreting, presenting
LO 2 Reflecting
LO 3 Participating and
collaborating
LO 1 Creating,
interpreting, presenting
LO 2 Reflecting
LO 3 Participating and
collaborating
LO 1 Creating,
interpreting, presenting
LO 2 Reflecting
LO 3 Participating and
collaborating
LO 1 Creating,
interpreting, presenting
LO 2 Reflecting
LO 3 Participating and
collaborating

Unit
Unit 1
Welcome to Arts &
Culture

Assessment
Informal and
Formal
assessment

Resources
New Day-by-Day Arts &
Culture Grade 6
Your body

6-10

Unit 2
Our South African
dance heritage

Informal and
Formal
assessment

New Day-by-Day Arts &


Culture Grade 6
Drum
Large box Photographs
Balls
Fabric, Bags

11-14

Unit 3
Stories and plays for
Africa

Informal and
Formal
assessment

Unit 4
Making music

Informal and
Formal
assessment

Unit 5
Music for Africa

Informal and
Formal
assessment

26-30

LO 2 Reflecting
LO 3 Participating and
collaborating
LO 4 Expressing and
communicating

Unit 7
Art in our lives

Informal and
Formal
assessment

31-40

LO 1 Creating,
interpreting, presenting
LO 2 Reflecting

Unit 8
Show time

Informal and
Formal
assessment

New Day-by-Day Arts &


Culture Grade 6
Belt, ties
African stories
Props in the classroom
New Day-by-Day Arts &
Culture Grade 6
Belt, ties
African stories
Props in the classroom
New Day-by-Day Arts &
Culture Grade 6
Songs to sing
Any available musical
instruments
New Day-by-Day Arts &
Culture Grade 6
Crayons, Paint
Coloured pencils
Sculpture materials
Fabric
Cardboard, Clay Wood
Examples of artworks
New Day-by-Day Arts &
Culture Grade 6
Large sheets of paper,
PVA paint, Rollers
Brushes
Crayons
New Day-by-Day Arts &
Culture Grade 6
Material to make puppets,
Pen
Paper packets
Coloured paper
Toilet rolls,
Glue, Paint, Crayons
Old socks
Cardboard box
Sticks

15-17

18-20

21-25

Test
Informal and
Formal
assessment

Unit 6
Art works

Test

Note: You need to complete 1 formal assessment task per term for Arts and Culture for the Intermediate Phase.
These work schedules show all the opportunities for formal assessment.

LESSON PLANS Grade 4


Unit 1: Welcome to Arts & Culture
Learning Area/s: Arts & Culture
Duration: 10 hours
Learning Outcome
LO 1:
Creating, interpreting and
presenting
LO 2:
Reflecting
LO 3:
Participating and collaborating

LO 4:
Expressing and communicating

Grade: Grade 4
Weeks: 1 - 5

Assessment Standards
Makes and shares artworks to explore the basic formal elements
and techniques of two-dimensional art.
Uses voice, body & instruments to explore rhythms and create
sound pictures.
Uses simple drama terms to respond to classroom drama.
Responds to and discusses images, designs and craft objects
using appropriate terminology.
Uses appropriate terminology to describe dances.
Sensitively uses the concept of personal and general space in
dance explorations.
Collaborates with others in planning and making masks, crafts
artefacts, costumes, collages or puppets.
Plays simple wind instruments.
Uses voice, body percussion, natural, found or man-made
instruments.
Uses sounds in a free rhythm to build up sound pictures to
accompany stories or dances.

Integration
Languages
LO 2, 4
Mathematics
LO 3
Economic &
Management
Sciences
LO 4
Life Orientation
LO 3
Technology
LO 1

Content/Knowledge:
y Finding out about types of art
y Comparing shapes of things
y Thinking about space
y Using sound well
y Thinking about colour
Learning activities
Teaching methods/approach
Resources
New Day-by-Day
Activity 1: Table of types of art and own experience of each
Lesson 1:
What is Arts & Culture?
Arts & Culture
type. List jobs an artist can do.
LB p2
Ask the learners what they know about art and which arts
Grade 4
they perform. TG p1
Learner's Book &
Teacher's Guide
Activity 2: Analysing use of space in art and dance. Draw
Lesson 2:
Using space in art. LB p4
own picture using the whole page. TG p2
Paper
Activity 3: Analyse use of colour in paintings and costumes.
Lesson 3:
Pens
Using colour in art. LB p5
Talk to the learners about the fact that when you draw or
Clay
paint you use colours to show your feelings. TG p2
Crayons
Tell the learners that when drawing something, it is twoLesson 4:
Instruments
Thinking about shape. LB p6 dimensional and when sculpturing something it is threePoster
dimensional.
Activity 4: Compare shapes. Make own sculpture. TG p3
Activity 5: Present a favourite poem accompanied by music.
Lesson 5:
Thinking about sound. LB p7 TG p4
Activity 6: Class poster of rules for art classes. Perform
Lesson 6:
Rules for doing art. LB p8
poems again.
Remember to stress safety rules as well as rules about not
criticising others unfairly. TG p5
Lesson 7:
Assessment: LB p9
Assessment activity TG p6
Assessment:
Reinforcement:
Write classroom rules on a poster for display in
Type of assessment:
Formal assessment for Lessons 4, 5 and 7
classroom
Informal assessment: all other activities can be used for
Expanded opportunities:
Look in art books to identify elements of space
informal assessment
and colour in paintings
Form of assessment:
Rubric for Lessons 4 and 5
Memo for Lesson 7
Teacher reflection:

LESSON PLANS Grade 4


Unit 2: Preparing our bodies and minds
Learning Area/s: Arts & Culture
Duration: 10 hours
Learning Outcome
LO 1:
Creating, interpreting and
presenting
LO 2:
Reflecting
LO 3:
Participating and collaborating
LO 4:
Expressing and communicating

Grade: 4
Weeks: 6 - 10

Assessment Standards
Follows warm-up and skill-developing ritual with attention to safe
use of the body.

Integration
Life Orientation
LO 3, 4

Uses appropriate vocabulary to describe dances to do with use of


space, costumes, music and props.
Works creatively in dance with props, costumes, found and natural
objects & instruments, alone or in groups.
Explores the many ways the body can move individually and in
combination.

Content/Knowledge:
y Warming up
y Warming up to relax
y Playing a warm-up game
y Warm-up activities to improve skills
y Practising warm-up and cooling down exercises
Learning activities
Teaching methods/approach
Resources
Talk to the learners about the need to warm up and cool
New Day-by-Day
Lesson 1:
When should you warm up
down after each lesson. These warm-up exercises help to
Arts & Culture
your body? LB p10
relax the muscles so that you don't get hurt when doing
Grade 4
physical activities and it helps to calm your mind.
Learner's Book &
Activity 1: List when you should warm up. TG p7
Teacher's Guide
Activity 2: Play warm-up game. TG p8
Lesson 2:
Music
Why is it important to warm
Your body
up? LB p11
Ask the learners if they've seen any sports star doing warmLesson 3:
Warming up to avoid injury.
up exercises and that it is important to avoid injury.
Activity 3: Role-play of interview about a sports injury. Then
LB p12
do warm-up exercises. Practise them each day or as
required. TG p8
Activity 4: Do a breathing warm-up to relax.
Lesson 4:
Warming up to relax.
Explain that some people are very nervous and they need to
LB p14
do warm-up exercises to help them relax before performing.
TG p10
Activity 5: Do warm-ups to music, including following a
Lesson 5:
Warming up to learn new
partner.
The learners must be able to move slowly and smoothly
dancing skills. LB p16
without stopping. TG p11
Activity 6: Do cooling down exercises. TG p12
Lesson 6:
Cooling down and
stretching. LB p17
Assessment activity TG p13
Lesson 7:
Assessment LB p17
Assessment:
Reinforcement:
Remind learners of possible injuries that could result
Type of assessment:
Formal assessment for Lessons 2, 5 and 7
if they are not properly warmed up
Informal assessment: all other activities can be used for
Expanded opportunities:
Investigate injuries
informal assessment
Form of assessment:
Rubric 2 for Lessons 2 and 5
Memo for Lesson 7
Teacher reflection:

LESSON PLANS Grade 4


Unit 3: Movement and music
Learning Area/s: Arts & Culture
Duration: 10 hours
Learning Outcome
LO 1:
Creating, interpreting and
presenting

Grade: 4
Weeks: 11 - 15

LO 2:
Reflecting

Assessment Standards
Uses voice, body and made or found instruments to explore
rhythms and create sound pictures.
Composes and presents short rhythmic pattern through body
percussion.
Creates and presents melodies to demonstrate pitch and note
values.
Recognises crotchet and minim note values and rests. Recognises
time signatures.

LO 3:
Participating and collaborating

Sings and/or plays canons, rounds and two-part songs using


natural, manufactured and found instruments.

LO 4:
Expressing and communicating

Uses voice, body percussion, natural, found or man-made


instruments. Uses sound in a free rhythm to build up sound
pictures to accompany stories or dances.

Integration
Languages
LO 1, 2, 3
Life Orientation LO
3, 4
Mathematics
LO 2

Content/Knowledge:
y Talking about dance music
y Dancing to fast and slow music
y Singing a song with movement
y Making music with your bodies
y Singing fast and slow songs
y A poem with movement and sound
Learning activities
Teaching methods/approach
Resources
New Day-by-Day
Activity 1: Discuss own experiences of dancing and music.
Lesson 1:
Why do people move to
Arts & Culture
Demonstrate a favourite dance.
Activity 2: Perform a class song with movements. TG p14
music? LB p18
Grade 4
Learner's Book &
Activity 3: Sing songs with different rhythms and speeds.
Lesson 2:
Teacher's Guide
Fast or slow? LB p20
Activity 4: Discuss favourite types of dance and create own
dance routine. TG p16
Different type of
Ask learners have they seen anyone making music using
Lesson 3:
music
Using our bodies to make
their bodies.
Different songs
Activity 5: Read about gumboot dancers, make mind map of
music when we dance.
LB p22
body music and make body music. TG p 17
Activity 6: Do body percussion routine combined with
Lesson 4:
Combining body percussion movement.
Activity 7: Sing a song following body percussion pattern.
with movement. LB p24
TG p20
Activity 8: Perform group poem with some learners doing
Lesson 5:
Using your body and voice.
body percussion, some doing movements and some reading
LB p26
the poem. TG p21
Lesson 6:
Assessment LB p27
Assessment activity TG pp2223
Reinforcement:
Assessment:
Use body percussion on a poem written by learners
Type of assessment:
Formal assessment: Lessons 1 and 6
Expanded opportunities:
Watch movies of gumboot and ballet dancing
Informal assessment: all other activities can be used for
informal assessment
Form of assessment:
Rubric 1 for Lesson 1
Memo for Lesson 6
Teacher reflection:

LESSON PLANS Grade 4


Unit 4: People and stories
Learning Area/s: Arts & Culture
Duration: 10 hours
Learning Outcome
LO 1:
Creating, interpreting and
presenting
LO 2:
Reflecting
LO 3:
Participating and collaborating

LO 4:
Expressing and communicating

Grade: 4
Weeks: 16 - 20

Assessment Standards
Makes use of resources to tell stories and portray characters.
Makes masks and crafts, artefacts, costumes, collages or puppets
using natural, waste or found materials. Makes a puppet and
creates a puppet show.
Uses simple drama terms to respond to classroom drama,
reflecting on own contribution and listening to comments and ideas
of others.
Works creatively in dance with props, costumes and found and
natural objects and instruments, alone and in groups.
Draws on and develops own and others' ideas.
Collaborates with others in planning and making masks, crafts
artefacts, costumes, collages or puppets.
Uses voice, body percussion, natural, found or man-made
instruments. Combines voice and body in sound and movement.
Makes masks, crafts artefacts, costumes, collages or puppets to
use in a presentation.

Integration
Languages
LO 1, 3
Life Orientation LO
3, 4
Technology
LO 1

Content/Knowledge:
y Different ways to tell stories
y Different types of puppets
y Finding out about puppets
y Making a puppet
y Acting with puppets
y Making a puppet theatre
y Planning a puppet show
Learning activities
Teaching methods/approach
Resources
New Day-by-Day
Activity 1: Explain different ways of telling stories. Mime an
Lesson 1:
Telling stories. LB p28
Arts & Culture
animal. TG p24.
Activity 2: Discuss puppet show photograph and mime being Grade 4
Lesson 2:
Learner's Book &
Using puppets to tell stories. a puppet and a puppeteer. TG p25
Teacher's Guide
LB p29
Activity 3: Perform a puppet show based on the story. Use
Lesson 3:
Crayons
Choosing a story. LB p30
everyday items as props. TG p26
String or wool
Activity 4: Fill in table about different types of puppets and
Lesson 4:
Sticks
Choosing a type of puppet.
make a finger puppet. TG p27
Paper
LB p32
Pins
Activity 5: Make a string puppet. TG p27
Lesson 5:
Cardboard
Making a puppet. LB p34
Pole
Activity 6: Make a puppet theatre and practise using the
Lesson 6:
Cloth
Making a puppet theatre.
puppets.
Puppet theatre
LB p35
Discuss examples with them and give help where needed.
Overhead
TG p29
projector
Activity 7: Do a warm-up then practise an animal dance.
Lesson 7:
Stocking
Planning music and dance
Remind them to choose animals that are easy to imitate.
TG p30
for your puppet show.
LB p36
Activity 8: Rehearse and perform the puppet show.
Lesson 8:
Performing your puppet
They will need to rehearse it a few times to make sure each
show. LB p37
learner knows what to do and when to do it. They must
remember to add appropriate music. TG p31
Assessment activity TG pp3132
Lesson 9:
Assessment LB p37
Assessment:
Reinforcement:
Learners complete the self assessment Rubric 10
Type of assessment:
Formal assessment for Lesson 8
Expanded opportunities:
Informal assessment: all other activities can be used for
Learners complete the peer assessment Rubric11
informal assessment
Form of assessment:
Rubric for Lesson 8
Teacher reflection:

LESSON PLANS Grade 4


Unit 5: Making music
Learning Area/s: Arts & Culture
Duration: 10 hours
Learning Outcome
LO 1:
Creating, interpreting and
presenting

LO 2:
Reflecting
LO 3:
Participating and collaborating
LO 4:
Expressing and communicating

Grade: 4
Weeks: 21 - 25

Assessment Standards
Uses voice, body and made or found instruments to explore
rhythms and create sound pictures.
Composes and presents short rhythmic pattern through body
percussion.
Creates and presents melodies to demonstrate pitch and note
values.
Listens to and identifies musical instruments.
Recognises crotchet and minim note values and rests.
Recognises time signatures.
Sings and/or plays canons, rounds and two-part songs using
natural, manufactured and found instruments.
Plays simple wind or percussion instruments in harmony with
others.
Uses voice, body percussion, natural, found or man-made
instruments to accompany stories, dances and songs.
Uses sound to build up sound pictures to accompany stories or
dances.

Integration
Languages
LO 2, 3
Mathematics
LO 3, 4
Technology
LO 1
Social Sciences
LO 1

Content/Knowledge:
y Thinking how sounds make you feel
y Reading music that has minims and crotchets
y Finding out about musical instruments
y Making a musical instrument
y Making a pipe
Learning activities
Teaching methods/approach
Resources
Activity 1: Make sounds found in nature and draw a picture of New Day-by-Day
Lesson 1:
People and music. LB p38
Arts & Culture
how the sounds make you feel. Guess what sounds your
Grade 4
partner is making. Listen to music and draw how you feel.
Activity 2: Linking sounds to shapes and talk about people
Learner's Book &
who make a living from music (musicians). TG p33
Teacher's Guide
Activity 3: Table classifying types of instruments. TG p34
Lesson 2:
Plastic piping
Different musical
Bamboo
instruments. LB p40
Cardboard tubes
Activity 4: Make a percussion instrument.
Lesson 3:
Container
Making musical instruments. Activity 5: Make a wind instrument.
Stick
Activity 6: Play the wind instrument TG p36
LB p42
Wax paper
Activity 7: Read music that has crotchet beats and beat the
Lesson 4:
Materials to make
Reading music. LB p44
rhythm.
Activity 8: Read music that has crotchet and minim beats and shakers
play it with different instruments. TG p38
Activity 9: Sing a song in rounds as a class. TG p40
Lesson 5:
Singing songs in rounds.
LB p48
Assessment activity TG pp4142
Lesson 6:
Assessment LB p49
Assessment:
Reinforcement:
Practise rhythms with percussion instruments
Type of assessment:
Formal assessment for Lesson 6
Expanded opportunities:
Informal assessment: all other activities can be used for
Perform music for school functions
informal assessment
Form of assessment:
Memo and Rubric for Lesson 6
Teacher reflection:

LESSON PLANS Grade 4


Unit 6: Dance to the beat
Learning Area/s: Arts & Culture
Duration: 10 hours
Learning Outcome
LO 1:
Creating, interpreting and
presenting
LO 2:
Reflecting
LO 3:
Participating and collaborating
LO 4:
Expressing and communicating

Grade: 4
Weeks: 26 - 30

Assessment Standards
Uses voice, body and made or found instruments to explore
rhythms and create sound pictures.
Uses a large variety of objects/props to improvise and compose
movement sequences.
Uses appropriate vocabulary to describe dances to do with use of
space, costumes, music and props.
Works creatively in dance with props, costumes and found and
natural objects and instruments, alone and in groups.
Sensitively uses the concept of personal and general space in
dance explorations.
Uses voice, body percussion, natural, found or man-made
instruments.
Combines voice and body in sound and movement.

Content/Knowledge:
y What is dance
y Putting a dance together
y Finding out about different dances
y Working with costumes
y Dancing in groups
y Working with props
y Performing a dance
Learning activities
Teaching methods/approach
Activity 1: Discuss dancing and do warm-up exercise.
Lesson 1:
What is dance? LB p50
TG p43
Activity 2: Discuss dance costumes and do research for
Lesson 2:
Why do people dance?
poster about dancing, then do dance routine.
LB p51
In Africa we have a very rich tradition of dancing. TG p45
Activity 3: Move alone and then with others.
Lesson 3:
Dancing alone or in a group. Activity 4: Plan a group dance sequence.
Remind learners that we must respect the other dancers and
LB p52
make sure they have space to dance. TG p45
Activity 5: Discussing different types of costumes.
Lesson 4:
Costumes LB p54 and
Activity 6: Dance with different props. TG p47
Props LB p55
Activity 7: Rehearse and perform a group dance telling a
Lesson 5:
Planning a dance that tells a story and using props and shakers. TG p49
story. LB p56
Activity 8: Answer questions about case studies of Jay
Lesson 6:
South African dance.
Pather and Jackie Semela, then research a paragraph about
LB p58
another dancer. TG p50
Assessment activity TG p51
Lesson 7:
Assessment LB p59
Assessment:
Type of assessment:
Formal assessment: Lessons 5 and 6
Informal assessment: all other activities can be used for
informal assessment
Form of assessment:
Rubric 3 for Lesson 6
Checklist for Lesson 5
Teacher reflection:

10

Integration
Languages
LO 3, 4
Life Orientation
LO 4

Resources
New Day-by-Day
Arts & Culture
Grade 4
Learner's Book &
Teacher's Guide
Various objects
to use as props
Materials to make
shakers

Reinforcement:
Describe favourite dance from another culture
Expanded opportunities:
Watch a movie about dance

LESSON PLANS Grade 4


Unit 7: Thats entertainment!
Learning Area/s: Arts & Culture
Duration: 10 hours
Learning Outcome
LO 1:
Creating, interpreting and
presenting

LO 2:
Reflecting

LO 3:
Participating and collaborating
LO 4:
Expressing and communicating

Grade: 4
Weeks: 26 - 30

Assessment Standards
Uses voice, body and made or found instruments to explore
rhythms and create sound pictures.
Composes and presents short rhythmic pattern through body
percussion.
Creates and presents melodies to demonstrate pitch and note
values.
Listens to and identifies musical instruments.
Responds to and discusses images, designs and craft objects used
in popular culture pictures and photographs in terms of content,
shape, form, colour, texture, space and materials used.
Uses appropriate vocabulary to describe dances to do with use of
space, costumes, music and props.
Sensitively uses the concept of personal and general space in
dance explorations.
Uses voice, body percussion, natural, found or man-made
instruments. Designs media texts. Uses sound in a free rhythm to
build up sound pictures to accompany stories or dances.

Integration
Languages
LO 2
Social Sciences
(Geog)
LO 1, 2
Technology
LO 1
Social Sciences
(His)
LO 1, 2

Content/Knowledge:
y Finding out about masks
y Making a mask
y Using a papier mch mask
y Presenting a play
y Different masks
y Finding out about nature goods
y Planning a play
Learning activities
Teaching methods/approach
Resources
New Day-by-Day
Activity 1: Discuss what they know about masks.
Lesson 1:
Remember about telling
Activity 2: Make a papier mch bowl. TG p53
Arts & Culture
stories. LB p60
Grade 4
Learner's Book &
Activity 3: Table with information about masks, including
Lesson 2:
Teacher's Guide
Types of masks. LB p62
emotions that masks express. TG p54
Activity 4: Discuss nature gods and draw one. TG p55
Lesson 3:
Boxes
Gods in nature. LB p64
Activity 5: Create characters for a play based on own story or String
Lesson 4:
The tree god gets angry.
the story on LB p65. Mime parts of the story and plan masks. Paper
Paint
LB p65
TG p56
Brown paper
Activity 6: Make a flat mask or helmet mask of either an
Lesson 5:
Glue
Making a mask. LB p66
animal or a nature god. TG p57
Crayons
Activity 7: Do warm-up exercise of moving like an animal.
Lesson 6:
Doing a play with masks.
Activity 8: Rehearse and perform the masked play with music
LB p68
and dancing. TG p59
Self assessment of masked play. TG p59
Lesson 7:
Assessment LB p69
Assessment TG p60
Reinforcement:
Assessment:
Write a paragraph about masks
Type of assessment:
Formal assessment: Lessons 5 and 6
Expanded opportunities:
Complete the Peer assessment Rubric 11
Informal assessment: all other activities can be used for
informal assessment
Form of assessment:
Rubric for Lessons 5 and 6
Teacher reflection:

11

LESSON PLANS Grade 4


Unit 8: The world of art
Learning Area/s: Arts & Culture
Duration: 10 hours
Learning Outcome
LO 1:
Creating, interpreting and
presenting
LO 2:
Reflecting
LO 3:
Participating and collaborating
LO 4:
Expressing and communicating

Grade: 4
Weeks: 36 - 40

Assessment Standards
Makes masks and crafts, artefacts, costumes, collages or puppets
using natural, waste or found materials.
Makes and shares artworks to explore the basic formal elements
and techniques of two-dimensional art; identifies tone and mixes
colours; represents form in three-dimensional work.
Responds to and discusses images, designs and craft objects used
in popular culture pictures and photographs in terms of content,
shape, form, colour, texture, space and materials used.
Sensitively uses the concept of personal and general space in
dance explorations.
Collaborates with others in planning and making masks, crafts
artefacts, costumes, collages or puppets.
Draws on technology and nature to stimulate and communicate
visual ideas.

Content/Knowledge:
y Finding out about useful art
y Paint techniques
y Talking about artworks
y Mixing colours
y Doing a line drawing
y Planning and making a collage
y Using different colours
Learning activities
Teaching methods/approach
Activity 1: Distinguishing between art that is decoration and
Lesson 1:
Why do people draw, paint
art that is useful. Make a piece of useful art.
Activity 2: Discuss artwork: 2-D or 3-D, what is it made of,
and make sculptures?
LB p70
etc. TG p62
Activity 3: Do a line drawing and write a paragraph about it.
Lesson 2:
Doing line drawings. LB p72 TG p62
Lesson 3:
Using shapes in art. LB p73
Lesson 4:
Working with colour. LB p74

Lesson 5:
Using paint techniques.
LB p76
Lesson 6:
Making a collage. LB p77
Lesson 7:
Making a house LB p78
Lesson 8:
Assessment LB p78

Activity 4: Make a picture with shapes. TG p63


Activity 5: Mix paint to make secondary colours from primary
colours.
Activity 6: Paint the same picture with different colour
approaches.
The learners can experiment with colours and notice the
colours they get from doing so. TG p64
Activity 7: Express own opinion about two paintings (one
realistic and one non-realistic). Paint a flower and a tree
trunk and discuss own work with a partner. TG p66
Activity 8: Make a collage. TG p67

Integration
Languages
LO 2
Natural Sciences
LO 1
Technology
LO 1
Mathematics
LO 3

Resources
New Day-by-Day
Arts & Culture
Grade 4
Learner's Book &
Teacher's Guide
Paint
Sculptures
Brushes
Paper
Glue
Magazines
Shoe box
Cardboard
Dry grass

Activity 9: Make a model of an Ndebele house. TG p69


Assessment activity TG p70

Assessment:
Type of assessment:
Formal assessment for Lessons 4 and 8
Informal assessment: all other activities can be used for
informal assessment
Form of assessment:
Rubric for Lessons 4 and 8
Teacher reflection:

12

Reinforcement:
Make texture rubbings from surfaces in the class
Expanded opportunities:
Make colour wheels for the classroom walls

LESSON PLANS Grade 5


Unit 1: Welcome to Arts & Culture
Learning Area/s: Arts & Culture
Duration: 10 hours
Learning Outcome
LO 1:
Creating, interpreting and
presenting
LO 2:
Reflecting

LO 3:
Participating and collaborating

Grade: 5
Weeks: 1 - 5

Assessment Standards
Follows a warm-up ritual that develops co-ordination and control.
Improvises and creates dance sequences focusing on space, time
and force.
Improvises and creates dance sequences that explore movement
range of each body part; geometric concepts.
Reflects on drama in terms of key moment in drama, identifying
themes, techniques and social and cultural contexts.
Responds to images and craft objects in terms of purpose, content,
form, contrast and meaning.
Differentiates between various art forms.
Shows spontaneity and a creative attitude in art activities.
Demonstrates partner skills such as copying, leading, following and
mirroring in movement.
Works with various partners.
Shows a developing level of confidence and ability to focus.
Shows spontaneity and a creative attitude in art activities.

Integration
Languages
LO 2, 3, 4, 5
Life Orientation
LO 2, 3, 4
Technology
LO 1

Content/Knowledge:
y Finding out about types of art
y Talking about mood in art
y Drawing your own Arts and Culture tree
y Making a planning chart
y Talking about art
y Warming-up routines
Learning activities
Teaching methods/approach
Resources
Activity 1: Matching definitions with different branches of Arts New Day-by-Day
Lesson 1:
Arts & Culture in Grade 5.
Arts & Culture
and Culture: dance, music, drama and visual arts.
Activity 2: Draw own Arts & Culture tree. TG p2
LB p2
Grade 5
Learner's Book &
Activity 3: Write a sentence about the theme of a painting.
Lesson 2:
Teacher's Guide
What is art about? LB p4
TG p3
Activity 4: Match dances and emotions. Talk about favourite
Lesson 3:
Paper
Can art be happy or sad?
songs. TG p4
Pens
LB p5
Activity 5: Fill in Arts and Culture resource planning chart.
Lesson 4:
Things you need for Arts &
This will help ensure they have the items they need during
Culture. LB p6
the year. TG p4
Activity 6: Categorising resources into natural, physical,
Lesson 5:
Using our environment in
social or cultural.
Explain to the learners that 'the environment' does not only
Arts & Culture. LB p7
mean nature but it also means everything around us. TG p5
Activity 7: Do four different warm-up routines. TG p5
Lesson 6:
Warming up in Arts &
Culture. LB p8
Activity 8: Write rules for the Arts and Culture class and
Lesson 7:
Rules when doing art.
make poster.
LB p10
To work in a safe environment there needs to be certain
rules, these rules need to be followed for everyone's safety.
TG p6
Assessment TG pp78
Lesson 8:
Assessment LB pp1011
Includes learner self-assessment
Assessment:
Reinforcement:
Write sentences about what theyve learnt in this
Type of assessment:
Formal assessment for Lesson 6
unit
Informal assessment: all other activities can be used for
Expanded opportunities:
Create own warm-up routine
informal assessment
Form of assessment:
Rubric 4 for Lesson 6
Teacher reflection:

13

LESSON PLANS Grade 5


Unit 2: Patterns of dance
Learning Area/s: Arts & Culture
Duration: 10 hours
Learning Outcome
LO 1:
Creating, interpreting and
presenting

LO 3:
Participating and collaborating

LO 4:
Expressing and communicating

Grade: 5
Weeks: 6 - 10

Assessment Standards
Follows a warm-up ritual that develops co-ordination and control.
Improvises and creates dance sequences focusing on space, time
and force.
Improvises and creates dance sequences that explore movement
range of each body part; geometric concepts.
Learns and performs steps of indigenous and/or contemporary
dance with attention to detail.
Uses creativity to depict a storm. Moves well with co-ordination.
Demonstrates partner skills such as copying, leading, following and
mirroring in movement.
Works with various partners.
Shows a developing level of confidence and ability to focus in
drama exercises.
Dances in different places and describes how dance is affected by
space and physical environments.

Integration
Languages
LO 5
Life Orientation
LO 2, 4
Social Sciences
LO 1

Content/Knowledge:
y Dance warm-up
y A meeting and parting dance
y Discuss dances you have seen
y Using space, time and force in dance
y Explore South African dances
y Performing dance
Learning activities
Teaching methods/approach
Resources
New Day-by-Day
Activity 1: Do a dance warm-up.
Lesson 1:
What is dance? LB p12
Activity 2: Discuss where people dance and for what
Arts & Culture
reasons. Demonstrate own favourite dance. TG p10
Grade 5
Learner's Book &
Activity 3: Add types of South African dances to a mind map
Lesson 2:
Teacher's Guide
Different kinds of dance
and compare a traditional and a modern dance. TG p11
done in South Africa.
Paper
LB p13
Pens
Activity 4: Discuss San trance dance and do own trance
Lesson 3:
Crayons
Dances from South Africa.
dance.
Boxes
Activity 5: Learn an indigenous dance and perform it.
LB p13
Photographs
Ask learners to talk about any other indigenous dances they
Drums
know. TG pp1213
Tins
Activity 6: Do dance warm-up activities.
Lesson 4:
Getting ready to dance.
Learners must remember to always warm up before a dance Pictures
LB p16
to avoid injury. They can start by warming up their arms,
spine, feet and legs. TG p13
Activities 7 to 9: Do three different kinds of dances where
Lesson 5:
Some dance skills. LB p18
you mirror your partners movements.
Activity 10: Write a postcard describing a South African
indigenous dance.
Activity 11: Perform a storm dance. TG pp1417
Assessment TG pp1718
Lesson 6:
Assessment LB p21
Assessment:
Reinforcement:
Match pictures and types of dance
Type of assessment:
Formal: Lessons 3 and 6
Expanded opportunities:
Informal assessment: all other activities can be used for
Organise a cultural dance day at school
informal assessment
Form of assessment:
Memo and Rubric for Lesson 6
Rubric for Lesson 3
Teacher reflection:

14

LESSON PLANS Grade 5


Unit 3: Drama, drama!
Learning Area/s: Arts & Culture
Duration: 10 hours
Learning Outcome
LO 1:
Creating, interpreting and
presenting
LO 2:
Reflecting
LO 3:
Participating and collaborating
LO 4:
Expressing and
communicating

Grade: 5
Weeks: 11 - 15

Assessment Standards
Performs simple relaxation, breathing and resonance exercises.
Responds to aural, oral, visual, tactile and kinaesthetic stimuli.
Uses sensory detail and emotional expression in mime showing
weight, size and shape.
Reflects on drama in terms of key moment in drama, identifying
themes, techniques and social and cultural contexts.
Shows a developing level of confidence and ability to focus in drama
exercises.
Adopts and maintains a role and is able to answer questions using
appropriate language and gesture.
Dramatises issues through the use of tableaux, verbal dynamic
sequences or role plays.
Shows spontaneity and a creative attitude in art activities.

Content/Knowledge:
y The purpose of drama and drama terminology
y Drama warm-ups
y Making a tableau drama
y Showing feeling in mime and miming a scene
y Playing a role in a play
Learning activities
Teaching methods/approach
Activity 1: Brainstorm ideas about what drama is.
Lesson 1:
Start talking about drama!
Activity 2: Discuss a drama poster.
Activity 3: Do a drama warm-up. TG p20
LB p22
Activity 4: Copy everything their partner says and does as
Lesson 2:
Learning to act. LB p24
acting practice. TG p21
Activity 5: Show emotions using their face and body, but not
Lesson 3:
Using your body and face
their voice. This is called mime. TG p22
to act. LB p24
Activity 6: Mime different scenes.
Lesson 4:
Mime in drama. LB p25
Activity 7: Game where you mime eating different types of
food. TG p22
Activity 8: Create four 'frozen' scenes to show a problem and
Lesson 5:
What is a tableau story?
how it was resolved. TG p24
LB p26
Activity 9: Create a tableau for each of 3 photographs.
Lesson 6:
Finding the message.
Help learners decide what the main idea for each photo is.
LB p28
TG p24
Activity 10: Understand terms such as characters and
Lesson 7:
Acting a play. LB p28
dialogue. Rehearse a play and perform it. TG p25
Lesson 8:
Watching or listening to
drama. LB p30

Integration
Languages
LO 1,2
Life Orientation
LO 2, 4

Resources
New Day-by-Day
Arts & Culture
Grade 5
Learner's Book &
Teacher's Guide
Photographs

Activity 11: Write about a drama they have seen or listened to,
including plot and mood. TG p26

Assessment TG p27
Lesson 9:
Assessment LB p31
Assessment:
Type of assessment:
Formal assessment: Lessons 4 and 9
Informal assessment: all other activities can be used for
informal assessment
Form of assessment:
Rubric 5 for Lesson 4
Memo for Lesson 9
Teacher reflection:

15

Reinforcement:
Write a paragraph about your favourite TV Drama
Expanded opportunities:
Watch a movie

LESSON PLANS Grade 5


Unit 4: Sing and dance for South Africa
Learning Area/s: Arts & Culture
Duration: 10 hours
Learning Outcome
LO 1:
Creating, interpreting and
presenting

LO 2:
Reflecting
LO 3:
Participating and collaborating
LO 4:
Expressing and
communicating

Grade: 5
Weeks: 16 - 20

Assessment Standards
Demonstrates concentration and accurate listening using movement,
body percussion and natural instruments.
Composes and presents a short rhythmic pattern through body
percussion.
Improvises and creates music phrases that use repetition, accent,
call and response. Sings songs in long and normal triplet.
Follows warm-up ritual.
Performs simple relaxation, breathing and resonance exercises.
Recognises names of notes on a treble staff and their differences in
pitch.

Integration
Languages
LO 1, 2
Social Sciences
LO 1, 2
Technology
LO 1,2
Life Orientation
LO 2
Mathematics
LO 1

Recognises and describes different voices in choral music.


Sings and/or plays an instrument with appropriate rhythm, pitch and
dynamics. Combines instruments to create textural blend.
Uses own compositions of poetry and song to draw attention to
current issues.
Communicates a musical intention using pitch-based harmony
instruments.

Content/Knowledge:
y Revise music notes
y Writing own poems
y Making percussion instrument
y Different types of music
Learning activities
Teaching methods/approach
Resources
New Day-by-Day
Activity 1: Make percussion instrument and discuss the
Lesson 1:
How do people make
Arts & Culture
sounds it produces. TG p30
music? LB p32
Grade 5
Learner's Book &
Activity 2: Play their instrument when a 'conductor' points the
Lesson 2:
Teacher's Guide
Leading the music. LB p33 'baton' at them. TG p30
Activity 3: Discuss the musical activities that take place in their
Lesson 3:
Photographs
Start your musical journey. province.
Stress to learners what a rich cultural heritage South Africa
LB p34
has. TG p31
Activity 4: Discuss photos of the Cape Town carnival, sing
Lesson 4:
First stop Cape Town.
carnival songs and write a paragraph.
LB p35
The carnival is also called the 'second New Year's Day'.
TG p31
Activity 5: Listen to and respond to different types of music
Lesson 5:
Next stop Grahamstown. and do research on more types of music.
Activity 6: Put on a mini-festival in own classroom and make
LB p36
poster to advertise it. TG pp3132
Activity 7: Discuss well-known musicians from Johannesburg.
Lesson 6:
Gauteng, here we come!
TG p33
LB p37
Activity 8: Sing an animal song using low, medium and high
Lesson 7:
High or low? LB p38
pitch.
Activity 9: Listen to choir music and talk about bass, baritone,
tenor, alto, mezzo-soprano and soprano voices. TG p34
Activity 10: Write a poem about nature and then set it to
Lesson 8:
Songs and poems with a
music. The poem doesn't need to rhyme; it just has to express
message. LB p40
an idea. TG p35
Lesson 9:
Assessment LB p41
Includes learner self-assessment. TG pp3536
Assessment:
Reinforcement:
Practise identifying high and low sounds
Type of assessment:
Formal assessment for Lessons 8 and 9
Expanded opportunities:
Act out poems with dynamic movement
Form of assessment:
Rubric for Lessons 8 and 9
Teacher reflection:

16

LESSON PLANS Grade 5


Unit 5: You are a musician
Learning Area/s: Arts & Culture
Duration: 10 hours
Learning Outcome
LO 1:
Creating, interpreting and
presenting
LO 2:
Reflecting
LO 3:
Participating and collaborating
LO 4:
Expressing and
communicating

Grade: 5
Weeks: 21 - 25

Assessment Standards
Demonstrates concentration and accurate listening using movement,
body percussion and natural instruments. Composes and presents a
short rhythmic pattern through body percussion.
Improvises and creates music phrases that use repetition, accent,
call and response. Sings songs in long and normal triplet.
Recognises names of notes on a treble staff and their differences in
pitch. Recognises note values and rests in a short melody.

Integration
Technology
LO 2
Mathematics
LO 1
Life Orientation
LO 2

Sings and/or plays an instrument with appropriate rhythm, pitch and


dynamics. Combines melorhythm instruments to create textural
blend.
Identifies and sings songs that seem to communicate the same idea.
Uses own compositions of poetry and song to draw attention to
current issues.
Communicates a musical intention using pitch-based harmony
instruments.

Content/Knowledge:
y Playing music
y Writing notes on a stave
y Clapping rhythms
y Singing songs
y Playing music in groups
Learning activities
Teaching methods/approach
Resources
New Day-byActivity 1: Sing vowel sounds as a musical warm-up. TG p38
Lesson 1:
Getting ready to read
Day Arts &
music. LB p42
Culture Grade
5 Learner's
Activity 2: Playing rhythms with an instrument or with body
Lesson 2:
Rhythm. LB p43
percussion. You could ask the learners to clap the rhythm to popular Book &
Teacher's
songs they know.
Guide
Activity 3: Revise what they know about reading music: minims &
minim rests and crotchets & crotchet rests. TG p3839
Musical
Activity 4: Clap the rhythm to quavers or eighth notes. Work in
Lesson 3:
resources or
Reading notes to
groups to make sounds to an 8-count beat.
instruments
make rhythms. LB p45 Activity 5: Make a simple drum and play rhythms on the drums and
shakers.
Activity 6: Groups play 3 different rhythms at same time. TG p40
Activity 7: Make own short rhythm patterns, write them down and
Lesson 4:
Making new rhythms.
play them. TG p41
LB 48
Learners should understand that music is written on lines called
Lesson 5:
Writing on lines. LB
staves which have 5 lines and 4 spaces.
Activities 8 and 9: Draw a stave and treble clef and write music
p49
notes.
Activity 10: Write notes that their partner calls out.
Activity 11: Understand the written music for a song and sing the
song with actions. TG pp4243
Activity 12: Use different instruments to compose a musical version
Lesson 6:
Playing an African
of a storm. TG p43
storm. LB p52
Assessment activity TG p45
Lesson 7:
Assessment LB p53
Assessment:
Reinforcement:
Find other sheet music and interpret
Type of assessment:
Formal assessment: Lesson 7
Expanded opportunities:
Informal assessment: all other activities can be used for
Write a page of sheet music
informal assessment
Form of assessment:
Checklist for Lesson 7
Teacher reflection:

17

LESSON PLANS Grade 5


Unit 6: Art in the world around you
Learning Area/s: Arts & Culture
Duration: 10 hours
Learning Outcome
LO 1:
Creating, interpreting and
presenting
LO 2:
Reflecting
LO 3:
Participating and collaborating
LO 4:
Expressing and
communicating

Grade: 5
Weeks: 26 - 30

Assessment Standards
Designs and creates artworks and craft works which explore the use
of natural and geometric shapes and forms in 2- and 3-dimensions.
Displays work in the classroom.
Differentiates between various art forms.
Responds to images and craft objects used in popular culture,
pictures, and photographs in terms of purpose, content, form,
contrast and meaning.
Selects a project, plans it in a group and takes necessary action.
Shows and explains the use of colour, pattern design, signs and
symbols in own home, in various cultures and in the built
environment.

Content/Knowledge:
y Understanding art
y Exploring art jewellery
y Making useful art
y Design and make a necklace
y Rock and wood painting
Learning activities
Teaching methods/approach
Activity 1: Do physical warm-up making shapes. Discuss the
Lesson 1:
Start talking about art.
different types of arts and crafts shown in the pictures. TG p47
LB p54
Activity 2: Mind map of ways in which they use art in everyday
Lesson 2:
Using art in our daily lives. life.
You could point out things in the classroom to give them some
LB p56
ideas. TG p48
Activity 3: Make a useful art item using techniques of colour,
Lesson 3:
Useful or functional art.
shape and line.
LB p57
The learners must think of the resources that are available.
They can display their art.
Activity 4: Paint a rock or piece of wood as an animal.
TG pp4850
Activity 5: Discuss how art is used in the things we wear using
Lesson 4:
Useful or functional art that pictures. TG p50
you can wear. LB p58
Activity 6: Design jewellery to give a message.
Lesson 5:
Messages in jewellery.
Ask learners if they can think of more jewellery with
LB p59
messages.
Activity 7: Design and make a neck decoration. TG p50
Activity 8: Analyse artwork by young people TG p51
Lesson 6:
Young people's artwork.
LB p61
Assessment activity TG p53
Lesson 7:
Assessment LB p61
Assessment:
Type of assessment:
Formal assessment for Lessons 5 and 7
Informal assessment: all other activities can be used for
informal assessment
Form of assessment:
Rubric for Lesson 5 Activity 7.
Memo for Lesson 7
Teacher reflection:

18

Integration
Languages
LO 5
Technology
LO 1
Economic &
Management
Sciences
LO 4
Life Orientation
LO 2

Resources
New Day-by-Day
Arts & Culture
Grade 5
Learner's Book &
Teacher's Guide
Paper
Pens
Crayons
Drums
Boxes
Cardboard
String
Wool
Glitter
Beads
Shiny paper
Tins
Photographs
Picture

Reinforcement:
Analyse a major artwork for colour and shape
Expanded opportunities:
Take photos of the class on a cell phone

LESSON PLANS Grade 5


Unit 7: Expressing yourself through art
Learning Area/s: Arts & Culture
Duration: 10 hours
Learning Outcome
LO 1:
Creating, interpreting and
presenting
LO 2:
Reflecting
LO 3:
Participating and collaborating
LO 4:
Expressing and
communicating

Grade: 5
Weeks: 31 - 35

Assessment Standards
Designs and creates artworks and craft works which explore the use
of natural and geometric shapes and forms in 2- and 3-dimensions.
Displays work in the classroom.
Performs simple relaxation, breathing and resonance exercises.
Differentiates between various art forms.
Responds to images and craft objects used in popular culture,
pictures and photographs in terms of purpose, content, form, contrast
and meaning.
Selects a project, plans it in a group and takes necessary action.

Integration
Natural Sciences
LO 1
Technology
LO 1
Social Sciences
LO 1, 2

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

Content/Knowledge:
y Exploring different shapes and textures in nature
y Planning a mural
y Making a collage from leaf rubbings
y Making sculptures
y Creating an original painting
Learning activities
Teaching methods/approach
Activity 1: Draw different lines.
Lesson 1:
Getting ready to draw and
Encourage learners to think about which forms of art they
paint. LB p62
prefer and to express themselves through that form. TG p55
Activity 2: Describe shapes in natural and machine-made
Lesson 2:
Shape and texture. LB p63 objects. TG p55
Activity 3: Make a collage by doing leaf rubbings.
Lesson 3:
Leaf rubbings as art.
Activity 4: Paint using different tools and using different paint
LB p64
textures.
Activity 5: Create an original painting TG pp5657
Activity 6: Show appreciation of a mural.
Lesson 4:
Murals as artwork. LB p66
Activity 7: Make own mural as a class. TG p58
Activity 8: Discuss photos of sculptures and other objects
Lesson 5:
Sculpture. LB p68
Activity 9: Make own sculpture with a wire frame and papier
mch TG p59
Assessment TB p60
Lesson 6:
Assessment LB p69
Includes self-assessment
Assessment:
Type of assessment:
Formal assessment for Lesson 3
Informal assessment: all other activities can be used for
informal assessment
Form of assessment:
Rubric for Lesson 3 Activity 5
Teacher reflection:

19

Resources
New Day-by-Day
Arts & Culture
Grade 5
Learner's Book &
Teacher's Guide
Paper
Glue
Leaves
Paint
Lacquer seal
Crayons

Reinforcement:
Blindfold learners and let them feel textures and
describe them
Expanded opportunities:
Write a paragraph describing textures

LESSON PLANS Grade 5


Unit 8: The world is your stage!
Learning Area/s: Arts & Culture
Duration: 10 hours
Learning Outcome
LO 1:
Creating, interpreting and
presenting
LO 3:
Participating and collaborating
LO 4:
Expressing and
communicating

Grade: 5
Weeks: 36 - 40

Assessment Standards
Learns and performs steps of indigenous and/or contemporary dance
with attention to detail.
Uses sensory detail and emotional expression in mime showing
weight, size and shape.
Sings and/or plays an instrument with appropriate rhythm, pitch and
dynamics.
Shows spontaneity and a creative attitude in art activities.
Dances in different places and describes how dance is affected by
space and physical environments.
Dramatises issues through the use of tableaux, verbal dynamic
sequences or role plays.
Identifies and sings songs that seem to communicate the same idea.

Integration
Life Orientation
LO 1
Languages
LO 5
Social Sciences
LO 1

Content/Knowledge:
y Decide what type of art to use
y Planning your own dance and music
y Singing the National Anthem
y Making masks
y Understanding traditional song and dance
Learning activities
Teaching methods/approach
Resources
New Day-by-Day
Activity 1: Discuss what kinds of art you could have at an
Lesson 1:
Planning and production.
Arts & Culture
opening ceremony of a big sports event. TG p62
LB p70
Grade 5
Activity 2: Do a sports warm-up. Talk about the expressions in Learner's Book &
Lesson 2:
Teacher's Guide
Warming up to prepare.
the photographs. TG p62
LB p71
Photographs
Activity 3: Sing the National Anthem. TG p63
Lesson 3:
Singing the National
Anthem. LB p72
Activity 4: Share knowledge of school songs or songs of
Lesson 4:
Singing songs at sports
sports teams, e.g. the New Zealand Haka. TG p64
events. LB p73
Activity 5: Prepare a dance to perform at the sports ceremony.
Lesson 5:
Preparing a dance. LB p74 TG p64
Activity 6: Make a mask to use in their sports ceremonies.
Lesson 6:
Making a mask. LB p75
TG p65
Activity 7: Plan a song or poem to go with the dance.
Lesson 7:
Choosing sound and
Activity 8: Decide on what everyone will do and rehearse and
music. LB p77
present the ceremonies.
Learners can create the music by themselves or they can also
use existing music. TG p6566
Assessment TG p67
Lesson 8:
Assessment LB p78
Includes self-assessment
Assessment:
Reinforcement:
Make up a class anthem
Type of assessment:
Formal assessment for Lesson 6
Expanded opportunities:
Informal assessment: all other activities can be used for
Listen to recordings of other National Anthems
informal assessment
Form of assessment:
Rubric for Lesson 6
Teacher reflection:

20

LESSON PLANS Grade 6


Unit 1: Welcome to Arts and Culture
Learning Area/s: Arts & Culture
Duration: 10 hours
Learning Outcome
LO 1:
Creating, interpreting and
presenting
LO 3:
Participating and collaborating

Grade: 6
Weeks: 1 - 5

Assessment Standards
Demonstrates increasing skill and understanding of warming up
including spinal flexibility and strength and use of joints.
Performs simple relaxation, breathing, resonance, pitch and
articulation exercises.
Improvises and creates dance sequences.
Works co-operatively with partners, improvising and composing
dance sequences.

Integration
Languages
LO 5
Life Orientation
LO 4

Content/Knowledge:
y Art survey
y Warming up the spine; tense and relax
Learning activities
Teaching methods/approach
Resources
New Day-by-Day
Activity 1: Do a survey of the arts in your area in table form.
Lesson 1:
Arts & Culture in Grade 6.
TG p2
Arts & Culture
LB p3
Grade 6
Learner's Book &
Learners learn about the different uses of art, e.g. to invoke
Lesson 2:
Teacher's Guide
Why are the arts so
rain, to tell a story, to give a religious message, to teach and
important to us? LB p4
to give a political message.
Your body
Activity 2: Identify an art piece that entertains them. TG p2
Activity 3 and 4: Do dancing warm-ups.
Lesson 3:
Warm-ups. LB p6
Activity 5: Do a relaxation warm-up before acting.
Activity 6: Do a voice warm-up by saying a tongue twister to
speak loud and clearly. TG pp35
Assessment activity TG p5
Lesson 4:
Assessment LB p9
Assessment:
Reinforcement:
Write a paragraph about the value of art
Type of assessment:
Formal assessment for Lessons 1 and 4
Expanded opportunities:
Informal assessment: all other activities can be used for
Watch the movie Sarafina
informal assessment
Form of assessment:
Memo for Lessons 1 and 4
Teacher reflection:

21

LESSON PLANS Grade 6


Unit 2: Our South African dance heritage
Learning Area/s: Arts & Culture
Duration: 10 hours
Learning Outcome
LO 1:
Creating, interpreting and
presenting
LO 2:
Reflecting

Grade: 6
Weeks: 6 - 10

Assessment Standards
Improvises and creates dance sequences.
Demonstrates increasing skill and understanding of warming up.
Learns, interprets and performs dances from SA culture with
competence and appropriate style.
Uses appropriate vocabulary to describe own dances or dances from
own community to do with use of space, costume, music and props.

LO 3:
Participating and collaborating

Works co-operatively with partners, improvising and composing


dance sequences.
Shares opinions about dances from various cultures in a supportive
and constructive way.

LO 4:
Expressing and
communicating

Dramatises cultural rituals showing the use of elements of drama.


Explains the importance of ritual.
Researches, creates and presents music that conveys and suggests
symbolism.

Content/Knowledge:
y Names of dances
y Make your own props
y Dance movements
y Dance sequence
y Learn the Domba
Learning activities
Lesson 1:
Dance Traditions. LB p10

Integration
Languages
LO 5
Life Orientation
LO 4

Teaching methods/approach
Resources
New Day-by-Day
Activity 1: Match dances to photos and describe types of
Arts & Culture
dancing.
Activity 2: Practise dance movements. TG pp78
Grade 6
Learner's Book &
Activity 3: Do dance warm-ups for particular parts of body to
Lesson 2:
Teacher's Guide
Getting ready to dance.
avoid injury.
LB p12
Activity 4: Practise moving in a restricted area and moving in
Drum
general space.
Large box
Activity 5: Create a dance sequence with some dancers
Photographs
keeping still and others moving. TG pp910
Balls
Activity 6: Learn the Domba dance.
Lesson 3:
Fabric
Do the Domba. LB p14
The Domba is a traditional part of the Venda marriage ritual
Bags
and also known as the Snake Dance. TG p10
Activity 7: Perform own short dance using props. The props
Lesson 4:
Costumes and props.
should add to the story of the dance or help the dancers to do
LB p16
certain movements. TG p12
Assessment TG p13
Lesson 5:
Assessment LB p17
Includes research project.
Reinforcement:
Assessment:
List 4 types of dancing
Type of assessment:
Formal assessment for Lessons 3 and 5
Expanded opportunities:
Investigate another traditional dance
Informal assessment: all other activities can be used for
informal assessment
Form of assessment:
Rubric 6 for Lesson 3
Rubric for Lesson 5
Teacher reflection:

22

LESSON PLANS Grade 6


Unit 3: Stories and plays for Africa
Learning Area/s: Arts & Culture
Duration: 8 hours

Grade: 6
Weeks: 11 - 14

Learning Outcome
LO 1:
Creating, interpreting and
presenting
LO 2:
Reflecting

Assessment Standards
Uses African stories to develop dramas.

LO 3:
Participating and collaborating

Participates as an audience member.


Shows respect for and acknowledgement of the work of others.
Expresses own personal sense of identity and uniqueness in any art
form.

Uses dramatic devices, visual illustration, movement and sound to tell


jokes, tall stories, lies, fantasies or absurd tales to explore realities.

Content/Knowledge:
y Movement and actions
y Noises and using props
y Showing feelings in a play
y Bringing the play together
y Using speech or dialogue in a play
y Write a praise poem
Learning activities
Teaching methods/approach
Activity 1: Do a mime with a leader and a follower.
Lesson 1:
Things we do when we
Activity 2: Act out feelings in a play without words.
Activity 3: Write dialogue for your character. TG pp1517
act. LB p18
Activity 4: Explain the moral of an African story and write down
Lesson 2:
Plays are based on
the main moments and main characters. TG p18
stories. LB p20
Activity 5: Compare the layout of a play and a story to
Lesson 3:
How a story becomes a
understand why a play is easier to act than a story. TG p19
play. LB p22
Activity 6: Begin to prepare the animal play by doing animal
Lesson 4:
Putting on a play. LB p24
movement warm-ups. TG p19
Activity 7: Decide on and practise the sound effects they will
Lesson 5:
Making sounds. LB p25
need for the animal play.
Explain that sound effects help to create an atmosphere or
background. TG p20
Activity 8: Decide on props to use for the animal play and
Lesson 6:
Making props. LB p26
practise acting as animals.
Activity 9: Perform the animal play. TG p21
Write a praise poem. TG p22
Lesson 7:
A praise poem. LB p27
Write and act own play and write and act praise poem.
Lesson 8:
Assessment LB p29
Assessment TG p24
Assessment:
Type of assessment:
Formal assessment for Lesson 6, Activity 9 and Lesson 8
Informal assessment: all other activities can be used for
informal assessment
Form of assessment:
Rubrics for Lesson 6 and 8
Teacher reflection:

23

Integration
Languages
LO 1
LO 3
Natural Sciences
LO 2

Resources
New Day-by-Day
Arts & Culture
Grade 6
Learner's Book &
Teacher's Guide
Belt
Ties
African stories
Props in the
classroom

Reinforcement:
Write a praise poem for a family member
Expanded opportunities:
Read a play

LESSON PLANS Grade 6


Unit 4: Making music
Learning Area/s: Arts & Culture
Duration: 6 hours
Learning Outcome
LO 1:
Creating, interpreting and
presenting

LO 2:
Reflecting
LO 3:
Participating and collaborating

Grade: 6
Weeks: 15 - 17

Assessment Standards
Demonstrates increasing skill and understanding of warming up
including spinal flexibility and strength and use of joints.
Focuses on forms of music from a variety of SA forms: improvises
and creates music that explores dynamics, articulation, pitch and
rhythmic patterns, plays simple rhythmic patterns, explores and uses
drum hand techniques, reads and sings or plays the scale and simple
melodies in C Major.
Listens to and discusses use of repetition in African music.
Selects songs from various cultural environments, describes cultural
events and what the message of the lyrical content is and what the
songs are used for.
Sings and/or plays in a group from at least three cultural traditions in
SA.
Expresses own personal sense of identity and uniqueness in any art
form.

Content/Knowledge:
y Characteristics and patterns
y Scales and staves, length and pitch
y Drumming sounds
y Singing in rounds
y Practise the beat
Learning activities
Teaching methods/approach
Activity 1: Match the definitions of sound characteristics
Lesson 1:
Matching sounds. LB p30
(volume, timbre, duration and pitch) with the correct word and
definitions of patterns (tempo, melody, and rhythm).
Activity 2: Do warm-ups practising pitch, rhythm, etc. TG p26
Activity 3: Make drumming sounds varying the volume and
Lesson 2:
Drumming. LB p32
pitch. TG p27
Lesson 3:
African rhythms. LB p33
Lesson 4:
Reading and writing music.
LB p34

Activity 4: Class percussion band plays 12-beat patterns.


Emphasise that African music is special because it has
different rhythms that come together to form one piece of
music. TG p28
Activity 5: Play the scale of C major on a piano or xylophone.
Practise playing the notes from Shosholoza.
Activity 6: Sing the notes for Shosholoza following the length
and pitch of the notes. TG p29
Activity 7: Sing a song in rounds. TG p30

Lesson 5:
Let's sing rounds. LB p36
Assessment activity TG p31
Lesson 6:
Assessment LB p37
Assessment:
Type of assessment:
Formal assessment for Lesson 4
Informal assessment: all other activities can be used for
informal assessment
Form of assessment:
Checklist for Lesson 4
Teacher reflection:

24

Reinforcement:
Sing Shosholoza from music
Expanded opportunities:
Rubric 11

Integration
Technology
LO 1
Mathematics
LO 2
Social Sciences
LO 1

Resources
New Day-by-Day
Arts & Culture
Grade 6
Learner's Book &
Teacher's Guide
Belt
Ties
African stories
Props in the
classroom

LESSON PLANS Grade 6


Unit 5: Music for Africa
Learning Area/s: Arts & Culture
Duration: 6 hours
Learning Outcome
LO 1:
Creating, interpreting and
presenting

LO 2:
Reflecting
LO 3:
Participating and collaborating

Content/Knowledge:
y Famous songs
y Sing a lullaby
y Singing Siyanibulisa
y Singing in rounds
y African wedding songs
y Musical stories
y Sing the Click Song
y Rap song
y Music groups
Learning activities
Lesson 1:
Making music. LB p38
Lesson 2:
Songs for Africa. LB p39
Lesson 3:
An Indian Lullaby. LB p41
Lesson 4:
Sarie Marais. LB p42
Lesson 5:
The click song. LB p43
Lesson 6:
Telling stories with music.
LB p44
Lesson 7:
New Traditions. LB p46
Lesson 8:
Make your own music.
LB p48
Lesson 9:
Assessment LB p49

Grade: 6
Weeks: 18 - 20

Assessment Standards
Demonstrates increasing skill and understanding of warming up
including spinal flexibility and strength and use of joints.
Focuses on forms of music from a variety of SA forms: improvises
and creates music that explores dynamics, articulation, pitch and
rhythmic patterns, plays simple rhythmic patterns, explores and uses
drum hand techniques, reads and sings or plays the scale and simple
melodies in C Major.
Listens to and discusses use of repetition in African music.
Selects songs from various cultural environments, describes cultural
events and what the message of the lyrical content is and what the
songs are used for.
Sings and/or plays in a group from at least three cultural traditions in
SA.
Expresses own personal sense of identity and uniqueness in any art
form.

Integration
Life Orientation
LO 1
Languages
LO 2, 3, 4, 5
Social Sciences
LO 3

Teaching methods/approach
Activity 1: Sing some famous South African songs and classify
them into themes. TG p33
Activity 2: Sing Siyanibulisa, with movements.
Activity 3: Sing African Language wedding songs. TG p34
Activity 4: Sing a lullaby and make up own lullaby. TG p35

Resources
New Day-by-Day
Arts & Culture
Grade 6
Learner's Book &
Teacher's Guide

Activity 5: Sing the love song and translate it. TG p36

Songs to sing
Any available
musical
instruments

Activity 6: Sing the Click Song using rhythm and melody.


TG p37
Ask learners what stories with music they have seen such as
a musical, ballet or opera.
Activity 7: Explain the use of music shown in the photos.
Activity 8: Create a musical story of your own and perform it.
TG p38
Activity 9: Read a Rap song with rhythm and think of
alternative rhymes. Discuss photos showing new musical
traditions. TG p39
Activity 10: Discuss musical groups and organise own 'Pop
Idol' competition. TG p40

Write own song about Africa, sing harmony song, research a


musical tradition.
Assessment TG pp4042
Reinforcement:
Assessment:
Use instruments to add to effect of songs
Type of assessment:
Formal assessment for Lesson 6, Activity 8 and Lesson 9 Expanded opportunities:
Find out about Miriam Makeba
Informal assessment: all other activities can be used for
informal assessment
Form of assessment:
Rubrics or checklists for Lessons 6 and 8
Teacher reflection:

25

LESSON PLANS Grade 6


Unit 6: Art works!
Learning Area/s: Arts & Culture
Duration: 10 hours

Grade: 6
Weeks: 21 - 25

Learning Outcome
LO 1:
Creating, interpreting and
presenting
LO 2:
Reflecting

Assessment Standards
Transforms visual information into structured compositions.

LO 3:
Participating and collaborating

Shares resources, choice of materials and negotiates choice of


subject matter in group project with other learners.
Shows respect for and acknowledgement of the work of others.

Identifies main purpose of design features of artworks in the home,


community and public places.

Content/Knowledge:
y Art materials
y Designing and making a statue
y Drawing a tree
y Make a tree sculpture
y Different artworks
Learning activities
Teaching methods/approach
Activity 1: List art materials, analyse an artwork and draw own
Lesson 1:
Using visual art LB p50
picture. TG p44
Activity 2: Draw a tree to create two different effects using
Lesson 2:
Pictures and sculptures
colour.
Activity 3: Make a tree sculpture TG pp 4546
from real life. LB p52
Activity 4: Copy a portrait of a person. TG p47
Lesson 3:
People in art. LB p54
Activity 5: Choose a person to honour and design and plan a
Lesson 4:
Statues, sculptures and
statue or sculpture of them. TG p47
monuments. LB p56
Assessment activity TG p49
Lesson 5:
Assessment LB p57

Assessment:
Type of assessment:
Formal assessment for Lesson 2 and 5
Informal assessment: all other activities can be used for
informal assessment
Form of assessment:
Memo for Lesson 5
Rubric 7 for Lesson 2
Teacher reflection:

26

Integration
Natural Sciences
LO 1
Technology
LO 1, 3
Social Sciences
LO 1

Resources
New Day-by-Day
Arts & Culture
Grade 6
Learner's Book &
Teacher's Guide
Crayons
Paint
Coloured pencils
Sculpture
materials
Fabric
Cardboard
Clay
Wood
Examples of
artworks

Reinforcement:
Add colour to the sketches on LB pp54, 55
Expanded opportunities:
Find out information about one of the artists on
LB pp5455

LESSON PLANS Grade 6


Unit 7: Art in our life
Learning Area/s: Arts & Culture
Duration: 10 hours

Grade: 6
Weeks: 26 - 30

Learning Outcome
LO 2:
Reflecting
LO 3:
Participating and collaborating

Assessment Standards
Identifies main purposes of design features of artworks in the home,
community and public places.
Shares resources, choice of materials and negotiates choice of
subject matter in group project with other learners.

LO 4:
Expressing and
communicating

Researches murals in community as a form of visual communication


in relation to message, target group, techniques, materials, signs and
symbols.

Content/Knowledge:
y Questions about artworks
y Scale in murals
y Old murals
y Planning a mural
y Learn about Diego Rivera
y Mural theme
Learning activities
Teaching methods/approach
Activity 1: Classify artworks in a table in terms of where they
Lesson 1:
Art is everywhere LB p58
can be found. TG p51
Lesson 1:
Murals through history.
LB p60
Lesson 2:
More recent murals.
LB p62
Lesson 3:
Murals in your
environment. LB p64
Lesson 4:
A matter of scale. LB p65
Lesson 5:
Paint your own mural.
LB p66
Lesson 6:
More 'arty' things to do on
your own! and Artworks
you can make in a group.
LB pp6869
Lesson 7:
Assessment LB p69

Activity 2: Analyse old murals and make own copy on paper of


the style of an old mural. Write a paragraph about own murals
message. TG p52
Activity 3: Discuss more recent murals in South Africa.
Activity 4: Discuss Diego Riveras political murals.
TG pp5354
Activity 5: Choose the theme of own mural and write a
paragraph about it.
Activity 6: Discuss and draw a mural in own community.
TG p55
Activity 6: List other examples of art on a big scale such as
murals. TG p56
Activity 7: Plan and design own mural.
Activity 8: Prepare the wall and paint own mural. TG pp5658

Integration
Economic &
Management
Sciences
LO
Social Sciences
LO 1
Languages
LO 2

Resources
New Day-by-Day
Arts & Culture
Grade 6
Learner's Book &
Teacher's Guide
Large sheets of
paper
PVA paint
Rollers
Crayons
Brushes

Discuss the artwork ideas with the learners. TG p58

Assessment activity TG p59

Assessment:
Type of assessment:
Formal assessment for Lessons 1, 5 and 7
Informal assessment: all other activities can be used for
informal assessment
Form of assessment:
Rubric 8 for Lesson 1
Rubric or checklist for Lessons 5 and 7
Teacher reflection:

27

Reinforcement:
Identify art in the home
Expanded opportunities:
Do one of the artwork ideas from Lesson 6

LESSON PLANS Grade 6


Unit 8: Show time!
Learning Area/s: Arts & Culture
Duration: 20 hours
Learning Outcome
LO 1:
Creating, interpreting and
presenting
LO 3:
Participating and collaborating

Grade: 6
Weeks: 31 - 40

Assessment Standards
Uses African stories to develop dramas.
Illustrates/interprets African tales through puppetry.
Participates in a performance as an audience member.

Content/Knowledge:
y Writing a tale
y Adding sound effects and music
y Make a stage
y Mural theme
Learning activities
Teaching methods/approach
Puppets have been used for many years. In some countries
Lesson 1:
Puppets. LB p70
these puppets travel from town to town to educate and
entertain people. TG p61
Activity 1: Do a warm-up pretending to be puppets. TG p61
Lesson 2:
African tales and puppets.
LB p71
Lesson 3:
African tales. LB p72

Activity 2: Analyse two stories. Write down a story with a moral


about lying. TG p61

Lesson 4:
Making puppets. LB p74

Activity 3: Make puppets and practise with them. Work out


dialogue.
Remember that puppets can be made from very simple
materials. TG p62
Activity 4: Make the puppet stage.
The learners must remember that everybody must be able to
see the stage and the puppets. TG p63

Lesson 5:
Make a stage. LB p76

Integration
Languages
LO 1
Natural Sciences
LO 2
Languages
LO 1, 2, 3

Resources
New Day-by-Day
Arts & Culture
Grade 6
Learner's Book &
Teacher's Guide
Material to make
puppets
Pen
Paper packets
Coloured paper
Toilet rolls
Glue
Paint
Crayons
Old socks
Cardboard box
Sticks

Activity 5: Add sound effects to the puppet play.


Lesson 6:
Music and sound effects.
Activity 6: Add music and perform the puppet show. TG p64
LB p77
Assessment activity TG p65
Lesson 7:
Assessment LB p77
Reinforcement:
Assessment:
Practise using puppets
Type of assessment:
Formal assessment for Lesson 6 and 7
Expanded opportunities:
Make more complicated types of puppets
Informal assessment: all other activities can be used for
informal assessment
Form of assessment:
Rubric for Lesson 6
Memo for Lesson 7
Formal rubric 9
Teacher reflection:

28

RUBRIC 1: Presentations
New Day-by-Day Arts and Culture Grade 4 LB pp18, 19
Activity:

Name:

Date:

Grade: 4

LO 1: Creating, interpreting and


presenting: dance

Not

Partial

Satisfactory

Outstanding

achieved

achievement

achievement

achievement

The learner was able to:


follow instructions

participate in group discussion

talk about cultural dance and music


in own community
demonstrate favourite dance

explain how dance was learned

perform simple repetitive dance


demonstrating co-ordination
Overall rating:

29

RUBRIC 2: Warm-ups
New Day-by-Day Arts and Culture Grade 4 LB pp10, 11
Activity:

Name:

Date:

Grade: 4

LO 1: Creating, interpreting and


presenting

Not

Partial

Satisfactory

Outstanding

achieved

achievement

achievement

achievement

The learner was able to:


follow instructions

identify reasons for warm-ups and


cool downs
analyse pictures and copy exercises
play warm-up game

respond quickly to commands

behave appropriately during


practical work
Overall rating:

30

RUBRIC 3: Creative response


New Day-by-Day Arts and Culture Grade 4 LB pp58, 59
Activity:

Name:

Date:

Grade: 4

LO 1: Creating, interpreting and


presenting: dance

Not

Partial

Satisfactory

Outstanding

achieved

achievement

achievement

achievement

The learner was able to:


follow instructions

read information about dance and


choreography
devise questions for an interview

analyse pictures

research a dancer

draw a picture

write a paragraph

Overall rating:

31

RUBRIC 4: Warming up
New Day-by-Day Arts and Culture Grade 5 LB pp8, 9
Activity:

Name:

Date:

Grade: 5

LO 1: Creating, interpreting and


presenting: dance

Not

Partial

Satisfactory

Outstanding

achieved

achievement

achievement

achievement

The learner was able to:


follow instructions

identify reasons for warming up

read warm up exercises

repeat exercises based on written


descriptions
follow teachers instructions to
complete a warm up routine
behave appropriately during
routines

Overall rating:

32

RUBRIC 5: Skills development


New Day-by-Day Arts and Culture Grade 5 LB p25
Activity:

Name:

Date:

Grade: 5

LO 1: Creating, interpreting and


presenting: drama

Not

Partial

Satisfactory

Outstanding

achieved

achievement

achievement

achievement

The learner was able to:


follow instructions

explain what mime is

mime heavy and light weights

mime a simple scene using weight

mime eating different types of food


in a game
behave appropriately during
routines

Overall rating:

33

RUBRIC 6: Presentations
New Day-by-Day Arts and Culture Grade 6 LB p14
Activity:

Name:

Date:

Grade: 6

LO 1: Creating, interpreting and


presenting: dance

Not

Partial

Satisfactory

Outstanding

achieved

achievement

achievement

achievement

The learner was able to:


follow instructions

investigate the Domba

work with a group to create a dance

follow a complicated set of steps to


develop a routine
behave appropriately during
routines

Overall rating:

34

RUBRIC 7: Creative response


New Day-by-Day Arts and Culture Grade 6 LB p53
Activity:

Name:

Date:

Grade: 6

LO 1: Creating, interpreting and


presenting: visual arts

Not

Partial

Satisfactory

Outstanding

achieved

achievement

achievement

achievement

The learner was able to:


follow instructions

use imagination to creatively design


a tree sculpture
make a tree

imaginatively conceive of
inhabitants of tree and place them in
sculpture
write a paragraph

Overall rating:

35

RUBRIC 8: Creative response


New Day-by-Day Arts and Culture Grade 6 LB p60
Activity:

Name:

Date:

Grade: 6

LO 2: Reflecting: visual arts

Not

Partial

Satisfactory

Outstanding

achieved

achievement

achievement

achievement

The learner was able to:


follow instructions

study pictures of murals

answer questions based on


photographs
draw a mural, copying ancient style

mural has meaning or story

write a paragraph

Overall rating:

36

RUBRIC 9: Formal Assessment


Formal Outcomes Assessment to record learners achievements per term
Name:
Task
Needs a lot of
improving
1

Level of achievement
Needs a little
Achieves the
improving
required level
2
3

Designing
posters and other
visual work
Creating tables and
graphs to display
data
Interpreting tables
and graphs to display
data
Interpreting source
material
Solving problems
Communicating in
sensible sentences,
paragraphs, etc.
Communicating orally
Working
independently
Working with
partner
Working in a group
Presenting written
work neatly
Decorating
work creatively &
appropriately
Other:
Other:
Other:

Overall rating:

37

Is better than
level required
4

RUBRIC 10: Self Evaluation


Self-evaluation 1:
a. My favourite activity in this Unit was

b. My least favourite activity in this Unit was

c. I need to practise more

d. I need more help with

Self-evaluation 2:
a. I enjoy/ do not enjoy working in a group because
b. I enjoy/do not enjoy working with a partner because
c. I enjoy/do not enjoy working on my own because
d. I enjoy/do not enjoy doing homework because

Self-evaluation 3:
Assessment
standards

I always need
help
1

I regularly
need help
2

Overall rating:

38

I sometimes
need help
3

I manage on
my own
4

RUBRIC 11: Peer Assessment


Peer assessment by partner:
Name:
Assessed by:
Needs more
help
1

Sometimes
2

Always
3

Very well
4

We regularly
need help
2

We sometimes
need help
3

We manage
on our own
4

My partner can
My partner can
My partner can

Overall rating:

Peer assessment by group:


Assessment
standards

We always
need help
1

We can
We can
We can

Overall rating:

39