Draft Visual& Performing Arts Syllabus Infant

MINISTRY OF PRIMARY AND SECONDARY EDUCATION
INFANT SCHOOL VISUAL & PERFORMING ARTS SYLLABUS

2015-2022
Curriculum Development Unit © All Rights Reserved

P.O.BOX MP133 Revised 2015
Mount Pleasant
Harare
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1. ACKNOWLEDGEMENT
The Ministry of Primary and Secondary Education would like to acknowledge:
 The National Visual and Performing Arts Syllabus Panel

 CHIPAWO – Arts Education for Development and Employment
 Teachers’ Colleges Representatives
 National Arts Council (NAC)
 University Representatives
 Zimbabwe School Examinations Council (ZIMSEC)
 UNESCO
 UNICEF
 Publishers
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CONTENT PAGE
Preamble
Aims
Assessment Objectives
Scheme of Assessment
Methodology and Time Allocation
Scope and Sequence Chart
Infant Syllabus Topics
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2.0 PREAMBLE
2.1 INTRODUCTION
The Visual and Performing Arts is a learning area that seeks to develop the skills of creativity, performance and originality. It
involves music, dance, theatre and visual arts which leads to entrepreneurship. The syllabus is for Infant level and intends to help
learners gain understanding and appreciation of visual and performing arts. It places visual and performing arts in its socio-
economic, political and cultural context in order to help learners understand and appreciate their culture and society.
The syllabus follows a developmental approach that leads learners to grow into a mature relationship with Music, Dance, Theatre
and Art through primary education.
2.2 RATIONALE
Zimbabwe is abundant with cultural diversity and therefore it is imperative for learners to acquire visual and performing arts skills
and competencies as these are essential for employment creation, entrepreneurship, problem solving, critical thinking, creativity
and self-discipline.
2.3 SUMMARY OF CONTENT
The Infant School Visual and Performing Arts syllabus covers theory and practical activities in areas such as: sculpture, graphic
design, painting, photography, drawing, print making, ceramics, crafts, collage, video and film making, dance, theatre, music,
poetry, story-telling and puppetry. This enables learners to be exposed to a wide diversity of visual and performing arts
programmes which develop excellence, originality, confidence, self- identity, ability to communicate and identification of talents.
2.4 METHODOLOGY AND TIME ALLOCATION
In this syllabus, some of the methods and approaches that can be used to teach Visual and Performing Arts in primary schools are
as follows;
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2.4.1 METHODOLOGY
2.4.1.1 Demonstration
2.4.1.2 Rote Method
2.4.1.3 Animation
2.4.1.4 Notation
2.4.1.5 Song and dance
2.4.1.6 Story telling
2.4.1.7 Group work
2.4.1.8 Games
2.4.1.9 Integrated teaching
2.4.1.10 Simulation
2.4.1.11 Resource method
2.4.1.12 Field trips
2.4.1.13 Gallery walk
2.4.1.14 Discussion
2.4.1.15 Survey method
2.4.1.16 Case study
2.4.1.17 Problem solving
2.4.1.18 Experimentation
2.4.1.19 Research
2.4.1.20 Poems and Rhymes
2.4.2 TIME ALLOCATION
In order to cover the content adequately, Early Childhood Development (ECD) should be allocated four twenty minute lessons
and Grade 1 & 2 should be allocated eight thirty minute lessons per week.
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2.5 ASSUMPTIONS
The syllabus assumes that learners have innate abilities to:
 use their voices, gestures and sign language to express themselves

 express themselves through movement
 explore the basic elements and principles of design
 respond to stimuli through dance
 appreciate visual and performing arts
 manipulate available resources in the environment
2.6 CROSS CUTTING THEMES
The Visual and Performance Arts learning area will encompass the following cross cutting themes:
 Gender
 Children’s rights
 Disaster risk management
 Financial literacy
 Sexuality, HIV and AIDS
 Child protection
 Heritage studies
 Human Rights
 Collaboration
 Climate change and Environmental issues
3.0 PRESENTATION OF THE SYLLABUS
The syllabus is presented as a single document catering for Infant level of primary education.
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4.0 AIMS
The syllabus aims to enable learners to:
 improve their psycho-motor skills through physical response to organized musical sounds
 become literate in visual and performing arts.
 take pride in their history of resistance from pre-colonial, colonial and chimurenga/umvukela to create an awareness and
respect for Zimbabwean cultural heritage, its preservation and developmental issues in the independence period
 promote consciousness and respect for diversity in national culture through visual and performing arts
 develop aesthetic values through visual and performing arts
 develop enterprise skills in visual and performing arts
 develop creativity and self-expression through visual and performing arts
 demonstrate the role of visual and performing arts as media of communication
 appreciate music, dance, art and theatrical performance as career paths
 understand the role, development and influence of the arts throughout history and across cultures
 incorporate the use of information communication technology tools in visual and performing arts
 develop positive self-identity
 appreciate the use of local resources for the preservation of culture and better livelihood sustainably
5.0 OBJECTIVES
By the end of the course, learners should be able to:
 describe the value of music, dance, art and theatre in Zimbabwean culture
 identify pre-colonial, colonial, chimurenga and post-colonial songs
 compose songs or pieces for different occasions.
 play musical instruments
 create poetic works linked to different occasions
 apply the elements and principles of design
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 sing, dance, mime and perform to a variety of traditional and contemporary music linked to Zimbabwean culture
 construct, paint and decorate artifacts used in visual and performing arts
 design dance sequences (choreography) from songs taught in class
 identify dances, songs and artifacts of other cultures
 describe aesthetic values through visual and performing arts
 demonstrate entrepreneurial, Unhu/Ubuntu (soft skills) through visual and performing arts
 analyse finished artworks and performances
 express themselves creatively through visual and performing arts
 use visual and performing arts as a medium of communication
 use visual and performing arts as a vehicle for the enhancement of community consciousness and national identity
 identify careers in visual and performing arts
 demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music,
theatre and visual art
 synthesise skills, media, methods and technologies that are appropriate to creating, performing and presenting works
of art in dance, music, theatre and visual art and
 evaluate the impact of technology in visual and performing arts.
6.0 SYLLABUS TOPICS

6.1.1 History and culture
6.1.2 The creative process and performance
6.1.3 Aesthetic values and appreciation
6.1.4 Arts technology
6.1.5 Enterprising skills (Entrepreneurship)
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7.0 SCOPE AND SEQUENCE CHART
7.1 TOPIC 1: HISTORY AND CULTURE
ECD A ECD B GRADE 1 GRADE 2

Music Music Music Music
 The role of music, musicians  The role of music, musicians  The role of music, musicians  The role of music, musicians
and composers, in the past and composers, in the past and composers, in past and and composers, in past and
and present cultures and present cultures present cultures present cultures in daily and
- folk songs, contemporary music - contemporary music special events
- rhymes and poems  Cultural diversity as it  Music and celebrations  Movements in response to
 Musical instruments in the relates to music, musicians within Zimbabwe in the past various musical instruments of
environment. and composers and present different genres, periods and
 Songs and games in my  Movements in response to  Movements in response to styles (rhythm, melody and
home various musical instruments various musical instruments form)
of different genres and of different genres, periods  Songs and games in my
periods (rhythm and melody) and styles (rhythm, melody country
 Songs and games in my and form)
school  Songs and games in other
cultures in my society
Visual Arts Visual arts Visual art Visual art
 Visual arts in my home and  Visual arts in my school and  visual arts in my community  The role of visual arts and
my culture my culture The role of visual arts and artists in my country (design)
 The role of visual arts and  The role of visual arts and artists in my community (national flag, court of arms,
artists in my family artists in my school  Works of art from a variety chevron)
 Different types of visual arts  Human diversity in visual of places and times  Function of visual arts in daily
in the past and present arts and artists  Visual arts materials from life
 Safety and visual arts  Visual arts materials in the different cultures  Subject matter in visual arts
materials local environment (e.g. landscapes, portraits and
still life)
 Visual arts objects from
different cultures
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Theatre Theatre Theatre Theatre
 The role of theatre, film and  The role of theatre, film and  The role of theatre, film and  The role of theatre, film and
puppetry in my home puppetry in my school and puppetry in my community puppetry in my country and my
 Characterisation: Different my culture and my culture culture
family members and their  Characterisation: Different  Characterisation: Different  Characterisation: Different
roles school members and their community members and national leaders and their roles
 Family stories (fairytales, roles their roles  National stories (myths and
folktales)  School stories (fairytales,  Community stories (myths legends)
folktales) and legends)  Roles and responsibilities of
 actors and audiences
Dance Dance Dance Dance

 The role of dances and  The role of dances and  The role of dances and  The role of dances and dancers
dancers in my home and dancers in my school and dancers in my community in my county and culture
culture culture and culture  Social and cultural dances
 Dance games  Folk dance and costumes  Dance styles, costumes and (celebrations)
music
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7.2 TOPIC 2: CREATIVE PROCESSES AND PERFORMANCE

 Pitch identification (high  Pitch identification (high  Pitch identification in short  Pitch identification in songs
and low notes) medium and low notes) melodies  Use of percussion
 Body percussion to  Body percussion to  Use of percussion instruments to accompany
accompany short motifs accompany short motifs instruments to accompany short melodies and songs
 Improvisation of melodies  Arrange, and improvise short melodies  Compose, arrange, and
 Oral reading of basic note melodies, using appropriate  Compose, arrange, and improvise melodies using
values (crotchet and minim) instruments improvise songs using digital and electronic
 Create accompaniments appropriate instruments technologies
using voice and variety of  Oral reading of basic note  Oral reading of basic note
instruments values (crotchet, minim, values (crotchet, minim,
 Oral reading of basic note quaver and semi-breve) quaver, semi-breve and
values (crotchet, minim and dotted minim)
quaver)
Visual Art Visual Art Visual Art Visual Art
Visual Arts  Create 3 dimensional  Create different patterns  Create a variety of designs
 Sculpture: constructions using 2 dimensional media in 3 dimensional media
- Modelling  Construct artworks using  Application of elements of using available materials
- Moulding different types of media designing to artwork  Application of elements and
 Weaving  Use of primary colours to  Use of primary and principles of design to
 Painting produce artworks secondary colours to artwork
 Drawing produce artworks  Create a painting or
 Decorating drawing using warm/cool
 Sorting colours
 Matching
 Mixed media
 Call and response games  Movement and rhythm –  Theatre games – trust  Theatre games –
 Children’s play theatre games building cooperation skills and
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(Amadlwane/Mahumbwe)  Story telling  Improvisation of concentration
 Tableau - myself and my  Pantomime appropriate age stories  Story outline(sequencing) –
family  Tableau –my friends  Pantomime plot points, character
 Costumes and props  Tableau/Still Pictures – identification, letting and
community members conflict
 Costumes and props  Tableau – National Leaders
 Reading picture books  Costume and prop creation
 Improvisation of stories
from picture books
 Movement – daily tasks  Movement and emotions –  Movement problems  Movement patterns and
and activities movement patterns  Movement, music, pictures sequence
 Visual and sound stimuli  Responding to a variety of and rhymes  Movement problems
 Music and rhythms stimuli  Movement sequence,  Shapes and movement –
 Responding to different patterns and shapes fast and slow tempo
types of music, rhythm and  Movement and emotions  Dance phases
sound  Group dynamics in dance
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7.3 TOPIC 3: AESTHETICS VALUES AND APPRECIATION

 Free movement to music  Free movement to music  Focused movements to  Movements to express
 Movements to happy and and music appraisal music pitch, tempo, form and
sad songs  Sing and make movements  Ideas and moods through dynamics
to songs of different music  Music and musicians, the
purposes such as work ideas and moods from
songs and lullabies recorded music
Visual Art Visual Art Visual Art 
 Artworks in my environment  Artworks vocabulary  Artwork production in the  Artwork critique
 Elements of design  Element of artworks environment  Elements and principles of
 Meaning of artworks within  Meaning of artworks within  Elements and principles of design
their home their school design  Meaning of artworks within
 Meaning of artworks within their nation
their community  Responses to the same
works of art

Audience Audience Audience Audience
 Listening skills  Listening skills  Theatre appreciation skills  Actor’s performance
 Appreciation skills:  Appreciation skills - Describing  Live performance
- clapping,  Participatory audience - meaning/deriving appreciation
- smiling,  Real story and folk tales - emotional reaction - message/moral of the
- facial expression  Puppetry appreciation  Puppetry appreciation story
 Puppetry appreciation  Animation appreciation  Animation appreciation  Puppetry appreciation
 Animation appreciation  Animation appreciation
 Everyday movements in  Types of dances  Dance vocabulary  Dance vocabulary
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dance  Meaning of dance - shapes, – levels,
 Meaning of dance - levels, – rhythm,
- directions, – patterns,
- tempos/fast/slow) – type of energy
 Communication in dance  Communication in dance
– mood
– ideas
7.4 TOPIC 4: ARTS TECHNOLOGY

Music  Music videos and pictures  Music recording  Music composition and
 Music videos and pictures using ICT gadgets  Audio and visual music recording
 Audio and visual music  Audio and visual music  Musical icons and symbols  Audio and visual music
 Ethics, music and the  Ethics, music and the  Ethics, music and the  Musical icons and symbols
internet internet internet  Ethics, music and the
internet
Visual Arts  Visual technological  Visual technological  Visual technological
 Visual technological gadgets in my school gadgets in my community gadgets in my country
gadgets in my home  Ethics, art and the internet  Ethics, art and the internet  Ethics, art and the internet
 Ethics, art and the internet  Photography  Photography  Photography
 Photography  Video and filming  Video and filming  Video and filming
 Video and filming  Visual arts softwares  Visual arts softwares  Visual arts softwares
 Visual arts softwares
 Lighting and  Lighting and hue/colour  Lighting and mood  Lighting and setting
shadows/silhouette  Sound effects – recorded  Sound effects –  Sound effects – impact
 Sound effects /Natural sound responding with  Slides – picture story –
sounds  Slides picture story – movement character and conflict
 Slides – picture story- character and objects  Slides – picture story –  Digital theatre
character character and objects
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 Theatre and the internet  Theatre and the internet  Theatre and the internet  Theatre and the internet
 Lighting and  Lighting and hue/colour  Lighting and mood  Lighting and setting
shadows/silhouette  Sound effects – recorded  Sound effects –  Sound effects – impact
 Sound effects /Natural sound responding with  Video – dance drama
sounds  Slides – dance picture movement  Dance and the internet
 Slides – dance pictures depicting a story  Slides – dancers and
 Dance and the internet  Dance and the internet objects
 Dance and the internet
7.5 TOPIC 5: ENTERPRISE SKILLS (ENTREPRENEURSHIP)

 Careers in music  Careers in music  Careers in music  Careers in music
 Musical instruments  Musical instruments  Musical instruments  Musical instruments
 Fundraising performances  Fundraising performances  Fundraising performances  Fundraising performances
 Business ethics Business ethics, Business ethics, Business ethics,
- soft skills -
Unhu/Ubuntu
- Copyright protection
Visual arts Visual arts Visual arts Visual arts

 Careers in visual arts  Careers in visual arts  Careers in visual arts  Careers in visual arts
 Media and tools in my home  Media and tools in the  Media and tools in the  Media and tools in my
 Exhibitions school community country
 Commissioned work  Exhibitions and  Exhibitions and  Exhibitions and
 Business ethics commissioned work commissioned work commissioned work
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- soft skills- unhu/Ubuntu  Business ethics Soft skills  Business ethics Soft skills  Business ethics Soft skills
- Copyright protection unhu/Ubuntu unhu/ubuntu unhu/Ubuntu
 Copyright protection  Copyright protection  Copyright protection

 Careers in theatre  Careers in theatre  Careers in theatre  Careers in theatre
 Props and costumes  Props and costumes  Props and costumes  Props and costumes
 Business ethics soft skills  Business ethics Soft skills  Business ethics Soft skills  Business ethics Soft skills
unhu/ubuntu unhu/Ubuntu unhu/Ubuntu unhu/ubuntu
 Copyright protection  Copyright protection  Copyright protection  Copyright protection
 

 Careers in dance  Careers in dance  Careers in dance  Careers in dance
 Instruments and costumes  Instruments and costumes  Instruments and costumes  Instruments and costumes
 Business ethics soft skills  Business ethics soft skills  Business ethics soft skills  Business ethics soft skills
unhu/Ubuntu unhu/Ubuntu unhu/ubuntu unhu/ubuntu
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ECD A
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8.0 DETAILED CONTENT MATRIX
8.1 ECD A: HISTORY OF ARTS AND CULTURE
TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED ACTIVITIES RESOURCES

Learners should be able AND NOTES
to:
MUSIC  Respond to a variety of  Songs:  Singing music from past  CDs with recorded
 The role of music, music from the past  Gospel and present cultures music
musicians and and present cultures  Chimurenga  Playing un-pitched  Video clips
composers, in past and  Name local musicians  Game instruments  CD/DVD Player
present cultures (folk  Identify local musicians  Lullabies  Dancing to past and  Magazines
songs, rhymes and  Contemporary present music  pre-colonial, colonial,
poems)  Celebration  Clapping, stamping, chimurenga and
 Play un-pitched musical  Rhymes clicking and flapping to post-colonial songs
 Musical instruments in instruments in the music and texts
 Folk
the environment. classroom  Mimicking songs by local  radio
 Un-pitched
Musical musicians  smart phones
 Mimic songs by local instruments such  Watching musical video  tape recorder
 Songs and games in musicians clips  television
as shakers and
my home  Play local singing drums  cassettes
games  un-pitched
instruments
Visual Arts  Name cultural artifacts  Artifacts  Naming objects found in  Play dough/plasticine
 Visual arts in my home found in the home  Photographs home and culture  Internet
and my culture  Identify visual artist and  Kitchen utensils  Identify visual artists and  Artifacts
 The role of visual arts their works in the family  Sculptures their works in the family  Magazines
and artists in my family  Classify types of visual  Paintings  Painting objects from the  Sand and water play
 Different types of visual arts in the past and  Crafts ceramic past and present area
arts in the past and present objects  Drawing artifacts found in  Camera
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to:
present  Recognize safe visual arts  Wall hanging home and culture  Paint
 Safety and visual arts materials  Artist profiles  Photographing artifacts  Artistic portfolios
materials found in home and culture  Bond paper
 Identify harmful and non-  Monster
harmful materials used in crayons/charcoal
visual arts
 Decorating artifacts
 Weaving
Theatre  Respond to a variety of  Children’s theatre  Watching theatre  Video clips
 The role of theatre, film theatre and puppetry performances performances  Resource persons
and puppetry in my performances from past  Family characters  Watching puppetry  Theatre groups
home and my culture and present cultures  Fairytales and performances  DVD player
 Characterisation:  Respond to film from folktales  Watching films from the  Television
Different family past and present  Family stories past and present cultures  Projector and screen
members and their cultures   Listening to children’s 
roles  Name family members stories
 Family stories and their roles
(fairytales, folktales)  Mimic family members
depicting their roles
 Listen to children’s
stories
Dance  Respond to a variety of  Zimbabwean  Singing songs from past  Video clips
 The role of dances and songs from the past and dances and present  Resource persons
dancers in my home present cultures  Contemporary  Dancing to cultural songs  Dance groups
and culture  Name local dances dances  Clapping and stamping to  DVD player
 Dance games  Identify local dancers  Fold dances cultural songs  Television
 Dance to music  Modern dances  Naming different dances  Projector and screen
 Sing variety of songs  Watching dance videos  Drums
from the past and present  Mimicking dancers  Rattles
 Play games
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8.2 ECD A: CREATIVE PROCESS AND PERFORMANCE

to:
Music  Distinguish high and  Pitch levels:  Discriminating pitch levels  Music play area
 Pitch identification low sounds/pitches - High from various sound - Charts and
- high and low notes  Respond to high and - Low sources by using different cards with
 Body percussion to low sounds with body  Short body movements basic note
accompany short motifs movements melodies/motifs  Imitating various sound values
 Improvisation of melodies  Accompany short  Walking note (taa) levels - Jig-saw
 Oral reading of basic note motifs/melodies using  Grandfather’s note  Producing different sound puzzles
values body percussion, (taa-aa) levels using the voice and - Recorded
- crotchet and minim (clapping, stamping instruments melodies
etc.)  Illustrating sound levels - Percussion
 Improvise given as high and low instruments
melodies  Accompanying short such as drums
 Walk to the crotchet motifs/melodies using and triangles
note (taa) body percussion
 Move to the minim  Improvising melodies
note (taa-aa) from given known songs
 Identify the crotchet  Moving in the classroom
and minim note with like a mother or father
various types of and saying the crotchet
movements (taa)
 Walking like a
grandfather/grandmother
saying the minim step-
bend (taa-aa)
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to:
Visual Arts  Arrange three  Three dimensional  Manipulating a variety of  Visual Arts Area
 Sculpture: dimensional objects objects: 3 dimensional media to - Blocks
- Modelling into patterns - Sculpture form patterns - Maize cobs
- Moulding  Identify three - Crafts  Using different media to - Reeds
 Weaving dimensional media - Paintings create works of art - Play
 Painting  Demonstrate - Puzzles  Sorting and matching dough/plasticine
 Drawing appropriate skills in - Wall hangings primary colours - Internet
 Decorating the use of materials  Primary colours - Artifacts
 Sorting to produce works of - Magazines
 Matching art - Sand and water
 Classify objects play area
 Mixed media
according to primary - Cameras
colours - Paints
- Artists portfolios
- Bond paper
- Monster
crayons/charcoal
Theatre  Theatre play area:
 Call and response games  State response games  Call and response  Watching videos - Videos
 Recite response theatre games  Identifying response - DVD player
games games - Props
 Play response games  Playing response games - Pictures
reciting response games - Costumes
 imitate family roles and  Identifying family  Resource person
 Children’s play responsibilities members roles and  Books on theatre
(Amadlwane/Mahumbwe)  use objects as props  Children’s play responsibilities games
 delegate roles and  Imitating family member
responsibilities roles and responsibilities
 use appropriate  Casting members into
language roles
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to:
 create a story
 Acting roles and

 Tableau - myself and my  create pictures using responsibilities of family
family body movements of  Tableau members
their family members  Posing for pictures
 tell stories about self  Discussing stories about
and family members self and family members
Dance  Improvise dances from  Movement: tasks  Watching dance videos  Dance play area:
 Movement – daily tasks daily activities and activities  Dancing to a variety of - books on
and activities  Name dances sounds and music dance games
 Identify dances from  Clapping to a variety of - Videos
daily activities songs - DVD player
 Imitate daily tasks and  Dance styles  Stamping to a variety of - Props
 Visual and sound stimuli activities songs - Pictures
 Listen to sounds and  Practicing listening skills - Costumes
rhymes  Improvising sounds  outdoor play area
 Identify sounds  Identifying music and  Resource person
 Music and rhythms rhythms
 Demonstrate  Visual and sound  Commenting on music
movements stimuli and rhythms
 Listen to music and  Music and rhythms 
rhythms
 Observe response to
music and rhythms
 Music and rhythms
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8.3 ECD A: AESTHETIC VALUES AND APPRECIATION
TOPIC LEARNING OBJECTIVES CONTENT NOTES AND RESOURCES

Learners should be able to: SUGGESTED
ACTIVITIES
Music  Create movement in  Recorded music  Making free  Music play area
 Free movement to response to recorded  Happy songs such as movements in - Charts and
music music wedding and birthday response to recorded cards with basic
 Movements to happy  Distinguish between happy songs music note values
and sad songs and sad song songs  Sad songs such as  Identifying happy and - Charts with
 Respond appropriately to funeral songs sad songs happy and sad
happy and sad songs  Mimicking happy and faces
sad songs - Recorded
 Miming happy and melodies
sad songs - Percussion
instruments such
as drums and
triangles
Visual Art  Identify artworks in their  Artworks  Naming artworks in  Visual Arts Play
 Artworks in my local environment  Elements of design the environment Area:
environment  Identify elements of design  Demonstrating - Internet
 Elements of design  Describe artifacts in their elements of design - Artifacts
 Meaning of artworks home  Meaning of artworks  Discussing artworks - Magazines
within their home  Assign meaning to in the environment - Sand and water
artworks in their home play area
- Play
dough/plasticine
- Camera
- Paint
- Artists portfolios
- Bond paper
- Monster
crayons/charcoal
- Pastels
23
TOPIC LEARNING OBJECTIVES CONTENT NOTES AND RESOURCES
Learners should be able to: SUGGESTED
ACTIVITIES
- Soap stone
Theatre  Theatre Play Area
Audience  Listen attentively to a story  Theatre  Responding to a - Videos
 Listening skills  Respond appropriately to performances performance: - DVD player
 Appreciation skills: a theatre performance  Story telling - clapping, - Props
- clapping,  Retell a performance  Rhymes - smiling - Pictures
- smiling,  Recite songs  Puppetry  Joining the - Costumes
- facial expression  Pronounce key words  Animated films performance  Resource person
- standing ovation  Key words  Dancing to a
 Puppetry appreciation performance
 Animation appreciation  Using key words
appropriately
Dance  Observe everyday  Everyday movements  Discussing everyday  Dance play area:
 Everyday movements movements in dance in dance movements - Videos
in dance  Reproduce everyday  Mimicking everyday - DVD player
movements as dance  Types of dances movements - Props
 Apply rhythm to everyday  Recording everyday - Pictures
movement movements - Costumes
 Identify dances in their  Observing dances in  outdoor play area
local area their local  Resource person
 State the use of dance  Use of dance environments  Dance groups
 Meaning of dance  Demonstrate purpose of  Watching videos
dance  Explaining the use of
dance
 Describing dances
8.4 ECD A: ART TECHNOLOGY
24
TOPIC LEARNING CONTENT SUGGESTED RESOURCES
OBJECTIVES ACTIVITIES AND
Learners should be NOTES
able to:
Music  name video clips  Musical gadgets  Watching video  Music Play Area:
 Music videos and and pictures of  Pictures of local clips of music from - Video clips
pictures different local artists artists and musical local artists - Camera
 Audio and visual  operate musical gadgets  Listening to music - Musical gadgets
music gadgets  Local songs from the  Identifying and such as radio,
 Ethics, music and  discriminate internet naming local artists TV,
the internet between acceptable from pictures smartphones,
and unacceptable  Naming musical tape recorders
music from the gadgets and cassettes
internet - Picture puzzles
- Collage
 Pictures of local artists
 Books with pictures of
musical gadgets
Visual Arts  Identify visual  Technological  Photographing  Visual Arts Play Area:
 Visual technological technological gadgets objects in the home - Internet
gadgets in my home gadgets in their  Appropriate softwares  Filming objects in - Artifacts
 Ethics, art and the homes  Ethics the home - Magazines
internet  Use cameras  Editing - Camera
 Photography  Identify visual arts photographed and - Artists portfolios
 Video and filming softwares filmed objects - Bond paper
 Visual arts softwares  Explain ethics and
use of internet
Theatre  trace a story told  Animated  Watching shadows Theatre Play Area:
 Lighting and through animated shadows/silhouette and silhouettes
shadows/silhouettes shadows/silhouettes  Natural sounds  Retelling stories - Lights
 Sound effects  retell the story of  Picture stories about shadows and - Torches
/Natural sounds shadows/silhouettes  Accessing internet silhouettes - Candles
 Slides – picture  demonstrate  Demonstrating - Computers
- Cellphones
25
able to:
story-character shadows/silhouettes shadows and - Television
 Theatre and the  identify natural silhouette - DVD Player
internet sounds  Listening to natural - Sunlight
 imitate natural sounds - Print media
sounds  Imitating natural - Picture books
 compose own sounds  Theatre groups
sounds  Creating own  Resource person
 read picture story sounds
books  Reading pictures
 make own story  Creating story
boards boards
 Identify ICT gadgets  Identifying gadgets
that can access that can access
internet internet
Dance  Follow a dance  Animated  Watching dance  Dance Play Area
 Lighting and through animated shadows/silhouette videos - Lights
shadows/silhouette shadow/silhouettes  Natural sounds  Demonstrating - Torches
 Sound effects  Demonstrate  Dance pictures dances using - Candles
- Natural sounds shadows/silhouettes  Internet shadows/ - Computers
 Slides – dance  Identify natural silhouettes - Cellphones
pictures sounds  Listening to natural - Television
 Dance and the  Imitate natural sounds - DVD Player
internet sounds  Imitating natural - Sun
 Compose own sounds - Print media Picture
sounds  Creating own books
 Read dance sounds  Resource person
pictures  Reading dance  Dance groups
 Create own dance pictures
sequences  Creating dance
26
able to:
 Identify ICT gadgets story boards
that can access  Identifying gadgets
internet that can access
internet
8.5 ECD A: ENTERPRISE SKILLS (ENTREPRENURESHIP)
TOPIC OBJECTIVES CONTENT LEARNING ACTIVITIES RESOURCES

Learners should be
able to:
Music  Name careers in  Music careers such as  Listing careers in Music Play area
 Careers in music music musician, sound music - Charts with
 Musical instruments  Make musical engineer, teacher,  Making musical different music
 Fundraising instruments which adjudicator, composer instruments for careers
performances can be sold and producers selling - musical
 Business ethics,  Price their  Musical instruments  Marking prices for instruments
- soft skills instruments such as un-pitched their instruments - Artifacts for sale
-Unhu/Ubuntu  Perform for paying instruments  Performing music for  Resource person
- Copyright audience  Business ethics paying audience  Music group
protection  Role play on  Mimicking buying
buying and selling and selling of their
of products products
 Discuss business  Talking about
27
Learners should be
able to:
ethics copyrights protection
Visual arts  Identify careers in  Careers in visual arts  Categorizing careers Visual Arts Area
 Careers in visual arts visual arts  Media and tools in visual arts - Artifacts
 Media and tools in  Identify media and  Exhibitions  Fundraising through - Magazines
my home tools in my home  Business ethics exhibitions and - Sand and water
 Exhibitions  Display their selling of artifacts play area
 Commissioned work artworks  Naming media tools - Cameras
 Collaborations  Outline appropriate  Advertising artifacts - Paint
 Business ethics business ethics  Decorating/displaying - Artists portfolios
- soft skills- and soft skills  Demonstrating soft - Bond paper
(unhu/ubuntu) (Unhu/Ubuntu) skills Unhu/Ubuntu
- Copyright  Collaborating with
protection other artists such as
dancers, musicians,
theatre artists and
business people
Theatre  Identify different  Careers in theatre arts  Identifying and  Resource person and
 Careers in theatre careers in theatre such as : script writer, selecting preferred centres
 Props and costumes arts actors, editors, careers in theatre  Art management tool
 Fundraising  Make an age director, production arts kit
performances appropriate team  Making a theatrical  Materials to make
 Business ethics theatrical  Theatre arts as production and theatre costumes and
- soft skills - performance for business pricing it props
unhu/Ubuntu business  Design and make  Making costumes  Texts on theatre arts
- Copyright  Design and make costumes and props and props and
protection costumes for for business pricing them
business  Observing business
 Observe business ethics
ethics  Collaborating with
other artists such as
28
Learners should be
able to:
dancers, musicians,
visual artists and
business people
Dance • Identify careers in  Careers in dance such  identifying careers in  Resource person and
 Careers in dance Dance as dancers, dance and selecting centres
 Instruments and  construct choreographers, preferred careers  Art management tool
costumes Zimbabwean managers, teachers  constructing kit
 Fundraising costumes for  Zimbabwean costumes  Materials to make
performances business costumes and  Making instruments costumes and props
 Business ethics  create dances instruments such as  Formulating dance  Texts on dance
- soft skills pieces for mbira, nhembe, pieces for business
-Unhu/Ubuntu business amabhechu  Practicing business
 practice business  Zimbabwean and ethics
ethics, foreign dance as  Collaborating with
business such as: other artists such as
dance groups , theatre artists,
imbube musicians, visual
artists and business
people
29
ECD B
30
9.0 DETAILED CONTENT MATRIX
9.1 ECD B: HISTORY OF ARTS AND CULTURE

to:
Music  Respond to a variety  Songs  Mimicking past and  Music Play Area
 The role of music, of music from past and - Gospel present songs from local - CDs with recorded
musicians and present cultures - Chimurenga environment music
composers, in past  Name past and - Singing games  Constructing jigsaw - Jig-saw puzzles
and present cultures present musicians and - Folk songs puzzles of past and - Pictures of
 Cultural diversity as it composers - Lullabies present musicians musicians
relates to music,  Identify different types  Musical patterns  Playing video clips on - Video clips
musicians and of music through video - Mhande smart phones and - Radio
composers clips, pictures and - Mbende/Jerusarema computers - TVs
31
to:
 Movements in performances - Jiti  Identify posters of local -
Tape recorders
response to various  Move to rhythms - Intshomane musicians -
Un-pitched
musical instruments played on different - Isitshikitsha  Moving to rhythms played musical
of different genres types of un-pitched - Ijukwa on un-pitched instruments instruments
and periods instruments - Amabhiza  Miming to past and - Props and
 Songs and games in  Play un-pitched  Un-pitched present songs costumes
my school percussion percussion  Playing un-pitched  Books on
instruments instruments instruments with song chimurenga songs
 Sing cultural songs accompaniment
from local environment  Playing and acting out
 Play singing games game songs from local
from their local environment
environment
Visual arts  Identify artifacts in  Artifacts  Naming objects found in  Visual Arts Play
 Visual arts in my their environment  Photographs school environment Area
school environment  Identify visual artist  Kitchen utensils  Identifying visual artists - Reeds
 The role of visual arts and their works in the  Sculptures and their works in the - Wool and strings
and artists in my school environment  Paintings school - Grass
school  Categorize artists  Crafts  Painting objects from the - Coloured paper
 Human diversity in according to their  Ceramic objects past and present - Play dough
visual arts and artists fields  Drawing artifacts found in - Magazines
 Wall hanging
 Visual arts materials  Select visual arts my school and - Internet
 Artist profiles
in the local materials according to environment - Artists portfolios
environment their use in the local  Photographing artifacts - Paints
environment found in home and culture - Monster crayons
 Identifying harmful and - Picture puzzles
non-harmful materials
used in visual arts
 Decorating artifacts
 Weaving
32
to:
Theatre  Respond to a variety of  Children’s theatre  Watching theatre Theatre Play Area
 The role of theatre, theatre puppetry performances from performances  Lights
film and puppetry in performance from past past and present  Watching puppetry  Torches
my school and my and present culture in  Imitating characters in  Candles
culture the school  School characters plays  Computers
 Characterisation:  Discuss theatre  Listening to stories  Cellphones
Different school performances in their  School stories performances and film  Television
members and their school  Listening to short stories  DVD Player
roles  Name school  Folk tales about the school  Sun
 School stories members’ roles and  Telling stories about the  Print media
- fairytales, responsibilities school  Resource person
- folktales  Mimic school members  Perform folktales and  Picture books
 Trace the history of fairytales  Theatre books
performance in the  Watching school pictures
school
 Tell stories about the
school
Dance  Respond to a vatiety of  Cultural dances  Singing songs from the Dance Play Area
 The role of dances dances from the school, - Contemporary school - past and present  Lights
and dancers in my past and present - School  Dancing school dances  Torches
school and culture  Name school dances - Folk  Dancing cultural songs  Candles
 Folk dance and  Identify school dances - Modern  Naming different dances  Computers
costumes  Dance games  Watching dance video  Cellphones
clips  Television
 Mimicking dancers  DVD Player
 Sun
 Print media
 Resource person
 Picture books
 Theatre groups
33
9.2 ECD B: THE CREATIVE PROCESS AND PERFORMANCE

to:
Music  Identify high, medium  Pitch levels  Discriminating levels  Music corner
 Pitch identification (high and low notes  Melodies/Motifs from various sound  Charts and cards
medium and low notes)  Move in response to from known songs sources showing
 Body percussion to high, medium and low  Basic note values  Imitating different sound crotchet, minims
accompany short motifs notes (the crotchet, minim levels (high, medium and and quavers
 Arrange, and improvise  Use body percussion and quaver) low sounds)  Recorded
melodies, using to accompany short  Voices and  Singing short melodies melodies
appropriate instruments motifs/melodies instruments using body percussion  Un-pitched
 Create accompaniments  Use the singing voice  Reading pictures of basic percussion
using voice and variety of to echo short melodic note instruments
instruments patterns  Matching and sorting  Charts with
 Oral reading of basic  Read basic notes flash cards of basic note melodies
note values (crotchet,  Read basic notes values
minim and quaver) (crotchet, minim and  Adding some creative
quaver) activities to make the
 Create songs enjoyable
accompaniment using  Creating simple melodies
voice and a variety of
instruments
Visual Art  Assemble 3  Media  Create 3 dimensional  Play
 Painting Dimension objects  Colours constructions dough/plasticine
34
to:
 Printmaking  Construct 3  Three dimensional  Construct artworks using  Internet
 Sculpting dimension object objects different types of media  Artifacts
 Decorating  Produce artworks  Sculptures  Use of primary colours to  Magazines
 Collaging using different types  Crafts produce artworks  Sand and water
of media  Paintings  play area
 Identify types of  Puzzles  Camera
media  Wall hanging  Paint
 Demonstrate the use  Primary colours  Artistic portfolios
of primary colours to  Bond paper
produce artworks  Monster
crayons/charcoal
Visual Arts  Arrange three  Three dimensional  Manipulating a variety of  Visual Arts Area
 Sculpture: dimensional objects objects: 3 dimensional media to - Blocks
- Modelling into patterns - Sculpture form patterns - Maize cobs
- Moulding  Identify three - Crafts  Using different media to - Reeds
 Weaving dimensional media - Paintings create works of art - Play
 Painting  Demonstrate - Puzzles  Sorting and matching dough/plasticin
 Drawing appropriate skills in - Wall hangings primary colours e
 Decorating the use of materials  Primary colours  - Internet
 Sorting to produce works of - Artifacts
 Matching art - Magazines
Mixed media  Classify objects - Sand and
according to primary water play area
colours - Cameras
- Paints
- Artists
portfolios
- Bond paper
 Monster
crayons/charcoal
35
to:
Theatre  State theatre games  Theatre games  Watching videos  Lights
 Movement and rhythm –  Recite theatre games  Story telling  Respond to theatre game  Torches
theatre games  Play theatre  Tableau  Playing movement  Candles
 Story telling games/songs  Costumes and games  Computers
 Pantomime  Listening to stories props  Playing rhythm games  Cellphones
 Tableau –my friends  Retell stories  Recite rhymes  Television
 Costumes and props  Perform a story  Discussing stories  DVD Player
 Create pictures of  Rephrase a story  Sun
friends using body  Perform own story  Print media
movements  Mimicking photographing  Resource person
 Tell stories about their friends  Picture books
friends  Discussing poses by  Theatre books
 Make props their friends
 Design costumes  Collecting costumes
 Collecting props
 Modifying costumes
 Making props
Dance  Identify the difference  Movements and  Expressing emotions in  Lights
 Movement and emotions between movements emotions natural dance  Torches
– movement patterns and emotions sound  Create dance  Candles
 Responding to a variety  Respond to dance with  Recorded sound movements  Computers
of stimuli emotions  Improvised sound  Watching dancers  Cellphones
 Responding to different  Listen to recorded  Music, rhythm and  Stamping  Television
types of music, rhythm sound sound in dance  Tapping  DVD Player
and sound  Respond to natural  Clapping  Sun
sound  Playing recorded sound  Print media
 Listen to different types  Responding to different  Resource person
of music rhythm and types of music and  Picture books
sound sound  Theatre groups
 Identify different types  Harmonizing dance to
36
to:
of music, rhythm and different type of music
sound rhythm and sound
 Create different types
of music
9.3 ECD B: AESTHETIC VALUES AND APPRECIATION

to:
Music  Create movements  Recorded music 
Making movements that  Recorded music
 Free movement to music that correspond to such as work correspond to specific
and music appraisal specific music songs, lullabies and music
 Sing and make  Discuss recorded game songs  Discussing recorded
movements to songs of music music
different purposes such  Identify music for  Mimicking lullabies, work
as work songs and specific purposes songs and game songs
lullabies  Sing music recorded  Miming lullabies, work
for specific purposes songs and game songs
Visual Art  List appropriate  Artworks vocabulary  naming  Play
 Artworks vocabulary artworks vocabulary  Elements of design  discussing Naming dough/plasticine
 Element of artworks  Relate meaning of  artworks  Demonstrate elements of  Internet
 Meaning of artworks artworks vocabulary design  Artifacts
within their school  Identify elements of  Discussing  Magazines
design   Sand and water
 Assign meaning to play area
37
to:
artworks in their  Camera
school  Paint
 Artistic portfolios
 Bond paper
 Monster
crayons/charcoa
l
Theatre  Listening attentively to  Children’s plays  Performance  Lights
AUDIENCE a children’s theatre  Story telling presentation  Torches
 Listening skills performance  Rhymes  Responding to a  Candles
 Appreciation skills  Respond appropriately  Puppetry performance  Computers
 Participatory audience to a theatre  Animated shows  Watching videos  Cellphones
 Real story and folk tales performance  Animated films  Watching animation  Television
 Puppetry appreciation  Retell the story of a  Participatory video  DVD Player
 Animation appreciation performance performance  Retelling stories  Sun
 Recite rhymes  Performing characters  Print media
 Pronounce new words identified in the story  Resource
 Follow the story  Watching performances person
 Identify characters  Picture books
 Respond appropriately  Theatre books
 Take part in  Exchange
performance as an programme
audience
Dance  Identify dances in their  Types of dance  Observing dances in  Lights
 Types of dances locality  Use of dance their locality  Torches
 Meaning of dance  List types of dances on  Create dance in their  Candles
their locality community  Computers
 State the types of  Performing dances in  Cellphones
dances their community  Television
 State the use of dance  Observing dances in  DVD Player
38
to:
 Demonstrate the their local environment  Sun
purpose of dance  Watching videos  Print media
 Explaining the use of  Resource
dance person
 Describing dances  Picture books
 Theatre groups
9.4 ECD B: ART TECHNOLOGY

to:
 Music videos and pictures  Name video clips and  Collection of video  Watching video clips  Music corner
using ICT gadgets pictures of local artists clips and other  Listening to music from  CDs
 Audio and visual music using ICT gadgets musical gadgets radio tape recorder,  Video clips
 Ethics, music and the  Operate audio and  Pictures of local smart phone  Recorded
internet visual musical gadgets artists and musical  Naming and identifying music
 Identify ethical gadgets local musicians from  TVs
consideration in music  Music piracy pictures  Radios
 Identify child songs on  Copy rights  Playing music from audio  Magazines with
the internet  Child songs on the gadgets pictures of
internet  Singing songs that musical artists
discourage piracy and  Posters
copy rights  Laptops and
 Playing child songs on computers
internet such as chipawo,  Smart phones
39
to:
munyaradzi munodawafa  Flash disk
 Memory stick
 Visual technological  Identify visual  Technological  Photographing  Play
gadgets in my school technological gadgets gadgets  Filming dough/plasticine
 Ethics, art and the in their school  Appropriate  Editing  Internet
internet  Explain ethics and softwares  Artifacts
 Photography use of internet  Ethics in art  Magazines
 Video and filming  Identify visual arts technology  Sand and water
 Visual arts softwares softwares play area
 Camera
 Paint
 Bond paper
 Monster
crayons/charcoa
l
Theatre  Identify the different  Animated  Watching  Lights
 Lighting and hue/colour colours in a shadows/silhouette  Retelling  Torches
 Sound effects – recorded performance  Natural sounds  Demonstrating  Candles
sound  Identify recorded  Picture stories  Listening to natural  Computers
 Slides picture story – sound accessing internet sounds  Cellphones
character and objects  Imitate recorded sound  Imitating natural sounds  Television
 Theatre and the internet  Respond to recorded  Creating own sounds  DVD Player
sound  Reading pictures  Sun
 Compose and record  Create story boards  Print media
sound  Identifying gadgets that  Resource
 Read picture story can access internet person
book  Picture books
 Identify characters and  Theatre books
objects
40
to:
 Make own story board
Dance  Identify the different  Animated  Watching  Lights
 Lighting and hue/colour colours in a shadows/silhouette  Retelling  Torches
 Sound effects – recorded performance  Natural sounds  Demonstrating  Candles
sound  Identify recorded  Dance pictures  Listening to natural  Computers
 Slides – dance picture sound  Accessing internet sounds  Cellphones
depicting a story  Imitate recorded sound  Imitating natural sounds  Television
 Dance and the internet  Respond to recorded  Creating own sounds  DVD Player
sound  Reading dance picture  Sun
 Compose and record  Create story boards  Print media
sound  Identifying gadgets that  Resource
 Read dance pictures can access internet person
depicting a story  Picture books
 Create own dance  Theatre groups
sequence
 Identify ICT gadgets
that can access
internet
9.5 ECD B: ENTERPRISE SKILLS (ENTREPRENURESHIP)

to:
Music  Identify careers in  Music careers  Identifying music  Music corner
 Careers in music music  Musical instruments careers  Pictures of
 Musical instruments  Role play careers in production  Role playing musical different music
 Fundraising performances music  Fundraising shows careers careers
Business ethics, soft skills  Make musical (selling instruments,  Making musical  video clips of
unhu/Ubuntu instruments performing) instruments different music
41
to:
 Copyright protection  Role play selling of  Men and his/her  Role playing –buying careers
musical instruments instrument and selling musical  paper money
and other gadgets instruments tickets
 Perform at fundraising  Performing at  Musical
shows fundraising shows instruments
 Charge fairly, at  Coins
fundraising shows
 Give tickets at
fundraising shows
 Welcome, usher and
thank audiences
Visual arts  Identify careers in  Careers in visual  Categorizing  Play
 Careers in visual arts visual arts arts  Fundraising dough/plasticine
 Media and tools in the  Identify media and  Media and tools  Naming  Internet
school tools used in visual arts  Exhibitions  Decorating/displaying  Artifacts
 Exhibitions and  Showcase their  Business ethics  Demonstrating soft skills  Magazines
commissioned work artworks Unhu/Ubuntu  Sand and water
 Business ethics Soft skills  Outline appropriate play area
unhu/Ubuntu business ethics and  Camera
 Copyright protection softskills unhu/ubuntu  Paint
 Bond paper
 Monster
crayons/charcoal
Theatre  Identify different  Careers in theatre  Identifying and selecting  Resource person
 Careers in theatre careers in theatre arts arts such as : script preferred careers in and Centre
 Props and costumes  Make an age writer, actors, theatre arts  Art management
 Fundraising appropriate theatrical editors, director,  Making a theatrical tool kit
performances performance for production team production and pricing it  Materials to
 Business ethics Soft skills business  Theatre arts as  Making costumes and make theatre
42
to:
unhu/Ubuntu  Design and make businesse.g. pricing them costumes and
 Copyright protection costumes for business financial literacy  Observing business props
  Observe business  Design and make ethics, soft skills,  Relevant texts
ethics,soft skills, costumes as Unhu/Ubuntu
Unhu/ubuntu business
Dance • Identify careers in  Careers in dance  identifying careers in dance  Resource person
 Careers in dance Dance such as dancers, and selecting preferred and Centre
 Instruments and  construct Zimbabwean choreographers, careers  Art management
costumes costumes for business managers, teachers  constructing costumes tool kit
 Fundraising  create dances pieces  Zimbabwean  Making instruments  Materials to make
performances for business costumes and  Formulating dance costumes and
 Business ethics soft skills  observe business instruments such pieces for business props
unhu/Ubuntu ethics,soft skills, as: nhembe,  Observing business  Relevant texts
Unhu/ubuntu amabhetshu ethics,soft skills,
 Zimbabwean and Unhu/Ubuntu
foreign dance as
business such as:
dance groups ,
imbube
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GRADE 1
44
10.1 GRADE 1: HISTORY OF ARTS AND CULTURE

to:
Music  Identify the role of  Song folktale  List roles of folktale songs  CDCs with recorded
 The role of music, folktale music in the  Music in past and in the past and present music
musicians and past and present present cultures cultures  Pictures of musicians
composers, in past cultures  Musicians and  Identifying musicians on  Radio TVs
and present cultures  Name local musicians composers posters  Tape recorded
(contemporary music) and composers  Music and  Discussing composers of  Props and costumes
 Music and  Discuss music celebrations folktales  Un-pitched musical
celebrations within celebrations from  Recorded music  Naming celebration songs instruments
Zimbabwe in the past diverse cultures in the from various from diverse cultures
and present past and present genres  Singing celebration songs
 Movements in  Respond appropriately from past and present
response to various with movement to cultures
musical instruments of music from various  Recording celebration
different genres, genres, periods and songs
periods and styles styles  Making movements in
(rhythm, melody and  Sing songs from
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form) various cultures within response to music from
 Songs and games in the school various genres periods and
other cultures in my styles.
society
Visual art  Classify visual artworks in  Visual arts  Constructing artifacts  Play dough/plasticine
 visual arts in my their community according  Artist profiles  Practicing visual arts  Internet
community The role of to time and use  Artifacts activities  Artifacts
visual arts and artists  Lists visual artists and  Naming visual arts in their  Magazines
in my community their works in their community  Sand and water play
 Works of art from a community  Discuss the roles of visual area
variety of places and  Explain the roles of visual artists and their works in  Camera
times artists and their works in the community  Paint
 Visual arts materials the community  Identifying visual atr  Artistic portfolios
from different cultures  Categorise works of art materials from different  Bond paper
from a variety of places cultures  Monster
and times  Describing visual art crayons/charcoal
 Recognize visual art materials
materials from different
cultures
Theatre  Respond to variety of Children’s theatre  Watching theatre  Lights
 The role of theatre, film theatre, film and Puppetry performances  Torches
and puppetry in my puppetry performances Folktales  Watching films  Candles
community and my from their communities Fairytales  Listening to stories  Computers
culture  Name community Community  Retelling stories  Cellphones
 Characterisation: members and their roles Characters  Identify community  Television
Different community  Mimic community Community characters  DVD Player
members and their members and their roles stories: - legends  Mimic community  Sun
roles  Listening to stories from  Myths characters and their roles  Print media
 Community stories the community  Performing community  Resource person
(myths and legends)  Retell stories from the stories  Picture books
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community  Theatre books
 Perform stories from the
community
Dance  Respond to variety of  Different types of  Watch dance perfomances  Lights
 The role of dances and dances from their dances from their communities  Torches
dancers in my community  Dancers  Imitating dance from their  Candles
community and culture  Name community  Dance costumes community  Computers
 Dance styles, dancers  Music from the  Identifying dances from the  Cellphones
costumes and music  Identify community community community  Television
dancers  Discussing different dance  DVD Player
 Dance to variety of music costumes  Sun
from their community  Print media
 Identify dance and their  Resource person
costumes  Picture books
 Theatre groups
10.2 GRADE 1: THE CREATIVE PROCESS AND PERFORMANCE

to:
Music  Distinguish pitch levels  Pitch levels such  Identify pitch levels given in  Modulator
 Pitch identification in in given short as high, medium short melodies/motifs  Un-pitched musical
short melodies melodies/motifs and low  Describing musical forms in instruments
 Use of percussion  Identify musical forms  Musical forms melodies  Chart with note
instruments to in melodies such as phrases,  Denoting pitch levels from values
accompany short  Identify pitch levels of echoes, call and first to fourth degree with
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melodies the scale from first to response hand signs
 Compose, arrange, fourth degree  Un-pitched  Singing the modulator up to
and improvise songs  Identify un-pitched instruments the fourth degree
using appropriate instruments  Composition of  Playing un-pitched musical
instruments  Use percussion one bar and two instruments
 Oral reading of basic instruments to bar songs  Improvising rhythmic
note values (crotchet, accompany  Basic note values accompaniments using
minim, quaver and melodies/motifs such as crotchets body percussions or un-
semi-breve)  Compose one bar and minims, quavers pitched instruments
two bar songs and semiquavers.  Composing one bar and
 Create rhythmic two bar songs
movements using body  Identifying basic note
percussion or un- values
pitched instruments  Drawing basic note values
 Read basic note value (crotchet, minim, quaver
(crotchets, minim, and semi-quaver)
quaver and semi-  Moving in classroom in
quavers response to basic note
value
Visual Art  Design different patterns  Colour wheel  Sculpting  Play dough/plasticine
 Create different using available resources  2 dimensional  Painting  Internet
patterns using 2 to produce objects in 2 patterns  Crafting  Artifacts
dimensional media dimensional  Elements of design  Weaving  Magazines
 Application of  Elements of designing  Experimenting with colours  Sand and water play
elements of designing  Use of both primary and area
to artwork secondary colours  Camera
 Use of primary and  Produce secondary  Paint
secondary colours to colours  Artistic portfolios
produce artworks  Bond paper
 Monster
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crayons/charcoal
Theatre  Play theatre games in  Theatre games  Playing theatre games  Lights
 Theatre games – trust groups  Improvisation  Performing their own  Torches
building  Create games  Pantomime stories  Candles
 Improvisation of  Create their own short  Tableau  Telling stories without using  Computers
appropriate age stories  Costumes any word  Cellphones
stories  Perform  Props  Creating group pictures  Television
 Pantomime  Act using gestures only  Picture books  Manipulating costumes and  DVD Player
 Tableau/Still Pictures  Create pictures of props to tell a story  Sun
– community members different community  Creating story boards  Print media
 Costumes and props leaders  Resource person
 Reading picture books  Use appropriate  Picture books
costumes and props  Theatre books
 Interpret picture books
Dance  Solve movement  Movement  Creating different  Lights
 Movement problems problems problems movement to do one  Torches
 Movement, music,  Create movement in  Movement, music activity  Candles
pictures and rhymes response to music and and rhymes  Responding to music  Computers
 Movement sequence, rhymes  Movement, through movement  Cellphones
patterns and shapes  Perform a complete sequence,  Performing movement  Television
 Movement and movement sequence patterns and sequences  DVD Player
emotions  Create dance shapes shapes  Creating different dance  Sun
 Show different emotions  Movement and shapes  Print media
in their dance movements emotions  Showing different feeling  Resource person
while dancing  Picture books
 Theatre groups
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10.3 GRADE 1: AESTHETIC VALUES AND APPRECIATION

to:
Music  Create movements to  Recorded music  Making movements to  Recorded mesic
 Focused movements music that reflects  Meaning of music music that reflects focused  Radio
to music focused listening listening  Tape recorders
 Ideas and moods  Describe how ideas or  Singing songs reflecting the  Video players
through music moods are mood of the song  Television
communicated through  Discussing meaning of
music songs
Visual Art  Produce artworks in their  Elements and  Naming  Internet
 Artwork production in environment principles of  Gallery walk  Magazines
the environment  Use elements and design  Discussion  Artifacts
 Elements and principles of design  Aesthetics
principles of design effectively
 Meaning of artworks  Analyse artworks within
within their community their community
Theatre  State the meaning of  Theatre  Describing the meaning of  Lights
AUDIENCE performance appreciation skills a performance  Torches
 Theatre appreciation  Stage a performance  Puppetry and  Performing to …..emotions  Candles
skills  Identify puppetry animation  Watching puppetry acts  Computers
 Puppetry appreciation performance  Listing emotions evoked by  Cellphones
 Animation appreciation  Respond to an the emotions  Television
animation programme  Deriving meaning from the  DVD Player
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programs  Sun
 Print media
 Resource person
 Picture books
 Theatre books
Dance  State dance vocabulary  Dance vocabulary  Demonstrate the  Lights
 Dance vocabulary  Use dance vocabulary  Communication importance of shapes,  Torches
 Communication in  Recognize the message and dance levels and directions in  Candles
dance portrayed in dance  Dance dance  Computers
 State the relationship  Performing dance using the  Cellphones
between dance and correct tempo  Television
communication  Applying dance as a  DVD Player
communication tool  Sun
 Demonstrating the  Print media
relationship between dance  Resource person
and communication
 Picture books
 Expressing messages
 Theatre groups
through dance
10.4 GRADE 1: ART TECHNOLOGY

to:
 Music recording  Record own music  Music recording  Singing songs and  Smartphones
 Audio and visual using technological  Audio music recording them  Tape recorders
music gadgets  Video music  Recording music from CDs  Laptops tablets
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 Musical icons and  Listen to audio music  Musical icons  Playing audio music  CDs
symbols  Identify video music such as crotchet,  Playing video music  Radio
 Ethics, music and the  Identify musical icons minim, quaver  Naming musical icons  Videos
internet  Describe musical and semi-quaver  Drawing musical symbols  Charts showing
symbols  Musical symbols  Singing short melodies with musical icons
 Discuss ethical issues such as musical symbols pp, p, ff  Charts showing
in music when using crescendo  musical symbols
the internet pp(very soft),  Listing ethical issues in  Internet
P(soft) music when using internet 
 Ethical issues in
using the internet
 Visual technological  identify technological  technological  Photographing  Play dough/plasticine

gadgets in my visual arts gadgets gadgets in visual  Puzzle making  Internet
community  describe technological arts  Print making  Artifacts
 Ethics, art and the visual arts gadgets  Ethics in visual  Editing  Magazines
internet  use/manipulate arts  Sand and water play
 Photography technological visual  Visual arts area
 Video and filming gadgets softwares  Camera
 Visual arts softwares  outline business ethics  Paint
related to art and the  Artistic portfolios
internet  Bond paper
 use visual art softwares  Monster
crayons/charcoal
Theatre  Demonstrate the use of  Lighting and mood  Watching videos  Lights
 Lighting and mood lighting in creating mood  Sound effects and  Experimenting with light  Torches
 Sound effects – in a theatre performance movements  Listening to sound effects  Candles
responding with  Identify sources of  Slide character  Identifying sources of  Computers
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movement sound effects and objects sound effects  Cellphones
 Slides – picture story  Apply sound effects to  Performing to sound effects  Television
– character and movement in theatre  Identifying characters and  DVD Player
objects  Watch a slide show objects in the slide  Sun
 Theatre and the  Identify visual gadgets  Arranging a storyboard  Print media
internet used  Operate visual interface  Resource person
 Explain the slides gadgets  Picture books
 Theatre books
Dance  Demonstrate the use of  Lighting and mood  Watching dance videos  Lights
 Lighting and mood lighting in creating mood  Sound effects and  Experimenting with light in  Torches
 Sound effects – in a dance performance movements dance  Candles
responding with  Identify sources of  Slide dancers and  Identifying sources of  Computers
movement sound effects objects sound effects  Cellphones
 Slides – dancers and  Apply sound effects to  Performing to sound effects  Television
objects movement in theatre through movement  DVD Player
 Dance and the  Watch a dance slide  Identifying dancers and  Sun
internet show objects in the slide  Print media
 Identify visual interface  Arranging a dance  Resource person
gadgets used storyboard  Picture books
 Explain the dance slides  Operate visual interface  Theatre groups
gadgets
10.5 GRADE 1: ENTERPRISE SKILLS (ENTREPRENURESHIP)
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Music  Name careers in music  Music careers  Listing careers in music  Charts with different
 Careers in music  Make musical such as musician,  Making musical music careers
 Musical instruments instruments which can sound engineer, instruments for selling  Musical instruments
 Fundraising be sold music teacher,  Marking prices for their  Artifacts for sale
performances Business  Price their instruments adjudicator, instruments
ethics, soft skills  Perform for paying composer,  Performing music for
unhu/Ubuntu audience producer etc. paying audience
 Copyright protection  Role play – buying and  Musical  Mimicking buying and
selling their products instruments such selling of their products
 Discuss copyrights as un-pitched  Talking about copyrights
instruments protection
 Performances
 Business ethics
 Copyrights
Visual arts  Identify careers in visual  careers in visual  Photographing  Play dough/plasticine
 Careers in visual arts arts arts  Sculpting  Internet
 Media and tools in the  Use media and tools in  Media and tools of  Painting  Artifacts
community the community visual arts  Video and filming  Magazines
 Exhibitions and  Mount exhibitions  Exhibitions  Editing  Sand and water play
commissioned work (artiworks)  Business ethics  Exhibition/showcasing area
 Business ethics Soft  Demonstrate/display  Skills in visual  Camera
skills unhu/ubuntu  Identify business ethics, arts  Paint
 Copyright protection soft skill (Unhu/Ubuntu)  Artistic portfolios
related to visual arts  Bond paper
 Monster
crayons/charcoal
Theatre  Identify different careers  Careers in theatre  Identifying and selecting  Resource person
 Careers in theatre in theatre arts arts such as : preferred careers in theatre and Centre’s
 Props and costumes  Make an age script writer, arts  Art management tool
 Fundraising appropriate theatrical actors, editors,  Making a theatrical kit
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performances performance for director, production and pricing it  Materials to make
 Business ethics Soft business production team  Making costumes and theatre costumes
skills unhu/Ubuntu  Design and make  Theatre arts as pricing them and props
 Copyright protection costumes for business business e.g.  Observing business ethics,  Relevant texts
  Observe business financial literacy soft skills, Unhu/Ubuntu
ethics, soft skills,  Design and make
Unhu/ubuntu costumes as
business
Dance • Identify careers in  Careers in dance  identifying careers in dance  Resource person and
 Careers in dance Dance such as dancers, and selecting preferred Centre
 Instruments and  construct Zimbabwean choreographers, careers  Art management tool
costumes costumes for business managers,  constructing costumes kit
 Fundraising  create dances pieces teachers  Making instruments  Materials to make
performances for business  Zimbabwean  Formulating dance pieces costumes and props
 Business ethics soft  observe business costumes and for business  Relevant texts
skills unhu/ubuntu ethics,soft skills, instruments such  Observing business
Unhu/ubuntu as: nhembe, ethics,soft skills,
amabhetshu Unhu/Ubuntu
 Zimbabwean and
foreign dance as
business such as:
dance groups ,
imbube
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GRADE 2
56
11.1 GRADE 2: HISTORY OF ARTS AND CULTURE

to:
Music  Identify the role of  Jakwara/nhimbe/ilima  Identify musicians and  Music corner
 The role of music, musicians and songs composers  Video clips
musicians and composers from past  Jiti songs  Identify special events  Camera
composers, in past and present cultures in  Wedding songs and songs in music  Musical gadgets
and present cultures daily and special  Celebration songs  Moving to rhythm and such as radio, TV,
in daily and special events  Chimerenga songs melodies played on smartphones, tape
events  Move in response to  Game songs various musical recorders and
 Movements in various musical  Musicians and instruments cassettes
response to various instruments of different composers  Singing songs from  Pictures of local
musical instruments genres, periods and  Rhythm and Zimbabwean culture artists such as:
of different genres, styles melodies  Playing musical games  Musical instruments
periods and styles  Move to various from Zimbabwean culture  Props and costumes
 Zimbabwean cultural
(rhythm, melody and rhythms, melodies and  Books on chimurnga
songs
form) form of music songs
 Songs and games in  Sing Zimbabwean
my country cultural songs
 Play game songs from
Zimbabwean culture
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Visual art  Classify visual art in their  Visual art  Identify visual arts in my  Play
 The role of visual arts country  Artist profiles country dough/plasticine
and artists in my  Naming artists in their  Artifacts sculptures  Naming visual arts in the  Internet
country (design) country and their works country in daily life  Artifacts
(national flag, court of  Categorise works of art  Talk about visual artist in  Magazines
arms, chevron) from a variety of places the country  Sand and water play
 Function of visual arts and times  Categorizing visual art area
in daily life  Recognize visual art objects according to time  Camera
 Subject matter in materials from different and place  Paint
visual arts (e.g. cultures  Creating art works  Artistic portfolios
landscapes, portraits  Bond paper
and still life)
 Monster
 Visual arts objects crayons/charcoal
from different cultures
Theatre  Respond to variety of  Children’s theatre  Lights

 The role of theatre, film theatre, film and performances  Torches
and puppetry in my puppetry performance  Puppetry  Candles
country and my culture from their country  Film  Computers
 Characterisation:  Naming different  National characters  Cellphones
Different national national characters and and their roles  Television
leaders and their roles their roles  National stories  DVD Player
 National stories (myths  Listening to national  Role of an actor  Sun
and legends) stories  Role of an audience  Print media
 Roles and  Retell national stories  Resource person
responsibilities of  Perform national stories  Picture books
actors and audiences  Name role of actors  Theatre books
and audience
Dance  Respond to a variety of  Different types of  Watching dance videos  Lights
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 The role of dances and dance from their country national dances  Mimicking dances  Torches
dancers in my county and culture  Function of dance  Clapping  Candles
and culture  Naming different types of  National celebrations  Singing songs  Computers
 Social and cultural dance  Naming dances  Cellphones
dances (celebrations)  Identify national dancers  Naming celebrations  Television
 Dance different types of  DVD Player
dances  Sun
 National celebrations  Print media
 Relate to national  Resource person
celaebrations  Picture books
 Theatre groups
11.2 GRADE 2: THE CREATIVE PROCESS AND PERFORMANCE

to:
Music  Identify pitch in songs  Modulator (d, r,  Singing songs using pitch  Modulator
 Pitch identification in from 1st to 5th degree of m, f, s) level (d,r,m,f,s,)  Percussion
songs scale  Pitch levels from  Playing percussion instruments such as
 Use of percussion  Play percussion 1st to 5th degree of instruments to accompany drum, shaker/hosho
instruments to instruments to the schale short melodies  Melodies on charts
accompany short accompany short  Short  Composing 3 bar and 4 bar  Pitch symbols on
melodies and songs melodies melodies/motifs songs cards
 Compose, arrange,  Compose melodies from known  Reading basic note values:  Basic note values on
and improvise using digital and songs - crotchet cards
melodies using digital electronic melodies  3 bar composition - Minim  Basic note values on
and electronic  Arrange short  4 bar composition - Quaver charts
technologies melodies/motifs into  Basic note values - Semi-quaver  Tape recorded
 Oral reading of basic songs - Semi-breve  DVDs
note values (crotchet,  Read basic note values - crotchet - Dotted minim
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minim, quaver, semi- - Minim  Cassettes
breve and dotted - Quaver
minim) - Semi-quaver
- Semi-breve
- Dotted minim
Visual Art  Design patterns using 3  3 demensional  Designing  Play dough/plasticine
 Create a variety of dimensional objects – design  Painting  Internet
designs in 3 using available materials  Elements and  Sculpting  Artifacts
dimensional media  Apply elements of principles of  Drawing  Magazines
using available principles and design design  Weaving  Sand and water play
materials  Produce painting using  Painting or area
 Application of colour wheel to produce drawing using  Camera
elements and secondary colours colours of the  Paint
principles of design to wheel  Artistic portfolios
artwork
 Bond paper
 Create a painting or
 Monster
drawing using
crayons/charcoal
warm/cool colours
Theatre  Play theatre games   Lights
 Theatre games –  Solve problems in their  Torches
cooperation skills and games  Candles
concentration  Focus on their activities  Computers
 Story  Arrange a story  Cellphones
outline(sequencing) –  Television
plot points, character  DVD Player
identification, letting  Sun
and conflict
 Print media
 Tableau – National
 Resource person
Leaders
 Picture books
 Costume and prop
 Theatre books
creation
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 Improvisation of
stories from picture
books
Dance  Performance complete  Dance movement  Creating different dance  Lights
 Movement patterns dance movement patterns and patterns and sequence  Torches
and sequence patterns sequence  Solving dance problems  Candles
 Movement problems  Create different variations  Movement  Creating different shapes  Computers
 Shapes and  Make quick dance turns problems  Choreographing  Cellphones
movement – fast and  Form shapes  Dance shapes  Performing solo dance  Television
slow tempo  Create solo dance  Dance phrases pieces  DVD Player
 Dance phases performance  Group dynamics  Performing group dances  Sun
 Group dynamics in  Works as a dance  Print media
dance ensemble  Resource person
 Picture books
 Theatre groups
11.3 GRADE 3: AESTHETIC VALUES AND APPRECIATION

to:
Music  Move up and down the  Musical ladder  Singing up and down the  Musical ladder
 Movements to musical ladder singing (d,r,m,f,s) musical ladder  Pitch symbols in
express pitch, the notes at each level  Tempo markings  Singing songs using tempo tonic solfa on cards
tempo, form and  Sing fast and slow such as fast and markings and charts
dynamics musical pieces slow  Singing songs using  Tempo markings on
 Music and  Sing given songs softly  Dynamics such dynamics of how loud and cards
musicians, the ideas and loudly as loud and soft how soft  Music on CDs
and moods from  Sing known songs for  Recorded music  Listening to songs from  Songs on charts
recorded music enjoyment  Musical artists various artists  Pictures of artists
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 Identify local musicians such as Oliver  Naming artists
from given pictures and Mtukudzi, Tocky  Derive meaning from given
videos Vibes, Jah songs
 Derive meaning from Praizer, Pah
songs Chihera, Cythia
Mare
 Wedding songs
 Funeral songs
 Harvest songs
 Story songs
Visual Arts  Critique artworks in the  Art work  Analyising  Play dough/plasticine
 Artwork critique country  Elements and  Examining  Internet
 Elements and  Apply elements and principles of  Designing  Artifacts
principles of design principles of design design  Discussing  Magazines
 Meaning of artworks efficiently  Aesthetic  Explaining  Sand and water play
within their nation  Assign meaning to art area
 Responses to the works within their nation  Camera
same works of art  Paint
 Bond paper
 Monster
crayons/charcoal
Theatre  Identify actors in a  Actors  Watching performances  Lights
AUDIENCE performance performance  Watching videos  Torches
 Actor’s performance  Discuss the role of  Performance  Appreciating an actor’s  Candles
 Live performance actors in a performance appreciation performance by clapping,  Computers
appreciation:  Responding to an smiling and laughing  Cellphones
- message/moral of actor’s performance  Watching performances  Television
the story  identify the message in  Discuss message in a  DVD Player
 Puppetry appreciation a performance performance  Sun
62
to:
 Animation  Stating the moral  Listing the moral message  Print media
appreciation message in a in a performance  Resource person
performance  Picture books
 Theatre books
Dance  State dance vocabulary  Level rhythm  Demonstrating the  Lights
 Dance vocabulary  Use dance vocabulary patterns importance of levels  Torches
– levels, appropriately  Type of energy rhythm, patterns  Candles
– rhythm,  Recognize the mood  Communication in  Applying the appropriate  Computers
– patterns, portrayed by a dance dance type of energy for the  Cellphones
– type of energy  Outline the ideas being dance  Television
 Communication in shown in dance  Performance different types  DVD Player
dance performance of dances  Sun
– mood  State the relationship  Applying dance a  Print media
– ideas between dance mood communication tool  Resource person
ideas and communication  Demonstrating the  Picture books
relationship between
 Theatre groups
dance, mood, ideas and
communication
 Expressing message
through dance
11.4 GRADE 4: ART TECHNOLOGY

to:
 Music composition  Compose songs using  Music  Composing songs  Tape recorder
and recording technological gadgets composition  Recording own music  Smart phones
63
to:
 Audio and visual  Recorded even music  Record own  Playing music on audio  Laptops
music using technological music using gadgets  Radio
 Musical icons and gadgets technological  Playing music on visual  DVD
symbols  Play music on audio gadgets gadgets  TV
 Ethics, music and the and visual gadgets  Play music on  Discussing ethical issues  Markers
internet  Place musical symbols audio gadgets  Extracting music from the  Flip charts
 Place musical symbols  Play music on internet  Charts
 Discuss ethical issues visual gadgets  Computer
in music  Ethical issues
 Extract music from the  Music from the
internet internet
 Play music from the
internet
 Visual technological  Identify visual arts  Visual arts  Identifying visual artworks  Play dough/plasticine
gadgets in my country gadgets gadgets  Describing  Internet
 Ethics, art and the  Describe visual arts  Visual arts ethics  Using  Artifacts
internet gadgets  Animation  Outlining  Magazines
 Photography  Use visual arts gadgets  Editing  Editing  Sand and water play
 Video and filming  Outline business ethics  Software  Experimenting area
 Visual arts softwares related to art and the use  Camera
of internet  Paint
 Edit images  Artistic portfolios
 Use visual arts softawares  Bond paper
to produces artworks  Monster
crayons/charcoal
Theatre  Demonstrate the use of  Lighting setting  Watching videos  Lights
 Lighting and setting lighting to enhance  Sound effects  Experimenting with light on  Torches
 Sound effects – setting a theatre impact different settings  Candles
impact performance  Picture story and  Applying lighting in settings  Computers
 Slides – picture story  Identify different types of conflict to evoke emotions  Cellphones
64
to:
– character and setting  Digital theatre  Listening to sound effects  Television
conflict  Identify the source of  Listening the impact of  DVD Player
 Digital theatre sand effects sound effects in a  Sun
 Theatre and the  State the impact of performance  Print media
internet sound effect in a  Using sound effect  Resource person
performance equipment  Picture books
 Operate sound effect  Demonstrate the use of  Theatre books
equipment conflict in a story
 Copy grade 1 then add  Outlining characters
 State the use of conflict involved in conflict
in a story  Use digital gadgets to
 Identify digital gadgets create a performance
that enhance theatre  Demonstrating the link
 State the link between between theatre and
theatre and digitaisation digitalisation
Dance  Demonstrate the use of  Sound effects  Watching dance videos  Lights
 Lighting and setting lighting to enhance impact  Experimenting with lighting  Torches
 Sound effects – setting in a dance  Video dance in different dance settings  Candles
impact performance drama  Applying lighting to dance  Computers
 Video – dance drama  Identify different types of settings to evoke emotions  Cellphones
 Dance and the settings  Listening to sound effects  Television
internet  Identify the source of  Listening to the impact of  DVD Player
sound effects sound effects in a dance  Sun
 State the impact of sound performance  Print media
effects in dance  Using sound effects  Resource person
performance equipment  Picture books
 Operate sound  Shoot video  Theatre groups
equipment  Live video conferencing
 Identify different types of
movements in video
65
to:
 Shoot own dance video
skits
 Create own dance skits
 Perform on a streaming
conference platform
11.5 GRADE 5: ENTERPRISE SKILLS (ENTREPRENURESHIP)

to:
Music  Identify different types  Music careers  Identify people at work in  Pictures of people at
 Careers in music of musicians from such as musician, music work
 Musical instruments pictures and videos sound engineer,  Making musical  Musical instruments
 Fundraising  Role play different music teacher, instruments for sale such as mbira,
performances types of jobs in the adjudicator,  Role playing different jobs marimba, hosho and
 Business ethics music industry composer,  Performing music for tambourines
- Soft skills  Make musical producer etc. paying audience  Radios
-unhu/Ubuntu instruments for sale  Making musical  Discuss on copyrights  Laptops
- Copyright  Raise funds through instruments for protection  DVDs
protection performance at sale  Cassettes
fundraising functions  Role playing  Video clips
different jobs  Charts and cards
 Performing music  Computers
for paying
audience
 Discuss
copyrights
protection
Visual arts  Identify careers in visual  Media and tools  Exhibitions/showcasing  Play dough/plasticine
 Careers in visual arts arts  Careers in visual  Sculpting  Internet
66
to:
 Media and tools in my  Use media and tools in arts  Painting  Artifacts
country the country  Exhibitions  Photographing  Magazines
 Exhibitions and  Showcase their art works  Business ethics,  Editing  Sand and water play
commissioned work  Recognize business soft skills in visual area
 Business ethics ethics, soft skills arts  Camera
- Soft skills Unhu/Ubuntu  Paint
-unhu/Ubuntu  Copyrights  Artistic portfolios
- Copyright  Bond paper
protection  Monster
crayons/charcoal
Theatre  Identify different careers  Careers in theatre  Identifying and selecting
 Lights
 Careers in theatre in theatre arts arts such as : preferred careers in theatre
 Torches
 Props and costumes  Make an age script writer, arts  Candles
 Fundraising appropriate theatrical actors, editors,  Making a theatrical  Computers
performances performance for director, production and pricing it
 Cellphones
 Business ethics business production team  Making costumes and Television
- Soft skills  Design and make  Theatre arts as pricing them  DVD Player
-unhu/Ubuntu costumes for business business e.g. Observing business ethics,
 Sun
- Copyright  Observe business financial literacy soft skills, Unhu/Ubuntu Print media
protection ethics, soft skills,  Design and make
 Resource person
Unhu/ubuntu costumes as
 Picture books
business
 Theatre books
Dance • Identify careers in  Careers in dance  identifying careers in dance  Lights
 Careers in dance Dance such as dancers, and selecting preferred  Torches
 Instruments and  construct Zimbabwean choreographers, careers  Candles
costumes costumes for business managers,  constructing costumes  Computers
 Fundraising  create dances pieces teachers  Making instruments  Cellphones
performances for business  Zimbabwean  Formulating dance pieces  Television
 Business ethics  observe business costumes and for business  DVD Player
instruments such
67
to:
- Soft skills ethics,soft skills, as: nhembe, Observing business  Sun
-unhu/Ubuntu Unhu/ubuntu amabhetshu ethics,soft skills,  Print media
- Copyright  Zimbabwean and Unhu/Ubuntu  Resource person
protection foreign dance as  Picture books
business such as:  Theatre groups
dance groups ,
imbube
9.1 ASSESSMENT OBJECTIVES

By the end of the course, learners should be able to:
9.1.1 describe the value of music, dance, art and theatre in Zimbabwean culture
9.1.2 identify pre-colonial, colonial, chimurenga and post-colonial songs
9.1.3 compose songs or pieces for different occasions.
9.1.4 play musical instruments
68
9.1.5 create poetic works linked to different occasions
9.1.6 apply the elements and principles of design
9.1.7 dance, mime and perform to a variety of traditional and contemporary music linked to Zimbabwean culture
9.1.8 construct, paint and decorate artifacts used in visual and performing arts
9.1.9 design dance sequences (choreography) from songs taught in class
9.1.10 identify dances, songs and artifacts of other cultures
9.1.11 describe aesthetic values through visual and performing arts
9.1.12 demonstrate entrepreneurial, Unhu/Ubuntu (soft skills) through visual and performing arts
9.1.13 analyse finished artworks and performances
9.1.14 express themselves creatively through visual and performing arts
9.1.15 use visual and performing arts as a medium of communication
9.1.16 use visual and performing arts as a vehicle for the enhancement of community consciousness and national
identity
9.1.17 identify careers in visual and performing arts
9.1.18 demonstrate an understanding of the elements and principles that govern the creation of works of art in dance,
music, theatre and visual arts
9.1.19 synthesise skills, media, methods and technologies that are appropriate to creating, performing and presenting
works of art in dance, music, theatre and visual art and
9.1.20 evaluate the impact of technology in visual and performing arts.
9.2 SCHEME OF ASSESSMENT

Visual and Performing Arts will be assessed continuously by all teachers from ECD A to Grade 2 and examination. Learners will be
assessed in the following areas:
9.2.1 Practical
 Singing
 Drawing
 painting
69
 sculpture
 puppetry
 print making
 textile decoration
 dancing
 acting
 filming
 mixed media
 photography
 playing musical instruments
 manipulation of art materials and manipulation of properties and costumes
 listening skills
 composing
 creativity
 music reading
 art criticism
 enterprising skills
 aural skills
 story telling
 graphic design
 editing
9.3 Assessment Profile
Pupils will be assessed continuously on the skills below.
Assessment Guide Please tick in the appropriate

box
70
5. Excellent 4. Very Good 3. Good 2. Satisfactory 1. Needs Help
Visual and Performing Arts Skills 1 2 3 4 5 Dates Comments

1. Manipulative skills
2. Hand and eye coordination
3. Left to right orientation
4. Foot and eye coordination
5. Creativity
6. Observation skills
7. Listening skills
8. Oral skills
9. Speaking skills
10. Communication skills
11. Imaginative skills
12. Collaborative skills
13. Enterprising skills
14. Cognitive skills
15. Problem solving skills
16. Emotional skills
17. Soft skills
18. Social skills
19. Mathematical skills
20. Scientific skills
21. Psychomotor skills
22. Visual skills
71
23. Technological skills
24. Tactile skills
25. Kinesthetic skills
26. Aesthetic skills
27. Confidence
28. Concentration skill
29. Leadership skills
9.4 Theory
9.4.1 Writing exercises
9.4.2 Picture reading
9.4.3 Drawing exercises
9.5 Assessment skills weighting
Title Duration Marks Weighting (%)

Component 1 Theory
1 hour 40 30%
72
Structured paper
Component 2 Practicals  20 minutes visual arts 15
 3minutes music, 15
Pupils to be practically examined in visual arts,  3minutes theatre 15 40%
music, theatre and dance  3minutes dance 15
(60)
Component 3 continuous assessment (profiles) Grades 1 & 2 100 30%
Total for components 1, 2 and 3 200 100%
9.6 SPECIFICATION GRID
The guide below illustrates the relationship between the assessment objectives and components of the scheme of
assessment
ASSESSMENT
OBJECTIVES
Components Creative Expression Historical and Aesthetic valuing Artistic Perception
cultural context
1. 25% 25% 25% 25%
2. 25% 25% 25% 25%
73
3 25% 25% 25% 25%
74

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MINISTRY OF PRIMARY AND SECONDARY EDUCATION

INFANT SCHOOL VISUAL & PERFORMING ARTS SYLLABUS

Curriculum Development Unit © All Rights Reserved

 The National Visual and Performing Arts Syllabus Panel

Methodology and Time Allocation

Scope and Sequence Chart

Infant Syllabus Topics

2.3 SUMMARY OF CONTENT

2.4 METHODOLOGY AND TIME ALLOCATION

2.4.2 TIME ALLOCATION

The syllabus assumes that learners have innate abilities to:

 use their voices, gestures and sign language to express themselves

2.6 CROSS CUTTING THEMES

3.0 PRESENTATION OF THE SYLLABUS

6.0 SYLLABUS TOPICS

7.1 TOPIC 1: HISTORY AND CULTURE

ECD A ECD B GRADE 1 GRADE 2

Dance Dance Dance Dance

ECD A ECD B GRADE 1 GRADE 2

ECD A ECD B GRADE 1 GRADE 2

Theatre Theatre Theatre Theatre

7.4 TOPIC 4: ARTS TECHNOLOGY

ECD A ECD B GRADE 1 GRADE 2

7.5 TOPIC 5: ENTERPRISE SKILLS (ENTREPRENEURSHIP)

ECD A ECD B GRADE 1 GRADE 2

Music Music Music Music

Visual arts Visual arts Visual arts Visual arts

Theatre Theatre Theatre Theatre

Dance Dance Dance Dance

8.1 ECD A: HISTORY OF ARTS AND CULTURE

TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED ACTIVITIES RESOURCES

TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED ACTIVITIES RESOURCES

 Acting roles and

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND RESOURCES

8.4 ECD A: ART TECHNOLOGY

8.5 ECD A: ENTERPRISE SKILLS (ENTREPRENURESHIP)

TOPIC OBJECTIVES CONTENT LEARNING ACTIVITIES RESOURCES

9.1 ECD B: HISTORY OF ARTS AND CULTURE

TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED ACTIVITIES RESOURCES

TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED ACTIVITIES RESOURCES

9.3 ECD B: AESTHETIC VALUES AND APPRECIATION

TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED ACTIVITIES RESOURCES

9.4 ECD B: ART TECHNOLOGY

TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED ACTIVITIES RESOURCES

9.5 ECD B: ENTERPRISE SKILLS (ENTREPRENURESHIP)

TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED ACTIVITIES RESOURCES

10.2 GRADE 1: THE CREATIVE PROCESS AND PERFORMANCE

TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED ACTIVITIES RESOURCES

10.4 GRADE 1: ART TECHNOLOGY

 Visual technological  identify technological  technological  Photographing  Play dough/plasticine

10.5 GRADE 1: ENTERPRISE SKILLS (ENTREPRENURESHIP)

TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED ACTIVITIES RESOURCES

Theatre  Respond to variety of  Children’s theatre  Lights

11.2 GRADE 2: THE CREATIVE PROCESS AND PERFORMANCE

11.3 GRADE 3: AESTHETIC VALUES AND APPRECIATION

11.4 GRADE 4: ART TECHNOLOGY

11.5 GRADE 5: ENTERPRISE SKILLS (ENTREPRENURESHIP)

9.1 ASSESSMENT OBJECTIVES

9.2 SCHEME OF ASSESSMENT

9.3 Assessment Profile

Pupils will be assessed continuously on the skills below.

Assessment Guide Please tick in the appropriate

Visual and Performing Arts Skills 1 2 3 4 5 Dates Comments

9.5 Assessment skills weighting

Draft Visual& Performing Arts Syllabus Infant

Draft Visual& Performing Arts Syllabus Infant