Updated Curriculum

VISUAL AND
PERFORMING ARTS
4
GRADE
NOW
AVAILABLE!
For more details
contact us at;
PlusOne Visual and Performing Arts | Grade 4

Autozone Complex; No. 30

Kaguvi Street, CBD, Harare
close to Market Square area
(Secondary Book Press
Publishers - First Floor)
Tel: 0242 771 406
WhatsApp or Call (Flint)
0775 673 510/ 0713
445 110

F. Makonese
E. Matanga
B. Matore Learner’s Book
N. Mariza
 PlusOne
Visual and Performing Arts

Grade 4

E. Matanga N. Mariza F. Makonese B. Matore

 Contents

TOPIC 1 : HISTORY OF ARTS AND CULTURE......................................................... 1

Unit 1.1: Music............................................................................................................................... 2
Unit 1.2: Visual Arts..................................................................................................................... 9
Unit 1.3: Theatre........................................................................................................................... 15
Unit 1.4: Dance.............................................................................................................................. 21

TOPIC 2 : THE CREATIVE PROCESS AND PERFORMANCE.................................. 28

Unit 2.1: Music............................................................................................................................... 29
Unit 2.2: Visual Arts..................................................................................................................... 36
Unit 2.3: Theatre........................................................................................................................... 49
Unit 2.4: Dance.............................................................................................................................. 55

Test 1.................................................................................................................................... 62

TOPIC 3 : AESTHETIC VALUES AND APPRECIATION........................................... 67

Unit 3.1: Music............................................................................................................................... 68
Unit 3.2: Visual Arts..................................................................................................................... 75
Unit 3.3: Theatre........................................................................................................................... 80
Unit 3.4: Dance.............................................................................................................................. 86

TOPIC 4 : ARTS TECHNOLOGY.................................................................................. 93

Unit 4.1: Music............................................................................................................................... 94
Unit 4.2: Visual Arts..................................................................................................................... 100
Unit 4.3: Theatre........................................................................................................................... 108
Unit 4.4: Dance.............................................................................................................................. 114

Test 2.................................................................................................................................... 120

TOPIC 5 : ENTERPRISE SKILLS................................................................................. 123

Unit 5.1: Music............................................................................................................................... 124
Unit 5.2: Visual Arts..................................................................................................................... 129
Unit 5.3: Theatre........................................................................................................................... 136
Unit 5.4: Dance.............................................................................................................................. 143

Test 3.................................................................................................................................... 151

 TOPIC

1
HISTORY OF ARTS AND
CULTURE

Topic Introduction

Zimbabwe is a country with three historical periods. These are pre-colonial, colonial
and post-colonial. In all these periods, various songs were sung. Storytelling, theatre
and dance were common in these historical periods. The history of visual arts during
the colonial period will be learnt. The topic will focus on stories told during the past
and present and songs sung, songs composed that talk about children’s rights. You will
learn how to play musical instruments whilst singing songs that were sung in the three
historical periods. Careers in visual arts are also going to be learnt. In visual arts you
will learn the jobs available in visual arts. Finally, you will have a number of skills that
you will use in visual arts business. Various dances that are played locally are going to
be taught. You will be expected to perform the dances using the right clothing and right
instruments. As a learner you must also be able to make audience pay for your service.

1
 Unit

1.1 MUSIC

Unit Objectives
At the end of this unit, you should be able to:
(a) explain the relationship between music and historical events of the colonial and
post-colonial era.
(b) compose songs that depict historical events.
(c) sing songs that express children’s rights.
(d) compose songs that express children’s rights.
(e) play musical instruments.

Looking Back
By now you are aware of songs of different occasions such as weddings, games, hunting and
celebrations. You are able to identify musical instruments such as marimba, hosho, mbira,
chipendani, piano and keyboard. Now you are going to look at pre–colonial and colonial
songs, composition of songs which express children’s rights and also playing of musical
instruments.

Key Words

Colonial songs – songs sung during the time when we were captured by foreign
nations.
Compose – process of writing down a song.
Children’s rights – that which protects young ones from harm or danger.
Chimurenga songs – songs that encourage people to revolt against oppression.
Music – organised sound produced by either the voice or an instrument.
Musical instrument – an object which produces sound when played.

Music and historical events

In history we had different eras. An era refers to a period in history. These eras are
pre-colonial era, colonial era and post-colonial era. The pre-colonial era was an era we
experienced before the coming of the settlers or whites. Colonial era was an era when
the settlers came to have direct rule over us. Chimurenga era was a period in history
when we organised ourselves to fight against settler occupation. Post-colonial era was a
period when we had overcome the settlers. In all these eras songs were composed and
sung.

2
1. Pre-colonial era songs
Songs sung during this era showed what people expected, how they were feeling and
how to relate to each other. They also sang about themselves. Young boys and girls
were also taught through these songs. Example of pre-colonial song are;
Shiri yakanaka unoendepi
Shiri yakanaka unoendepi,
Uya uya, uya titambe
Ndiri kuenda kumakore,
Kuti tifanane, nemakore.
2. Colonial songs
Songs were sung to unite the freedom fighters who were fighting the white settlers even
to show pain and grief about the colonial government. Example of colonial song:

Taive gumi nevaviri

Taive gumi nevaviri,
Tichibva kuMoza,
Vamwe ndokudyiwa neshumba
Haiwa ndosara ndega ndega
3. Chimurenga songs
Songs that show the aims of the people’s problems, educate the public about the war.
Example of Chimurenga song
Mbuya Nehanda
Mbuya Nehanda kufa vechitaura shuwa,
Kuti zvino totore nyika,
Shoko riya rawakatiudza,
Tora gidi uzvitonge.
4. Post-colonial songs
Songs that address grievances after colonialism and experiences after independence.
Ndarangarira
Ndarangarira musi watisiya gamba
Mwana wenyu Amai, amire panguva yakaoma,
Handikanganwi gamba iri.

Activity 1

In pairs, choose one historical era and select one song to sing for the class.

3
Exercise 1

Quiz
Fill in the empty spaces.

Era Example of song

Pre–colonial songs ____________________
_____________________
_________________________ Zimbabwe ndeyedu

Chimurenga songs _____________________

_____________________
Post–colonial songs ____________________

____________________[8 marks]

Music and children’s rights

Music refers to the combination of sounds to produce organised noise. Children have
rights. Children’s rights are things that children should have.
Children’s rights can be found in the Zimbabwean Constitution. Examples of children’s
rights in Zimbabwe are; right to education, shelter, health care, nutrition and parental
care.
Composing songs
Before you compose a song, think of a topic. For example, children’s rights

Activity 2
As class groups, compose a song on children’s rights. The song should show historical events.

Exercise 2
1. Children’s rights are to be _____________. (respected/ignored)
2. List 4 rights children should enjoy.
3. Children have a right to play with whomever they want to. (True/False)

Musical instruments

There are a number of instruments in Zimbabwe. Examples of musical instruments

we have are; piano, guitar, mbira, marimba, hosho, clappers, chigufe, keyboard, and
chipendani.

4
Examples of musical instruments

Guitar Mbira Chipendani Marimba

Playing the piano
First identify the layout of the piano. There are two sets of black keys and three sets of
black keys. Below these two black keys is letter C. The next letter is D, E, F, G, A, B, C.The
piano only uses seven letters of the music alphabet that is A, B, C, D, E, F, G

C# D# F# G# A#

C D E F G A B C D E

Use right hand fingers 1, 2, 3, 1, 2, 3, 4, 5 starting on letter C.

The melody produced should be the same with d, r, m, f, s, l, t, d’

Activity 3
A resource teacher provides you with a keyboard. You listen carefully as he explains the
keyboard layout. Soon after, experiment for you to identify the seven letters of the alphabet.

Playing the guitar

The play sits on a chair with back straight.
There are 6 strings on the guitar. These are
numbered from the bottom. String 1,2,3,4,5
and 6. Left hand plays the notes and right
strikes or strums the strings.

A guitar
5
TEST 1
Paper 1: Theory Time: 2 hours
Section A: Multiple Choice Questions (40 Marks)
1. Chaminuka ndiMambo is an example of a song for ______ era.
A. post-colonial B. pre-colonial C. Chimurenga D. colonial
2. Which of the following does not promote a people’s culture?
A. Televisions B. Radios C. Radios D. Microphone
3. Where do we find the oldest rock paintings in Zimbabwe?
A. Great Zimbabwe B. Victoria Falls C. Matobo D. Heroes Acre
4. Which instrument is common for dance in Zimbabwean traditions?
A. Piano B. Drum C. Guitar D. Marimba
5. Which instrument is identified by strings?
A. Mbira B. Guitar C. Piano D. Marimba
6. A lot of local drama began to show on Zimbabwean television in which period?
A. During elections B. Pre-colonial C. Post-colonial D. Colonial
7. Which type of stone is used to make sculptures in Zimbabwe?
A. Soapstone B. Rock C. Granite D. Charcoal
8. Alick Macheso is well known for which type of dance?
A. Zimdancehall B. Muchongoyo. C. Sungura D. Ingquzu
9. A place where artworks are sold is known as ______.
A. museum B. gallery C. shopping mall D. garden
10. What is important when acting a drama?
A. Actors B. Scene C. Message D. Roles
11. Mood in a dance is controlled by a ________.
A. rise B. theme C. step D. fall
12. Which of the following is not an importance of storytelling?
A. Teaching B. Shopping C. Educating D. Informing
13.  Domboshava is a place of historical value because of ________ found in the
area.
A. baskets B. statues C. rock paintings D. sculptures
14. Musical alphabet is made up of the first ______ letters.
A. four B. five C. seven D. six
15. Through storytelling, _______ is developed by improving vocabulary, fluency and
pronunciation of words.
A. drawing B. writing C. language D. reading
16. Rhythm is the most important element in ______.
A. drawing B. athletics C. dance D. painting
17. Waste material can be collected and used for artwork known as____
A. court B. shop C. collage D. school

62
 (i) _______________ materials
(ii) _______________ materials. [2]
(c) Masks were designed to show the spirits of (heroes/ancestors) in traditional.
Zimbabwean societies.` [1]
(d) Name any three ceremonies in which dancers put on masks. [3]
(e) (i) Which place is of historical importance in Harare? [1]
(ii) Places of important historical value are known as (heritage/building) sites. [1]
Section C: Theatre
5. (a) Give three ways in which a good storyteller draws attention of his or her
audience. [3]
(b) In storytelling character is created by changing the _______. [1]
(c) How does a storyteller manage the size of his or her audience? [2]
(d) (i) Through storytelling people get to know about the (future/past). [1]
(ii) Write two life skills that are acquired through storytelling. [2]
(e) Give a taboo that preserves cultural traditions in Zimbabwe [1]
6. (a) Identify two films that were produced soon after independence. [2]
(b) (i) Televisions, radios and films came into Zimbabwe in (pre-colonial/colonial) era.
[1]
(ii) L
 ist down three messages that were communicated in films produced in post-
colonial Zimbabwe. [3]
(c) Which soap shows the cultural traditions of people in Zimbabwe before the coming
of white settlers? (Wenera/Tiri parwendo). [1]
(d) Neria is a film which send a message about ______ and _______ [2]
(e) What is the real name of “Mukadota” who acted in the early local drama known
as ‘Mukadota Family’? [1]
Section D: Dance
7. (a) Dance is a means of ________ between dancers and the audience (communication/
fighting). [1]
(b) Ingquzu is a war dance (True/False) [1]
(c) How does a dancer express the feeling of joy in performance? [2]
(d) Give three guidelines to be followed when creating a dance. [3]
(e) A good dance pattern should have movements that show the ___, ___ and___ .
[3]
8. (a) Dance is a form of art that requires_________ (sleeping/training). [1]
(b) Name any three skills that can be developed through dance. [3]
(c) (i) A dancer plays in response to ________ and ______. [2]
(ii) To imitate is __________. [2]
(d) Dance tells a story. Give any two activities that are shown in either Hosana or
Mhande dance for a rainmaking ceremony. [2]

64
 Unit

3.3 THEATRE

Unit Objectives
At the end of this unit, you should be able to:
(a) choose criteria to critique performance, characterisation, diction, pacing, gesture
and movement.
(b) analyse the impact on the audience of theatre, film television, radio and other
media.
(c) describe the different responses from the audience.
(d) identify techniques used by the scriptwriter.

Looking Back
In grade 3 you learnt how to apply appropriate criteria or rubrics for evaluating plays. You
also learnt how to derive meaning from works of theatre play and you were able to compare
the content or message in two different works of theatre. In this unit, you are going to learn
how to choose criteria to critique performance, characterisation, diction, pacing, gesture and
movement. You will also be able to analyse the impact on the audience of theatre, film,
television and radio.

Key Words
Responsive – a reaction in answer to an event.
Participating – taking part in something.
Feedback – comments from users of something.
Stimulus – something that produces a reaction.
Technique – a method of doing something skilfully.
Screenplay – the script of a film with instructions to the actors.
Critique – to give an opinion or find fault.

Theatre vocabulary
Theatre vocabulary refers to words that are used in the world of acting. Some are used
to critique performances while others are used to analyse the impact of an audience
and so on. Some of the words that are used include the following, climax, anti-climax,
cast, objective, audience and role.
Audience – this refers to the people that watch, listen and then respond to a performance.

80
Climax – the high point in the action of a
scene, at this point everything gets really
tense and dramatic.
Anti-climax – when there is a lot of build-
up in a scene and then suddenly something
very boring happens.
Cast – the actors that perform in a play are
what is known as a cast.
Objective – this refers to the goal of the
character.
Role – the part or character played by an
actor in a play.
Audience watching a stage performance
Script – this is the written copy of a play.
Scene – the performance with a beginning, middle and an end. It can also be referred to
as the section of a play that occurs at one place at one time.

Activity 1
Discuss theatre performances using the appropriate vocabulary.

Exercise 1
1. The point in a play when everything gets tense and dramatic is known as ______.
2. _______ refers to the actors that perform in a play.
3. The written copy of a play is known as a ______.
4. A _____ is the character that an actor plays in a play.
5. The goal of the character is called a _______.

Performance impact
If the comedy actors on stage do not make their audiences laugh, it means that the
performance is a failure. A receptive audience can improve the performance of those
that will be on stage. The audience should be responsive so that there is a successful
stage performance.
In theatre, the audience plays a very
important role in driving as well as
participating in a performance. In a live
theatre setting, the audience serves an
important role because they generate the
demand that keeps productions going.
The audience role in a performance varies
depending on the play. They can take part
in the show as well.
A performance on stage can only achieve
its full meaning if there is an audience Audience watching a television performance

81
6. The fourth wall can be broken in ______.
A. television performances B. live theatre
C. all plays D. cinemas
7. Which action by the audience can influence the way of performing?
A. Performance B. Eating C. Talking D. Clapping
8. The audience in a live performance are surrounded by ______.
A. parents B. teachers C. directors D. children
9. Which of the following is not a technique for writing a script?
A. lntense environment B. Planning the story
C. Writing for a star D. Leave the audience hanging
10. To be kept on the edge of their seats means that the audience is ______.
A. relaxing B. falling C. enjoying D. bored

Structured Questions
1. Write at least 3 words that can be used to describe theatre performances.
2. What is the name given to the people who respond to a performance? (Actors/
Audience)
3. The actors who perform in a play are called a __________. (Cast/scene)
4. The audience plays a very important role in participating in a performance. (True/
False)
5. When we watch television the ________ acts as the fourth wall. (stage/ screen)
6. Audience response create interactivity between _______ and ________.
7. Write 2 ways that an audience can respond to a performance. (laughing/ playing/
clapping)
8. A scriptwriter can get inspiration to write faster by _______. (watching movies/ acting)
9. List any 3 techniques of scriptwriting.

Practical Question
1. Write a script for a play to be used for a live performance.

85
 Unit

3.4 DANCE

Unit Objectives
At the end of this unit, you should be able to:
(a) describe characteristics of dances watched using appropriate vocabulary.
(b) explain ideas and moods portrayed in a dance.
(c) assess professional dance choreography against their own dances.
(d) outline the expectations the audience has for a dancer.
(e) identify the expectations the dancer has for the audience.

Look Back
In Grade 3 you learnt that the production of contemporary dances is based on the ability to
create and improvise on basic movements. This will help you in designing dance sequences
and patterns for theatrical performance. There are basic elements and principles of dance
creation which include: ordinary shapes, letter designs, collage, turns, stretches and jumps.
These have enabled choreographers to solve dance problems make artistic movements for
entertainment.

Key Words
Aesthetic – something to do with beauty; the appreciation of beauty.
Artistic – having or showing natural creative skill.
Element – a part of something which is of great importance: the main
characteristic.
Principle – a fundamental truth that serves as the foundation for a system
of belief, behaviour or reasoning.
Collage – a technique used on visual arts where the artwork is made
from a combination of different forms, creating a new whole.
Ordinary – with no special features that separate something from other
things.
Combine – join to form a single unit.
Turn – to move in a circle around a fixed point or line wholly or partly.
Stretch – an act of straightening or extending one’s body or part to its
full length, tightening one’s muscles.
Jump – leap into the air using your legs.

86
Dance vocabulary

Non-sacred dances: Muchongoyo,

Sacred dances: Hosana/Mhande and
Mbakumba, Amabhiza, Ingquzu, Zvinyawu,
Isitshikitsha
Museve or Sungura
Dance vocabulary is the technical language which refers to elements of dance
namely; space, time, energy and shape. Before looking at these elements, one need to
understand what ‘dance’ is. Dance is a form of performing art which consists of selected
body movements, arranged in an orderly way, to express a feeling of joy, sorrow or for
entertainment.
Elements of dance
Elements of dance forms the basis of all aesthetic qualities of any dance production. As
a foundation in dance production, one need to understand the following terms used in
dance: (i) Shape (ii) Time (iii) Energy and (iv) Space.
(i) Shape
A body makes movements in a performance.
Moves such as jumps, turns and stretches
are shown by the head, arm or movement.
The head expresses emotions. Arms and
legs balance the upper and lower part of
the body. Legs express feelings through
steps made. Actions of stepping, lifting the
legs and arm twisting are a result of body
movements.
Body movement
(ii) Space
This is the area in which the dancer’s
body moves. It is the general or personal
space, level size, direction, pathway or
focus. Dancers should spread out when
performing to create enough space for
free movement. Enough space allows the
audience to clearly and comfortably see
every movement made by a dancer either
in a horizontal or vertical direction. Muchongoyo dancers

87
(iii) Time
Time applies to both musical and dance creations. It includes beat, tempo, rhythm,
sudden slow or sustained movements. To create a dance, suitable music should be
selected to give tempo (speed) in which movements are to be made. Dancers make
moves in relation to rhythm or beat of the music. For example, the beat for Mhande is
faster than Muchongoyo.
(iv) Energy
This is force applied to dance. It shows
the impact of movement. Tension, weight,
attack, strength, sharp, strong, light, heavy
or free-flow movements. These depend on
the amount of force applied. An arm gesture
might be free flowing, tight, loose, heavy
or light. Therefore, force is controlled by
the release of stored energy to movement Dancers in different moves
energy.
Principles of dance
Principles are guidelines for creating any
dance movement in unity, harmony, variety,
balance, rhythm and patterns. In dance
creation, a structure should be formed
focusing on the following questions: who,
what, when, where, why. The sequence
and arrangement of movements on stage
should tell a story or express the dancer’s
idea imitating music.
Making movements in response to each other
for either traditional dance or contemporary
dance
Activity 1
1. (a) Locomotion session with the class teacher or a resource person. In groups. work on
different body movements. Remember the four basic elements of dance: time,space,
shape and energy.
(b) Best presenters to demonstrate different body movements to the class.
2. Using internet, download pictures on locomotion showing different body movements.
You can use a projector to magnify images so that they can be clearly seen. Name basic
elements shown in every image.

Exercise 1
1. Give four elements of dance.
2. Body movements in dance involve moves such as _________and _________.
3. Arms and legs give __________ to the lower and upper part of the body.

88
Audience expectations from dancers
When an audience gather to watch a
public performance, they expect to see
a variety of aesthetic qualities to feel
entertained. Moves are designed in time of
selected music to tell a story. Space should
allow dancers to have free movements for
everyone to see. Force applied in creating
artistic jumps, turns or stretches should
give a sense of beauty that attracts the
audience.
Dancer making a turn, jump
Dancers expectations from audience
Dancers make moves with the intention
to impress the audience and express their
feelings and thoughts. Communication with
the audience is through mood as expressed
by dancer’s artistic body movements and
gestures in a performance. The audience will
show appreciation through shouts, claps,
waves, whistling, ululating or standing up,
cheering or applauding the dancer.
A happy audience
Activity 3
1. G
 o for a dance festival, concert or show in the local area for either traditional dances
or contemporary dances. Sit among the audience and enjoy the performance. Find out
what makes you respond to a dancer’s moves by shouting, clapping, waving, whistling
or ululating when the dancer is on stage or after the performance.
2. Tell the class what made you shout, clap or whistle to a dancer after a performance.

Exercise 3
1. Music is important when creating a dance because ____________.
2. An audience is ______________.
3. Communication between a dancer and the audience is through ________.
4. How does an audience appreciate a dancer’s performance?
5. A dancer need space when on stage in order to __________.

Key points to this unit

• Dance is a form of art which consists of selected body movements. These are
sequentially arranged to serve a purpose for example, expressing a feeling or
telling a story.
• Elements of dance are time, space, shape and energy.

90
 • In dance production a dancer makes movements with the intention to communicate
a message, feeling or telling a story as expressed by the mood.
• Choreography is the skill of combining movements made by the body in motion
for the sake of beauty.
• Stage dance patterns are highly artistic in order to capture or attract the audience
and keep them entertained throughout.
• When performing on stage, a dancer makes moves which are beautifully designed
so that the audience appreciate in form of an applause as they cheer, shout, clap
etc.

Unit Revision Exercise

Multiple Choice Questions
1. Contemporary dance creation is mainly based on _______________.
A. imitating B. improvisation C. selecting D. designing
2. In dance production __________________ are the guidelines.
A. principles B. ideas C. moods D. elements
3. Dance vocabulary refers to _____________ of dance.
A. thoughts B. feelings C. moods D. elements
4. Arms and legs give __________ to the lower and upper part of the body in dance
production.
A. support B. order C. structure D. feeling
5. When making dance movements, selected music gives _____________ in which the body
should move.
A. tempo B. volume C. tune D. sound
6. Energy also means _______.
A. strength B. attack C. tension D. height
7. The arrangement of moves or steps in an orderly way is known as dance ______.
A. pattern B. sequence C. movement D. design
8. An arrangement of movements on stage that tells a story or express an
idea is a dance ____________.
A. phrase B. design C. structure D. sequence
9. Personal response is how a dancer ______to a movement in dance.
A. steps B. moves C. reacts D. sleeps
10.  A dancer expresses his or her own feelings, ideas and actions through movements
that ____________ with the audience.
A. disturb B. fall C. communicate D. disagree
11. Which of the following is an example of a stage dance style?
A. Ingquzu B. Zvinyawu C. Ballet D. Mhande
12. __________ is the main expectation of an audience from a dancer.
A. Entertainment B. Competition C. Cooperation D. Friendship
13. The dancer’s _________ express the mood in dance production.
A. jumps B. turns C. stretches D. gestures

91
 Unit

4.1 MUSIC

Unit Objectives
At the end of this unit, you should be able to:
(a) using musical symbols using music software
(b) sing musical sounds from music software.
(c) record audio and visual songs.
(d) play music from the internet.
(e) discuss the Do(s) and Don’t(s) when downloading and uploading music from the
internet.
Looking Back
In the previous levels you were able to identify software used in music making. You were
able to store composed music using audio visual devices. In this unit you will be taught how
to use music symbols in music software. In the end you will also be able to record audio and
visual songs and play music from the internet.

Key Words
Barline – these are lines used to separate measures on a stave.
Downloading – is the digital transfer of data that may be in the form of music,
pictures or text via the Internet into a device capable of playing
it.
Measure – a segment of time corresponding to a specific number of beats.
Music software – set of music programs used to record an artist on the computer.
Record – the process of capturing one’s voice for future editing.
Internet Explorer – a program designed to allow you to browse the internet.
Uploading – t he process of transferring data that may be in the form of
music, pictures or text from a device capable of playing music
to the internet.
Music software – s et of programs used to record an artist’s voice or an
instruments voice. Examples of music software are;
– Ableton Live.
– FL Studio.
– Apple Logic Pro X.

94
Bar lines
Refers to the lines that are put on a stave in order to have measures. An example of a
bar line is found below.
Measure Measure

Bar lines Bar lines

There are various forms of bar lines that can be used in music software when making
your music. Examples are;
• Single bar line
• Double bar line
• Start repeat bar line
• End repeat and
• Final bar line
Illustration showing the various bar lines
Single Double Start repeat End repeat Final

A measure is a segment of time corresponding to a specific number of beats.

time signature bar time
# #
# # 4
4
measure 1 measure 2

Activity 1
In pairs, identify the various music software needed to record music. Open the music software
programs.

95
Exercise 1
1. Music software is____________.
2. Three examples of music software are ___, ____and ____.
3. Bar lines are ______________.
4. State one role of a bar line_________________.
5. Forms of bar lines you have learnt are__________ and _______.

Singing musical sounds

Singing is the act of producing musical sounds with the voice. With the use of music
software, it involves being able to identify the type of note, rests, bar lines and other
markings. Before one sing there is need to get the pitch. Below is a musical stave with a
variety of notes and markings.
mf p

Activity 2
Sing the above musical sounds with the help of your facilitator to other learners.

Exercise 2
1. The marking p stands for _______________.
2. The marking mf stands for _______________.
3. A measure is ___________________
4. Why divide the stave into measures?
5. ________is needed before one sing.

Recording audio and visual sounds

Recording audio, you may use a music called Windows Sound Recorder or Audio Recorder.
Audacity is another small music software you can also use. It is easy to download on the
internet. To record your voice using Voice audio recorder found in Windows operating
system;
• Make sure your microphone is plugged in and on.
• Do a microphone check, use the Mic check icon on the desktop.
• On your own machine, you can record something in Windows Sound Recorder
(Start >> Accessories >> Entertainment >> Sound Recorder).
• If the microphone is not working, check the Windows sound settings.
• Once done press the record button.

96
9. The file to be uploaded should be all of the following but not___________in size.
A. bigger B. not too big C. big D. too big
10. Internet Explorer should not be used to__________.
A. read B. close
C. watch pornography D. browse

Structured Questions
1. Music software is a set of programs used to type music notes. (True/False)
2. Of the two examples given in brackets (Finale and Ms Word) which one is not music
software ____________________.
3. Record is ____________ (capture sound/delete sound).
4. Downloading means____________ (taking of music into the chosen gadget/removing
music from a gadget)
5. Downloaded music can be put on________, _________and _________.
6. YouTube can be used to _________________ (download music/remix music).
7. Internet Explorer is used to_________ (search the internet/not to play music).
8. Uploading refers to __________ onto the internet (placing music/removing music).
9. When uploading a file on internet guard against size and quality of file (True/False).
10. If a file is too big, it is takes time to download (True/False).

Practical Questions
1. Compose a song on updated curriculum and form a class choir and record a
3-minute song on importance of updated curriculum using any music software you
were taught to use by your facilitator.
2. Upload your recording onto the YouTube with the help of your facilitator or computer
facilitator.

99
 Unit

4.2 VISUAL ARTS

Unit Objectives
At the end of this unit, you should be able to:
(a) identify appropriate technology tools in visual arts.
(b) classify visual arts technology tools according to epoch/time.
(c) explore with different technological tools in visual arts.
(d) use visual arts software to produce different artworks.
(e) identify media used in visual arts technology.
(f) produce artworks using different media.
(g) integrate visual arts in mass media.
(h) able to download and upload artworks from the internet.

Looking Back
You can remember that in the previous topic we learnt that all artworks have various aesthetic
qualities which make us appreciate them. This is because all artworks take a great deal of
time and effort to be produced. We need to appreciate the efforts that artists spend on
producing artworks for the public. We also looked at important roles of art to the individual
and community. Let us shift our attention to the role of technology in art production.

Key Words
Technology – the use of scientific knowledge for practical purposes, especially
in industry.
Software – the programs and other operating information used by a
computer.
Internet – a  global computer network providing a variety of information,
interconnected networks and communication facilities.
Civilization – stage of human social and cultural development which is
considered as more advanced.
Ethics – these are the moral principles that govern a person’s behaviour.
Mass media – i s a large collection of media technologies that reach a large
audience via mass communication.

100
Technology in everyday life
The key to success in a competitive industry and community like Zimbabwe is building
a complete, holistic skill set. Rather than just focusing on the basic visual arts skills,
the visual arts school’s programme focuses on a mixture of academic, technical and
professional skills.
Technology based art is computer-generated or manipulated. Today we have computer
artists who use the ever-expanding base of programs and applications to create works
of art which can appear in an entire range of media – whether as a physical output or a
virtual experience. Technology is redefining art in creative and totally new ways.
Using technology in art classes helps to develop 21st Century literacy skills. Art and
technology have a natural attraction to each other because they both can be used in
very creative ways. Can you use a computer to create a digital portfolio? Some learners
today have their artwork online so that other people in the world can see and make
comments. They also have opportunities to do research on the internet and have access
to some drawing and paint programs.
Sometimes we can make linoleum cutters using broken tips of an umbrella or prints
from old used rubber. The use of such improvising and skill to solve immediate problems
useful in class is called appropriate technology.
Activity 1
Work with your facilitator
1. Use the internet to find at least one Zimbabwean artist. Can you find pictures that the
artist makes?
2. Discuss the software tools of any art related software that your school has. How can the
tools help you to create art?

Exercise 1
1. Technology helps us to__________________.
2. ____________and ____________are design software used in art.
3. We improvise glue by______________.
4. A person who works with a computer to create art is called _______.
5. A computer is an artist. (True/False)
6. Artwork generated by a computer is not art. (True/False)
7. Software is an art package. (True/False)

Discoveries by men
Early men used a ring or circle of stones to enclose the fire when they first learnt to
make fire. Sometimes the stones cracked and produced small pieces of smooth, shiny
material. When removing ash, men discovered that this material was hard and some
pieces had sharp edges. These discoveries led to the production of many metal tools
and equipment.

101
Visual artifacts and tools used in pre-colonial Zimbabwe
Zimbabwe was a British colony. The colony was named Rhodesia after Cecil John Rhodes.
Zimbabwe has various artifacts and artworks which shows this rich cultural heritage.
Examples include indigenous pottery, ornaments, masks and weapons like the bow and
arrow as well as the hand axe which was used during Stone Age. During Iron Age iron
was used to make sharper objects like spears and swords.
Iron Age technology included the smelting of iron using traditional methods. Shields
were also common. Other items found at the National Gallery include headrests which
are unique to Zimbabwe. Such cultural artifacts relate to this country’s pride.
Archaeologists’ have found Stone Age tools, cave paintings, arrowheads, pottery and
pebble tools in several areas in Zimbabwe. Ruins in several of Zimbabwe’s places show
that a lot of activities were done in the country. Great Zimbabwe ruins structures suggest
that indigenous Africans were involved in some form of barter trade.
Ancient stone structures at Khami, Great Zimbabwe and Dhlo-Dhlo are clear evidence
that there have been many civilizations in Zimbabwe. The major civilization to become
established was the Monomutapa ruins. The wealth of this empire was based on small
scale industries like iron smelting, textiles, gold and copper along with agriculture.
Modern tools used for art making
Today, technology has improved the nature of tools available for use by the artist.
Pencils, erasers, pens, watercolours, canvases, and other wet media are now available
everywhere where pen meets paper. In constructing models in papier mache´ for example,
one can use different media like paper, wire, glue, vanish and paint.
Visual art sites in Zimbabwe
Domboshawa is a massive granite dome containing several shelters with notable rock
paintings. These include fine animal and human figures believed to be San representations
of Bantu-speaking peoples. Domboshawa derives its name from the Chishona words
dombo (large stone or rock) and shawa (red). Ancient paints from tree sap, animal blood
and other organic plants were used. Tools like the spearhead, axes, tree trunks and
twigs were used to make these beautiful rock art figures.

Activity 2
1. Make a list of technological tools discovered during;
(a) Stone age
(b) Iron age
2. What discoveries were made when:
(a) men learnt to keep animals?
(b) men started to make tools and weapons?

102
Now it is affordable and possible for an artist to create their own brochures and
invitations because the new printers (which can fit on a desk and do not need a room
to live in) give a consistent quality. And even when one chooses to use a commercial
printer, the print quality is guaranteed. Also remember that the internet is a world wide
web with information which will always assist as you progress in computer applications
and software. However, important ethics should guide you:
• avoid copying other people’s work
• avoid use of someone’s work without permission
• acknowledge any direct use of information.
Mass Media
This is technology that is intended to reach a mass audience. It is a way of communication
used to reach a wide range of people or public. Most common ways of reaching the
public include newspapers, television and the internet. Your school can use newsletter,
cards, magazines and flyers to send information.
The media and technology that has emerged through the years has always played a
significant role in contemporary art. For example, the propaganda that emerged in the
20th Century served as a form of media where artists used mass media to comment
on political matters to persuade and create awareness. Contemporary art gives us
opportunities to evaluate how our society is influenced by both media and technology.

Activity 4
1. Work in pairs and construct an artwork using modern media available at your school.
2. Create a simple pattern using any art related software available at your school. Your
teacher will assist you to make a print of the pattern on paper.

Exercise 4
1. Which of the following is not a technological tool used in art making?
A. Paint B. Pencil C. Brush D. Bush
2. A poster is used to ________ a message.
A. communicate B. design C. highlight D. paste
3. Which of these is not a technological discovery?
A. Colour B. Ink C. Camera D. Plant
4. A cropping tool is used for________________.
5. ___________and _________are technological tools used in pre-colonial and post-colonial
era.
6. Picassa is art related software. (True/False)
7. Tools on various art related software are the same. (True/False)
8. Internet is a world wide web. (True/False)

105
Structured Questions
Use the following words to answer the questions below.
(software, ethics, appropriate technology, gradient tool, communication, television,
newspapers, iron age, iron smelting, flyers)
1. A ______________is a package used by a computer.
2. ____________are principles which help us to deal with others.
3. ____________and __________are ways used to reach the public in Zimbabwe.
4. Man discovered the technology of smelting iron in the ______________.
5. _____________enables you to select the gradations of your choice on a computer.
6. Mass media is a way of _______________.
7. ___________is a pre-colonial technology tool used in Zimbabwe.
8. ___________is used by schools as a mass media communication tool.
9. The use of ___________saves money when doing art activities.
10. _____________was practised at Great Zimbabwe.

Practical Question
1. Design a small poster using any media available at your school for a Civic Day to
raise money for orphans at your school. Use appropriate tools that you have learnt.

107
Nowadays visual effects are everywhere and in everyday television drama where they are
not easy to identify. Visual effects in theatre productions are not only cheaper but also
ensure that the weather does not complicate things like the sun disappearing behind
the clouds.
In any production, special effects can change a twenty-year-old lady into a fifty-year-old
woman. To achieve this, different make up materials are used. With makeup it is also
possible to have bruises, a black eye, scars, wounds and burns. Special effects help in
making theatre productions more real.
Activity 2
1. Watch a performance with visual effects.
2. List the common types of visual effects.

Exercise 2
1. The common type of visual effects used include _______.
A. theatrical smoke B. footage C. live audience D. drama
2. Visual effects make acting ________.
A. real B. created C. special D. drama
3. What is used to make a person look older?
A. Imagery B. Laser lighting C. Flying effects D. Make up
4. Special effects help in making theatre productions look ________.
A. real B. safe C. cheap D. possible
5. Which of the following is not a special effect?
A. Theatrical smoke B. Flying effect C. Live audience D. Fog

Lighting effects
Usually a film production will be set in a
certain season or time of day. Lighting
can be used to reinforce this. This is done
especially if reference to the weather is
made. To create a sunlight effect through
a window, lamps can be placed to cast a
shadow frame. This will help to emphasise
where the light is supposed to be coming
from. If it is dark outside, a steel coloured
gel can be used for a moonlight effect. Lightining effects
Some lamps can be filled with what is known as a gobo. This is a sheet with a frame
at the front of the light. A gobo can be used to create a lighting effect that is spotted
looking like forest leaves. It can also be cut into strips of light on stage that seem like
prison bars.
A spot has a hard-edged effect. It is used to light characters or the elements on stage.
Filters that are coloured can be used with this lamp.

110
Exercise 1
1. (a) Name any three types of computers.
(b) List any three parts of a computer.
2. Give an example of a computer application used for audio production in dance.
3. Sound Tools are online ______ used for audio recordings.
4. Name any two examples of Sound Tools used to make online music.
5. Artificial audio sounds created online are known as __________.

Visual Tools
Visual tools are technological methods used
to show ideas, concepts and progressions
using graphs. They are in form of spider
web diagrams, flows or charts and so
forth. Visual Tools are different computer
programmes or applications designed to
drag, drop or draw solutions. They have
become more important in this modern
world of computer technology and are
widely used for dance video productions.
Visual effects Spider web

The process by which imagery is created or

manipulated outside the context of a live
action shot in filming. Unbelievable moves
or actions are graphically designed as
visual effects using an application known as
Visual FX or VFX. This application describes
an imagery created, altered or enhanced
for filming and other media not done in live
action shooting.
Sungura popular artist Alick Macheso
Activity 2
1. Visual Tools are mainly used for _________ productions.
2. Give any two types of Visual Tools.
3. Unbelievable ________ are graphically designed as Visual Effects using an application
known as __________.
4. Visual Effects are designed to _______ or ________ or _______ an action which cannot be
done in live action shooting.
5. A video which is not produced in live action shooting is said to be done out of _______.
6. _________ are video tricks used for film television, theatre and video games.

116
Light Tools
These are illumination designs or lighting
devices. Light Tools are flood lights used
for different tasks and designed to work in
any job site and on any surface. Examples
of Light Tools are Zemax, AGi32, LED Glow,
Thea Render and many more.
Lighting Effects
Floodlights
Lighting or illumination effects are used in
order to achieve a practical or aesthetic
effect. It includes the use of both artificial
light sources like lamps and light fixtures
as well as natural light obtained from
daylight. Many methods are used to create
lighting effects in photoshop which is an
application that create amazing effects in
a video production.
Ethics and the internet Disco Lights
Technology should not disturb the
principles of good behaviour in dance
productions especially when using internet.
Internet is a big network of information
and communication facilities which should
not be abused. Societal norms and values
remain the principles and guidelines in
dance creation. The Copyright Act should
be respected to avoid copying other
peoples’ works without their permission.

Internet accessing devices

Activity 3
Visit a local studio. In groups, list down studio equipment and give the use of each. Groups
present their work to the class.

Exercise 3
1. To illuminate is to ________ (darken/light).
2. Light Tools are also referred as ____________.
3. Give three examples of Light Tools.
4. (a) When making a dance video using internet, one should not ________ other people’s
works without their permission.
(b) Internet is a big _________ of information and communication facilities.
5. Copyright Act is used to_____________.

117
10. Artificial visual and audio effects are used to give _________ values in any
dance production.
A. fair B. modern C. productive D. aesthetic

Structured Questions
1. (a) Sound and visual tools are modern ________ designed to enhance dance
creativity and production (equipment/books).
(b) Which of the following is not a technical skill for use in dance productions
(leadership/lighting effects)
2. (a) ( Visual/Sound) effects are very important when creating dances for they help in
producing unbelievable pictures for video recording.
(b) Visual FX, Union FX and Special Effect (SFX) are examples of (visual/sound) tools.
3. a) Give two advantages of using internet in dance productions.
(b) (i) Sound tool is ______________.
(ii) Light tool is _________.
4. Daylight gives the (artificial/natural) source.
5. What is the difference between computer ‘hardware’ and ‘software’?

Practical Questions
1. (a) Make your own sound and visual effects for a dance style of your choice from
the following; Isitshikitsha, Mbakumba, Muchongoyo, Museve and Amabhiza.
(b) Use applications you have downloaded from the internet to record your
videoproduction indoors.
2. Present to the class on effects that you have used for the video production.

119
PAPER 2: PRACTICAL
Answer 1 question from each section. Each question carries 15 marks
Section A: Visual arts (1 hour)
1. Construct a 3 part colour wheel using coloured paper.
2. Make an outline of a cow. Use magazine pages with neutral colours as paint to colour
the cow.
3. Design a small poster using available media for a Civic Day to raise money for the
school.

Section B: Music (5-10 minutes)

4. Draw a stave with a treble clef then label all lines and spaces.
5. Compose a song on the importance of trees.
6. Record the class choir singing the national anthem and upload onto YouTube.

Section C: Dance (5-10 minutes)

7. Create your own dance considering the basic elements of dance.
8. Design sound and visual effects in live performance.
9. Use the applications you created with sound and visual effects to produce a video as
a class.

Section D: Theatre (5-10 minutes)

10. Write a script for a play to be done on prize giving day.
11. Design sound effects for a play on child abuse for the district competitions.
12. Record the performance by your class on a play from improvisation.

122
Indigenous instruments are instruments developed by local groups of people. These vary
in shapes and designs from one particular area to another.lndigenous instruments are
quite distinct from one culture to another, for example, chigubhu/gandira, is a common
type of drum for Muchongoyo dance of Ndau people. Kalanga people have friction drum
while the milking drum is common among Ndebeles.The Karanga people have magavhu/
magagada while drum /ngoma/ingungu is common in all traditions in Zimbabwe.
Costumes and props
Costume or attire is proper dressing for a
particular type of dance, for example, attire
for Hosana is completely different from
that of Amabhiza, Ingquzu, Mbakumba,
Isithsikitsha/Nyau dances. Props are
objects used on stage and are cultural.
They show or tell a story about a people’s
culture, for example, gano, uta nemuseve,
for Shona dances; shields and spears for
Ndau and Ndebele war dances.
Dancers in their costumes and props
Activity 1
1. Find out materials used to make or construct the following:
(i) Props
– swish/ithsoba, spear, shield
(ii) Costumes
– head and arm bands
– head gear/indukhula
– stripped skirts/mbikiza
2. Group the above items under;
(a) plant materials
(b) animal materials

Exercise 1
1. Give three occupations that are related to dance.
2. Name any two registered dance groups that are found in Zimbabwe.
3. Give two examples of each of the following;
(a) props
(b) costume
(c) instruments
4. What is the most important attire for Nyau dancers? (headgear/mask )
5. Museve or Sungura dancers should be smartly dressed in order to (betray/attract)
the audience.

145
12.  _________ is a group of people who gather and pay to listen or watch a public
performance.
A. Paying master B. Paying audience C. Paying manager D. Paying organiser
13. In dance business, dancers perform for __________.
A. worship B. food C. money D. fun
14.  Principles and guidelines that govern the day to day running of a dance company
are ________ ethics.
A. royal B. urban C. business D. rural
15. The copyright law gives ___________ to any original creative work produced.
A. certificate B. administration C. quality D. ownership

Structured Questions
1. Dance careers are also ___________ (professions/materials)
2. Shields and spears are ___________ (props/instruments)
3. Male dancers for Muchongoyo should dress like a ___________ (traditional healer/
warrior).
4. Which of the following is a contemporary dance instrument? (Saxophone/Xylophone)
5. The drum machine and pad give the (tune/beat) in dance music.
6. Many people are taking up dance as a career to (earn/fight) a living.
7. (a) Copyright protection are (laws/activities) that safeguard copyright material.
(b) Copyright material is protected from (unauthorised/authorized) use.
8. Complete the following table correctly.

Example Material used for construction

Prop
Instrument
Costume

Practical Questions
1. As a class make Muchongoyo dance costume for a female or male dancer.
(a) List down all materials needed to make the costume.
(b) Write down all steps to be followed in making the costume.
(c) W
 ork out costs of everything that you have used. Come up with a price for your
costume for a 10% profit.
2. How would you sell Muchongoyo dance attire you have made in (1) above using:
(a) advertisements
(b) internet
(c) give advantages and disadvantages of each method in a (a) and (b).

150
TEST 3
Paper 1: Theory (2 Hours)
Section A: Multiple Choice Questions (40 marks)
Answer all the questions.
This section consists of 20 multiple choice questions from Music, Visual Arts, Theatre and
Dance.
1. The following are chimurenga songs except___________________.
A. Kuti zvinototore nyika B. Shoko riya rawakatiudza
C. Tora gidi uzvitonge D. Handikanganwi gamba iri.
2. What is a heritage site _______.
A. a tourist attraction
B. an art market
C. a natural site with important value to a nation
D. a place where art is sold
3. A popular story theme used in the colonial era was ________.
A. infidelity B. HIV/AIDS C. money D. poverty
4. What is the common instrument for Muchongoyo dance_________.
A. mandobo B. mutumba C. chigubhu D. friction drum
5. _____________________ is the combination of sounds to produce organised noise.
A. Dance B. Music C. Heritage D. Theatre
6. Colours are contrasting if they are _____________.
A. different in lightness and darkness B. light in value
C. dark in value D. bright
7. _________________is represented by the zigzag pattern.
A. Wealth B. Fertility C. Agriculture D. War
8. The name given to movements in a dance showing a beginning, middle and end are
known as dance _______.
A. pattern B. phrase C. sequence D. movement
9. One of the following is not an element of music?
A. Pitch B. Rhymes C. Melody D. Volume
10. Which is the odd one out in design?
A. Rhythm B. Balance C. Pigment D. Movement
11. Audience response creates interactivity between ______ and ______.
A. Actors and audience B. directors and clapping
C. clapping and booing D. feedback and laughing
12. Modern dance creation is mainly based on _______________.
A. imitating B. improvisation C. selectong D. designing
13. Which one of these is needed to record a voice and musical instruments?
A. Voice software B. Music software C. Photo camera D. Video camera

151
 Section C: Dance (5-10 Minutes)
6. Create your own dance movements for;
(a) Stage dance performance or
(b) cultural dance performance.
(c) Present your performance focusing on;
(i) time
(ii) energy
(iii) use of space
7. Using simple materials available at your school design a set of Muchongoyo dance
attire.
8. Choose an instrument of your own choice from the list below and briefly demonstrate
how the instrument is played.
(a) magavhu/magagada/amahlwayi
(b) rattle/hosho/ihoso
(c) tambourine
(d) drum/ngoma/ingungu

Section D: Theatre (5-10 Minutes)

9. Write a script for a play to be used for a live performance of your choice.
10. Design sound, lighting and visual effects for live performances.
11. Make a theatrical production and price it.

154