FRIENDLY E MASHAVA K MASHAVA Ae Priority(\Projects PUBLISHING Approved by the Ministry of Primary and Secondary EducationBest Approach to Visual and Performing Arts Learner’s Book E MASHAVA, K MASHAVA User-friendly Priority) Projects PUBLISHINGPriority Projects Publishing 789 Glen Garry Avenue, Highlands Harare, Zimbabwe Tel/Fax: 263-242-495668/437384 Cell: 0712 604 996/072 313 682 Website: www.ppp.co.2w E-mail: sales.priorityprojects@gmail.com Priority Projects Publishing 2020 First Published in 2020 by Priority Projects Publishing ISBN: 978-1-77906-750-0 EDITOR: E Muzanenhamo PROOFREADER: O Brute DTP & COVER DESIGN: N Tepa PPP - Truly Zimbabwean! ‘The publisher uses recyclable paper Quality Assurance Statement Our books are developed and produced to the highest possible standards to ensure quality and durability. If for any reason you are not satisfied with the quality of this book, contact us immediately on the above numbers.Contents ‘Acknowledgements.. Introduction ... UNIT 1: HISTORY OF ARTS AND CULTURE Topic 1: Topic 2: Visual Arts .. Topic 3: Theatre... Topic 4: Dance... End of Unit Revision Exercise UNIT 2: THE CREATIVE PROCESS AND PERFORMANCE .. Topic 2: Visual Arts. Topic 3: Theatre Topic 4: Dance... End of Unit Revision Exercise. End of Term 2 TestUNIT 3: AESTHETIC VALUES AND APPRECIATION .... Topic 1: Music Topic 2: Visual Arts... Topic 3: Theatre .... Topic 4: Dance End of Unit Revision Exercise. UNIT 4: ARTS AND TECHNOLOGY .. Topic 1: Music Topic 2: Visual Arts... Topic 3: Theatre .. Topic 4: Dance End of Unit Revision Exercise. End of Term 2 Tes UNIT 5: ENTERPRISE SKILLS .. 175 Topic 1: Music Topic 2: Visual Arts... Topic 3: Theatre .. Topic 4: Dance End of Unit Revision Exercise. End of Term 3 Test End of Year ExaminantionAcknowledgements The authors would like to acknowledge the following for their contributions in writing this book, without their help the task would have been insurmountable. Mr B Mwanyali for music illustrations. Lita Takabvirwa ‘The Mashava family and friends for their unwavering support and encouragement throughout the time period of researching and writing this book. Every effort has been made to trace the copyright holders but if any have been inadvertently overlooked, we will be pleased to make the necessary amendments at the first opportunity.Introduction Best Approach to Visual and Performing Arts Grade 7 aims at ‘talent identification, development of creativity skills, application of knowledge as well as the development of original entrepreneurship skills among learners, Learners are exposed to a variety of Visual and Performing Arts programmes which develop creativity, self-identify, communication skills, patriotism, ‘teamwork and Unhu/ Vumunhu/Ubuntu. Learners will be equipped with a wide range of skills in all areas of Visual and Performing Arts which are; Music, Visual Arts, Theatre and Dance. In turn, they will be able to adapt to modern technology and use it in various areas in the execution of Visual and Performing Arts activities. The book is user friendly and can easily be understood by Grade 7 learners. Each topic has a set of objectives and definition of key terms. The inclusion of revision exercises, End of Unit tests, End of Term Tests as well as ICT practical activities help the learner in understanding and appreciating the learning area. A variety of teaching and learning methods have been included in this book to cater for different learners such as: * Discussions * Songs + Dance * Notation Resource persons © Games + Storytelling * Case studies * Experimentation * Researchena Objectives By the end of this topic, you should be able to: + identify music of Africa and other parts of the world. * classify instruments of different cultures, + perform music from diverse genres and cultures. + identify musicians who sang songs on health issues. ‘+ compose songs on health and other social issues. + play indigenous and foreign musical instruments. Key words Accompaniment - anything that is added to another thing to make it more appealing such as musi Renowned - famous, well known. Vocals - anything accompanied by the human voice. Interlocking - connected to each other. Dual - consisting of two parts. Ballads - simple songs that tell a story. Enchanting - attracting and capturing the attention of someone by being interesting. Inspirational -a thing that motivates someone to do something. Musical scores - written form of a musical composition. Mass drug administration — distribution of preventive tablets, pills or injections toa large number of people Dulcimer - a flat musical instrument that has strings stretched across it. Oboe - a musical instrument shaped like a tube and is played by blowing into a small thin piece at the top of the tube. Cultural diversity of musi the contemporary world [Africa is the second largest continent jin the world, The continent has 54 countries. As a result, Africa has a fariety of people with different cultures Jand various ethnic groups. The current population of Africa is approximately1.3 billion people based on the latest United Nations estimates of November 2019. It is also the continent with the second highest population in the world after sia. The diversity in cultural practices lof people makes Africa diverse in itsmusic. Africa is rich in music. Though North African music has been diluted by Arabic culture and Southern African music has been affected by Western countries who once colonised the region, Africa has also maintained its unique type of music. Africa has music of various genres, each special in its own way. Types of music Music differs from one culture to another. Musicians and composers create their own music styles by combining or fusing different rhythms, thereby creating unique types of music. The world is dynamic and so is music. Let us look at some types of music. 1. Sungura Sungura music is a modern type of Zimbabwean music. It is also known as museve, a name which originated from the type of dance which consists of fast foot movements. Sungura music became popular in the 1980s and has taken Zimbabwe by storm. This type of music is played extensively in homes, at parties, beer halls and many other social occasions. Pioneers of this type of music are EphraimJoe and the Sungura Boys, John Chibadura and many more. Popular sungura artists include Alick Macheso who is populary known as the “King of Sungura,” and ‘Madzibaba’ Nicholas Zachariah. Sungura is characterised by interesting dance styles which include "Borrowdale” dance which was invented by Alick Macheso. This dance is believed to have originated from the galloping of horses. Artists imitate Alick Machesohorse movements at Borrowdale Race course. Macheso also created a dance style known as “Zora butter” which resembles applying lotion cream on the body, Simon and Naison Chimbetu invented their own brand of Sungura music referred to as Dendera music. 2.Jiti Jiti is believed to have its stylish origins from Chimurenga, Soukous, Rock and Roll, Disco and Tanzanian popular music. Jiti is 2 popular Zimbabwean type of music that is characterised by dance. The rhythm of jitiis swift and is believed to have been created in the 1970s and became more popular in the 1980s. Itis a fast beat type of music which is also characterised by fast rhythmic dance movements. Musical instruments that are commonly played are drums, electrical guitars and the electric bass. Renowned Jiti musicians include Baba Harare, Bhundu Boys, among others. Paul Mpofu The Bhundu Boys3. Kanindo music Olouch Kanindo Kanindo is a music genre that was most popular in the 1970s and 1980s in Africa, This type of music was believed to have originated from East African countries which include Kenya and Tanzania in the 1960s. This music genre was named after a Kenyan musician known as Olouch Kanindo, who is also the founder of this type of music. In Zimbabwe, Kanindo music was associated with the liberation struggle. The freedom MOSES Rwizi i] Africa YOTINHIRA ‘Moses Rwizi os) Ketai Muchawaya fighters brought this type of music from East Africa where they had gone to receive military training. Kanindo is characterised by a unique, fast rhythmic beat that harmonises with a churning lead guitar that usually plays the tune of the vocals. The dancingstyle involves raising feet high and stamping them very hard on the ground. In Zimbabwe, this type of dance was referred to as Mujibha, especially by the freedom fighters. Popular Kanindo musicians in Zimbabwe include Obadiah Mutulana and Moses Rwizi Other Kanindo musicians in Zimbabweare Ketai Muchawaya and Knowledge Kunenyati of the famous Kasongo Band. Most of these musicians were in Tanzania or Kenya during the liberation struggle. Sungura is believed to have some beats derived from Kanindo. However, nowadays Kanindo music is no longer popular in Zimbabwe and people play it less. 4, Mbira music Mbira music is a renowned Zimbabwean type of musicgenre that truly shows the culture and tradition of Zimbabwean people. This type of music is delightful, inspirational, soulful, touching and interesting to play or to listen to. Mbira music is different from other types of music because it has a dual meaning. It refers to the music as well as the thumb piano itself (instrument) There are two types of mbira. One has a wooden board whereas the other is a circular mbira. Wooden mbira Gircular mbira Popular well known mbira players include Dumisani Maraite, Stella Chiweshe, Mbuya Dyoko, Chiwoniso Maraire, Tendai Mavengeni and Ephat Myjuru. Tendai MavengeniChoose one Zimbabwean type of music between mbira and sungura music 1, Watch videos of mbira and sungura artists. 2. Imitate the dances 3. Showcase in groups. 5. Country music Country music is a music genre that originated in the United States of America (USA) in the 1920s. Most people refer to it as Country and Western music. It is known as Old Time Music which consists of ballads and dance tunes that are simple folk lyrics which harmonise well with acousticand electrical guitars, string instruments such as banjos and fiddles. Don Williams Dolly Parton and Porter Wagoner Country music can be played at slow to moderate tempo. Notes ring out and are heard clearly without any muffles. The characteristics of this type of music include strong instrumental elements which mainly consist of ballads and dance tunes, Country musicians from the 1940s include Gene Autry, Eddy Arnold and Ray Acuff who performed in the 1950s. Among other numerous artists are Hank Williams, Porter Wagoner, Kenny Rogers, Dolly Parton and Don Williams. 6. Rhythm and Blues Rhythm and Blues is a music genre that is abbreviated as RnB. This music genre combines elements of Rhythm and Blues, Pop, Soul, Funk, Hip Hop and electronic music. The music originated in the USA and was started by African-Americans in the 1940s. In modern societies, RnB music incorporates different styles.Popular RnB artists include Robert Kelly, Steve Wonder, the late Michael Jackson, the late Whitney Houston and Mariah Carey. Michael Jackson Stevie Wonder 7. Rhumba music Rhumba is a music genre that refers to both the music itself and the dance. The music originates in Cuba and is based on African styles. African rhumba is also referred to as Congolese rhumba. It is most common in Central Africa. This type of rhumba has a faster beat and dance style known as soukous. Popular Congolese artists include Kofi Olomide, Kanda Bongoman, Pepe Kale and Sam Mangwana. Pepe Kallle (right) and Empire Bakuba a1. In groups, make a list of rhumba musicians. 2. Download and watch popular rhumba videos. 3. Imitate the lyrics and rhumba dances. 4, In groups, showcase your performances. Revision exercise 1. Sungura musicis also referred toas i 2. Name any two pioneers of Sungura music. 3. State any two dance styles of Sungura music. 4. Which three musical instruments are mostly used in Jit music? 5. How did Kanindo music come to Zimbabwe? 6. Which type of indigenous music in Zimbabwe is associated with religion? 7. Name any two functions where mbira music can be performed. 8. What is the other name for the mbira instrument? 9. Name any one type of music that originated in the USA. 10. RnBmusicstands for. 11. In which country did rhumba originate? a 8. Kwaito music Kwaito is an interesting and popular music genre that originated in South Africa in the 1990s in the township of Soweto. The word kwaito originated from the word kwaai which means hot in music. Kwaito is a township type of music which originated in townships and is identified and associated with township people. In recent years, the lyrical content of Kwaito has become more meaningful and educational. Popular Kwaito musicians include Arthur Mafokate, TkZee, Thandiswa Mazwai, Oskido, Trompies, Mandoza and Boom Shaka. OskidoThandiswa Mazwai 1. Ingroupsidentify popular kwaito musicians. 2. Watch videos of popular kwaito artists 3. Imitate the dances 9, Jazz music Jazz is a music genre that originated in the United States in African-American communities in the 19th and early 20th centuries. It is a type of music that is rhythmical in nature. It offers a great variety of styles that often consists of call and response patterns whereby one voice, instrument or part answers each other. A lot of improvisation is seen more in jazz. Jazz developed its style from blues, ragtime, folk music, classical music, spiritual music as well as music from West Africa Instruments used in jazz are the keyboard, piano, trumpet, saxophone, tamborine, clarinet and guitar. Some of the most celebrated African-American jazz musicians are Louis Armstrong and Duke Ellington. In Zimbabwe, renowned jazz musicians are Louis Mhlanga, Ernest Tanga Sando, Prudence Katomeni- Mbofana and Dudu Manhenga —Prudence Katomeni-Mbofana Louis MhlangaWatch videos of jazz music. Discuss the differences between jazz music and any other types of music in groups. 3. Make group presentations. 10. Classical music Classical music is a type of music that has its roots in Western cultures. It is composed through Classical music has complex vocal or instrumental forms. Itis written downin musical notation which determines the rhythm, pitch, notes for different parts, musical scores. notes for instruments and distinction in the areas where two or more musicians or instrumentalists come in. Classical music is composed in such a way that the elements and principles of music are organised in a way that everything will be in harmony. Since classical notation, any trained person who has an understanding of musical notation and sight reading can play music of many eras and centuries ago perfectly well Musical instruments used in classical music include the piano, organ and keyboard. music is written inRevision exercise 1. Whatis the meaning of Kwaito? 2, Name any two origins of jazz music. 3. Calland response means__. 4, Which type of music is composed through musical scores? 5. Why is classical music easily imitated than other types of music? 6. What is the difference between Kwaito and Country music? 7. Which type of music is no longer popular in Zimbabwe? 8. Dolly Parton, Porter Wagoner and Don Williams are poplar artists in music. Fundraising event 1. Rehearse types of musicin Africa in groups. 2. Showcase the music to your class in your respective groups. 3. After showcasing to your class, organise a fundraising event. 4. Invite your parents prior to the performance and showcase to them. Activity In groups, identify and make a list of Western musical instruments. Make a list of musical instruments used for various genres of music in Africa and other parts of the world. = Instruments of different cultures Instruments classification Musical instruments can be classified into groups depending on their characteristics and how they are used or played. They are classified according to the manner in which sound is produced. The following are groups of musical instruments: ~Membranophones - Chordophones = Idiophones - Aerophones Membranophones These are musical instruments which generate or produce sound by striking, vibrating, rubbing or singing into a stretched membrane. All drums are examples of membranophones because they have a stretched skin that produces sound when. struck, scratched and rubbed. Kazoos are also types of membranophones. These produce sound when one blows into it.African drums Chordophones These are musical instruments that produce sound by plucking, bowing or striking strings. Chordophones produce sound by the vibrating of string(s). The word chordophone is derived from a Greek word chord which refers to a string. Therefore, chordophones are musical instruments whose sound is generated through string vibrations. Examples of chordophones are guitars, banjo, harp, lute, piano, lyre, violin, zithers, dulamer and more. Chordophones are stringed instruments. Harp 13Lute Idiophones These are a class of musical instruments whose sound is produced by the vibrating of the instrument itself. Examples of idiophones include woodblocks, cymbals, triangles, xylophones, rattles, claves, bells, sticks, kalimba piano.Rattles Triangle Cymbals Aerophones These areany class of musical instruments whose sound is produced through the vibration of a mass of air. The air will be a vibrating medium in aerophones. Aerophones can be referred to as wind instruments. Examples of aerophones are trumpets, flute, (hwamanda) indigenous (trumpet) whistles and many more. Indigenous trumpet (Hwamanda)Performing music from diverse genres and cultures At the beginning of this unit you learnt about music of various genres and cultures. There is African music and music from other parts of the world. These music genres include Sungura, Mbira, Kwaito, Rhumba, Jiti, Jazz, Country music, Rhythm and Blues and Classical music. Most of you have probably heard or listened to music from different music genres. If not, take time to listen to these types of music. Practical activity/ICT group work In groups, choose any musical genre of your choice and conduct rehearsals of your chosen genre of music. i) Use relevant musical instruments for the type of music. ii) Showcase your musical performance as a fundraising event for your class or school iii) Invite the local community to attend. Record your performances and upload them on the internet. Songs on health-related issues Health issues are an area of concern all over the world. A country cannot develop if health issues are neglected. People need to be physically fit and healthy in order to carry out various tasks efficiently. The development of ow) a country depends on the health of its citizens. When a life threatening disease or illness like Covid-19 breaks out in a country, it concerns the world as a whole. Awareness programmes, mass drug administration programmes and many other health related messages are communicated in a variety of ways. One way of addressing health issues is through songs as a way of educating people. For example, the HIV and AIDS pandemic, cholera, typhoid, child killer diseases such as measles and polio, malaria, Ebola and many more are all causes of concern and can claim many lives if left untreated. With this in mind, most musicians compose songs to make people aware of the dangers associated with such diseases. The following are examples of musicians who composed songs on health related issues:- 1. Oliver Mtukudzi The late artist composed songs on the HIV and AIDS disease. He composed a song called Todii (What shall we do) which spells out concern about what people are supposed to do about HIV and AIDS since it is an incurable disease. The song mourns the death of so many people because of HIV and AIDS.Oliver Mtukudzi 2. Charles Charamba Pastor Charamba Charles Charamba composed a song on health called Nyarara kuchema. The song seeks to console bereaved families who would have lost their loved ones to HIV and AIDS. He also discourages people from discriminating against those infected with HIV and AIDS, but encourages family support. 3. Amos Mahendere Amos Mahendere also composed a song called Corona can be treated which shows concern about the Corona virus (Covid19) disease. He shows concern about the lives of people and was worried about who will survive since the virus is spreading like a wild veld fire. L) " -~ a Amos Mahendere 4. Paul Matavire Paul Matavire The late Paul Matavire also composed a song called Ndakuvara in which he blamed himself for not using protective methods given by health professionals. This song encourages people to listen to health professionals’ advice. In groups, identify musicians who sang/ composed songs on health issues. i) Make list of the songs. ii) Identify the message relayed by the songs ii) Discuss and provide feedback in your respective groups. 17Songs on social issues Musicians compose songs on various social issues depending on how they view their country, communities and social lives within families. Many musicians in Zimbabwe and across the world have composed various songs on issues that affect people in their day-to-day lives. Songs on social issues include the following:- - Health issues - Domestic violence - Children’s rights - Religious life - Political events - Economic situation - Family issues - Social problems Love issues These are some of the themes among many others that have an effect on people's lives. Musicians take time to compose lyrics depending on what they see in the community around them. In this way, they are the mouth piece of the silent majority. Ifpeopleare facing economichardships, oppression, hunger, sorrow, peace, happiness, political and economic stability, among many other issues, musicians will compose and sing songs to provide comfort as well as solutions, Examples of musicians and their songs on socialissuesare the following:~ — Oliver Mtukudzi’s song Tozeza baba. The song encourages fathers not to be drunkards and bullies because their children will fear them Simon “Chopper” Chimbetu’s Gomo risina michero, Mwana wedangwe and Peacemaker all talk about everyday social issues that affect most ordinary people, Simon Chimbetu Leonard Zhakata sang Mugove.Lucky Dube sang Remember me. Michael Jackson collaborated with other musicians to sing We are the world, a song that appeals for wars, famine and diseases to end. Soul Jah Love (Soul Musaka’s) song Ndini uya uya describes the life of an abandoned, orphaned child whose life later improved for the better. Lucky Dube Mechanic Manyeruke sang Ndofara mwari wangu and Makadiiko kundiudza which both celebrate the Creator. Soul Jah Love Fungisayi Zvakavapano Mashavave's song Makomborero praises the Creator for giving blessings to people while Takesure Zamar’s song Agere pachigaro Mechanic Manyeruke is a worship song 19Fungisai 2vakavapano Mashavave Activity (Song composition) 1, Compose songs individually or in groups on health themes 2. Make rehearsals in groups or individually. 3, Showcase your performances to the whole class. 4, Record the song using any available ICT device. 5. Play it back for the whole class/ group to listen. Indigenous and foreign musical instruments Indigenous musical instruments are instruments that are made by using any locally available material. They are instruments that can be made manually and may not need to be connected to any power supply when 20 ] in use. These include indigenous drums, hosho, leg rattles, mbira, marimba, clappers, sticks, hwamanda, chipendani, tambourine and many more. Foreign ‘musical instruments are in most cases are commercially produced. Foreign musical instruments include electric guitars, electric or modern drums, keyboards, piano, flute, saxophone and many more. Playing musical instruments The difference in musical instruments and their classifications is also the difference in how they are played. Chordophones need either to be plucked, struck and bowed to enable the stretched strings to produce sound. In membranophones, sound is produced through either rubbing, _ striking, vibrating or singing into a stretched membrane. Idiophones on the other hand produce sound by vibrating the instrument itself whereas aerophones produce sound through blowing air into the instrument, Relevant and a variety of techniques need to be employed for the instruments to produce desirable sound. The instrument players also need to acquire skills of playing various musical instruments. actic: ivity i) Individually practise playing any chosen musical instrument of your choice.Arrange a field trip to one or two of the art galleries in Zimbabwe. Record types of artworks on display. Describe the media used and tools used. Take photos and deposit them in your Visual Arts library. Revision exercise 1. Whatare indigenous musical instruments? 2. Give four examples of indigenous musical instruments. 3. What are foreign musical instruments? 4. Name four examples of foreign musical instruments 5. State two examples of chordophones. 6. Whatis the difference between membranophones and chordophones? 6. Idiophones are 8. The proper name for wind instrument is. 8. Cymbals, triangles and xylophones are examples of A. chordophones 8. idiophones C.aerophones D.membranophones Describe how any one chosen musical instrument of your choice is played. 10. (reales Objectives By the end of this topic, you should be able to: * — identify the different cultural values in various art works of Zimbabwe and Southern Africa. * — differentiate styles of artworks in various periods in Zimbabwe and other parts of Southern Africa. ‘* distinguish styles of artworks using cultural influence. * compare media and tools used in artworks. Key words Culture - a particular system of art, norms, values and thought existing in a society. Flaunting - to show off something one is proud of. Utilitarian - useful purpose. Cultural values in artworks of Zimbabwe and Southern Africa There are different cultures in Zimbabwe and Southern Africa which include Shona, Ndebele, Zulu, Xhosa, San, Xangani, Pedi, Himba and many more. (aNdebele culture A colourfully decorated Ndebele hut ANdebele family ‘+ Hut paintings and decorations * Headbands and necklace * Colorful beaded aprons * Shields, knobkerries and leg rattles. =]Tonga culture An elderly Tonga woman with a tourist . ‘+ Woven baskets . * Ceremonial pots * Clay and gourd pipes . * Stone sculptures * Musical instruments . Tonga baskets S = Xangani == Artworks include: Chibabela skirts which are deeply gathered and beaded. Snuff boxes and gourds decorated with glass seed beads. Square huts with deep shady verandas Decorative wall paintings. Huge clay pots for storing beer. Xangani huts1. Ingroups, discuss about artworks made by the Shona, Ndebele and Xangani people. Make a list of the artworks. 2. Individually create artworks from any locally available material typical of any ethnic group in Zimbabwe. Shona culture Artworks by the Shona people include: * Shona sculptures + Fabric with ethnic designs * Basket ware * Pottery for household, decorative and ceremonial purposes. Zulu culture Beadwork, anklets, bracelets and necklace. Short skirts made of grass and beaded cotton strings for girls. Decorative cloths that cover the breasts for engaged women. Married women cover their bodies completely and wear long cowhide skirts. Zulu hats called Izicolo which are broader at the top. Aprons made from calf skins known as Beshu to cover their buttocks. Married men wear headbands. Zulu men wear animal skins and feathers. Pottery which is made from dark clay. Woven baskets. An example of a Shona sculpture = Zulu women in indigenous attireSan rock painting The San people are well known for rock paintings and carvings. These paintings are found in caves and rock shelters. The paintings depict hunters and the animals they hunted. Bemba culture ‘Artworks include: * Bark cloth * Wood carvings * Hunting and fishing nets * Canoes, stools and drums ‘© Hoes, spears and axes + Simple basketry and pottery Chewa culture Artworks include: © Rock art + Masks * Indigenous wood carvings Styles of art in various periods In Grade 5, you were asked to identify the development of Artsin the past and present. This time you are supposed to differentiate styles of artworks in various periods in Zimbabwe and Southern Africa. There is a great change in styles of art from the pre- colonial era to post-colonial era. Art styles during the pre-colonial era The Stone Age During the Stone Age, people survived through hunting and gathering. The art —Stone Age artworks works they made were for utilitarian purposes. They made stone, bone and wooden tools. These included short hand axes for hunting, bows and arrows, and knives. They also sketched rock paintings depicting humans hunting and different types of animals. This shows that they had a high degree of skill in drawing and painting. Different pigments were used. These pigments were believed to contain a mixture of fats, earth oxides and vegetable juices, animal blood and fluids of larval insects, The paintings 26 have lasted thousands of years. The purpose of rock paintings were to:- * Beautify the rocks and caves * Communicate with other people about the life style they lived * Notify other people about the wars they encountered + Communicate with other people about the animals that lived in the area Baskets for fruit and root gatherings were also made of grass, straw and barks of trees. Leather mats to lie on and bags for food storage were made.1. Organise a field trip to any tourist attraction in Zimbabwe where there are rock paintings Ask questions about the rock paintings to tour guides Make notes on your findings 4. Discuss on the meanings of the rock paintings. Draw designs of rock paintings on paper individually. 2. Mix different poster paints to match with those on rock paintings. 3. Paint the rock paintings on any chosen media such as bond paper, manila, canvas, wood or fabric. 4. Display the finished paintings. The Iron Age From the Stone Age, there was development to the Iron Age. During the Iron Age, tools were made of copper, iron and other metals. These include hoes, knives and axes for tilling the land These tools made it easy for people to become farmers. They became more engaged in farming than in hunting. The Great Zimbabwe Archaeological site is an example of artworks done during the Iron Age. The walls were made of granite stones without mortar. Great skill in craftsmanship was displayed The patterns designed on the walls are herringbone, chevron and vertical grooves. Other artworks recovered include six soapstone birds. One of the sculptures of the birds found at Great Zimbabwe is now used as a national emblem and it is decorated with a chevron pattern, Iron spear Iron knives PotteryPottery was also introduced. Pottery items were made for utility purposes such as cooking, storage of water, beer or food and serving food stuffs. Other artworks were introduced such as weaving, basketry and blacksmithing. Building also developed from dagga to stone structures. Art styles du era ig the colonial Christianity is a religion that brought change to the artefacts produced in much of Africa, Zimbabwe included. This took place from the 19th-20th century. Some of the artworks such as masks and carvings that were made by Shona people were discouraged and banned by missionaries who argued that they were for non-believers. Missionaries believed these masks and carvings to be anti-Christian and belong to some evil gods. In the end, Africans were encouraged to make paintings to suit the white settlers’ culture. These paintings were made to show other Europeans about life in Africa. In the 1940s, Jairos Jiri opened a foundation for the physically challenged people. They were taught to be artistic. These artworks were sold throughout the country. These include basketry, carvings in wood and stone, beads, jewellery, wall hangings, tiles, tables and paintings. Art galleries were then opened to teach artists how to make visual artworks. Most of the carvings made were based on Christian values. Some of the carvings are found in mission schools such as Serima Mission even today. Art galleries were opened such as Chapungu Sculpture Park and the National Art Gallery of Zimbabwe. In most modern societies, visual artworks are made usinga variety of technological tools. Art styles in the post-colonial era Independence brought a new era in which the culture of the African people flourished without restrictions. Different media are now being used to improve the quality and aesthetic qualities of the artworks. In sculpturing, media such as clay, wire, metal, glass are being used for creating sculptures instead of stone. Sculpturing is now done u: machines for welding and casting. Furniture is carved using faster electrified machines such as electric saws, planes, lath machines and many more.National Art Gallery of Zimbabwe Drawing and painting is not done by hand only, but by using computers. Computers are used for designing and creating artworks such as paintings, drawings and graphic designs Wire sculpture Clay sculpture Glass sculptureMetal sculpture Cultural influence on artworks Straw or reed mats are used in several cultural ceremonies such as when burying a deceased. The coffin is laid on reed mats in the grave. A reed mat is also used at the bride price ceremony where it is used to sit on by elderly women. The reed mat is also used when sharing the deceased's clothes, elderly women sit on it. Sangomas/n’angas (indigenous medicine people) use the reed mat when performing their rituals A medicine woman performing rituals whilst sitting on a reed mat # In Shona culture, clay pots of different sizes can be arranged in an ascending pattern; one on top of the other, starting with the biggest to the smallest. This culture was done so as to show that the woman is able to decorate her home. In the past, it was mandatory to have these clay pots when it came to hosting certain ceremonies. Bead work Beads decorating an artworkThe significance of beadwork depends onthe material used in making the beads, the colour, size and the placement of the beads (on the body, clothing or articles). Natural materials such as bone, horn, vory, seeds, shells, stones were mainly used in Zimbabwe. Synthetic materials like glass, plastic and alloy metals were introduced from foreign countries such as China Beads can be used for prayer or spiritual representation. Sangomas/ nvangas/indigenous medicine people wear distinctive amulets and beadwork for identification. Bead colours are usually chosen by the medicine people in line with an individual's characteristics, particular ailments and troubles. Beads can also be used in rituals performed by medicine people. Medicine people can determine one’s fortune by throwing the beads on the reed mat Beads can be used by Christians too, for example the Roman Catholics use the rosary which is made from beads Media and tools used in art In the past, tools used in artworks were limited and required much power and effort for the artist to be able to produce works of art. Modern electric machines make the work much easier, hence there is more production. The table below shows some of the tools and media used yesterday and today. Tools Media Axes Clay soil Knives Wood Chisels Beads Hammer Reeds Saw Fabric Brushes Paints Computer Paper Hoes Bark Welding machine _[ Computer software Grass Straw Stones The choice and use of each of the tools or media depends on what the artist intends to make and his/her capability in using them. Nowadays, anything can be used to make art. Junk materials, metals or plastic papers/containers can be used to produce artworks. For example, welded sculptures displayed along Simon Mazorodze Road in Harare are made of scrap metal. ‘Scrap metal faActivity 1. Group artworks using different cultural values in various traditions in Zimbabwe. 2. Identify different styles of artworks from pre-colonial, colonial and post-colonial eras in Zimbabwe. 3. From the list of media and tools used in artworks, choose the tools and media you want and produce artworks. Revision exercise 1. Name five different cultures found in Zimbabwe and Southern Africa. 2. The San culture is mainly known for as their artworks. 3. Which culture values hut paintings? 4, ‘The main artworks of the Shona culture include 5. A. rock paintings B. tattooing C. square houses D. diagrams 6. _ List four items that can be made out of beads. 7. _ Identify technological tools and media that can be used in producing artworks — eye) Bier dcy Objectives By the end of the topic, you should be able to: * contrast technical styles from the past and present in Zimbabwe. * identify theatrical styles from different countries in Southern Africa. ‘* compare theatrical styles from different countries in Southern Africa. + design masks, puppets, props, costumes and sets for a selected theatrical Southern African style for performance. Key words Uncivilised - simple, basic and not showing much modern skill. Thrive - to succeed despite hardships. Playwright - a person who writes plays. Transcultural - involving or having to do with two or more cultures. Charisma - a special appeal that causes people to feel attracted by someone. Racial segregation - practice of separating and discriminating against people based on race. Most Zimbabweans saw plays, comedies and dramas through the mobile bioscopeswhich the Ministry of Information ent around the remote rural areas. Popular comedies watched include Tiki, Mukadota and Mutirowafanza. In 1984, the late Joseph Chifunyise and Robert Mclaren spearheaded new plays which disapproved of racial segregation. Zimbabwean theatre in colonial period In the past, Zimbabwean theatre was mainly dominated by White people. Most theatre productions were by the White people. This necessarily does not mean that the Black Zimbabweans did not perform in theatre. Their theatre performances were mainly of cultural ritual celebrations, ceremonies, indigenous dances, music and rhythms among many other activities. These theatre performances were however not recorded and were passed on to future generations through continuous practise and repetition. The Whites created scripts that were typically Western in nature because they regarded Blacks as “uncivilised” and without a culture Zimbabwean theatre in modern times Notable changes in Zimbabwe came after independence when Black Zimbabweans created and produced plays that celebrated heroes and heroines of the anti-colonial struggle. The plays showed the aspirations or ambitions for the future, young country. However, theatre faced difficulties at first after independence. Most playwrights played in Zimbabwe were from other neighbouring countries such as South Africa and Kenya. Furthermore, most Zimbabweans still had a passion for Western theatre, a culture maintained from the colonial era. Drastic changes were witnessed in the 1990s when Black Zimbabweans created their own companies and started creating new theatre productions. Ngugi wa ThiongoTsitsi Dangarembga Fearless Zimbabwean artists criticised the tradition of supporting Western theatre, instead of creating and improving their own theatre productions. As a result, Continue Loving Mhlanga and others created Amakhosi Theatre Productions in Bulawayo. He wrote powerful plays such as one called Workshop Negative. ‘Another example of an artist who has ventured into promoting indigenous theatre is Davis Guzha of Rooftop Promotions. The late Walter Muparutsa also did a lot to promote theatre productions in Zimbabwe. The government of Zimbabwe promoted community involvement in theatre by bringing in two Kenyans; Ngugi Mirii and Ngugi wa Thiongo. The two had worked with Kamarithu Theatre in Kenya. There is also a local group called Theatre in the Park which = did a lot to promote local theatrical productions. Later they infused Zimbabwean style and Western theatre. Asa result, trans-cultural plays were and are being created in Zimbabwe. Theatres are now combining indigenous African theatre and Western theatre. This blends both indigenous and Western styles Most theatre productions deal with gender and race relations, political rights, HIV/AIDS and social issues affecting people. Examples of indigenous and trans-cultural plays include the following:~ ~ Tiki Workshop negative 1. Watch a theatre production in Zimbabwe filmed during the colonial period. Discuss what you watched in groups. 2. Watch a contemporary Zimbabwean theatre performance/ film, Discuss what you saw. 3, Compare contrast. the difference between the two films. and Theatrical genres from Southern Africa Before the coming of White colonialists, Blacks took theatre for granted, but still their lives were theatre itself.They lived it. Theatre in Africa dates back centuries ago but unfortunately, most of it got lost since it was not recorded, African theatre was visible in communal celebrations, ritual gestures or ceremonies in rhythm and in dance. Folk celebrations and storytelling were all part of theatrical elements of the Southern African people. These indigenous practices are difficult to group according to the Western meaning of theatre since they did not include any playwrights or scripts, but were passed on from generation to generation. Theatre performances in Southern Africa have differences in language, culture, tradition, ritual ceremonies and technological resources. Thus, Southern African theatrical styles differ from each other slightly. Theatre genres from Southern Africa can be categorised through the following time periods: Historical theatre performance Historical theatre performance can be referred to as indigenous theatres which include those types of theatre practices that were done and are still common in some parts of Southern Africa. Historical African theatre included the following: 1. Ritual ceremonies 2. Folk celebrations 3. Rhythm and dance 4, Storytelling Ritual ceremonies These are indigenous beliefs and practices of the African people. Different Southern African countries have different indigenous beli African ceremonies include: Initiation ceremonies + Appeasing of ancestral spirits + Rainmaking ceremonies * Inauguration of chiefs . Appeasing the spirits of the dead + Welcoming of the deceased’s spirit Folk celebrations These are communal celebrations. Thanksgiving ceremonies are meant to thank the ancestral spirits on some of the following achievements: * Celebrating victory after war * Celebrating successful hunting expeditions + Celebratingsuccessful completion of field work and bumper harvests + Thanking the ancestral spirits for abundant rains. Rhythm and dance Rhythm and dance was part and is still part of African theatre. Southern African countries have diverse rhythm and dance ceremonies. Rhythm and dance is performed extensively during various special occasions which include: (Cs. Recreational functions * Dance ceremonies . Communal and folk celebrations . Wedding celebrations Storytelling Storytelling was a form of indigenous African theatre. Though not written, stories were passed on from generation to generation. Storytellers used different styles of telling stories. They used vocal imitation, music, chants and captivation to make the stories more real and interesting. Stories followed predictable plot patterns, featured various characters, used call and response styles and had moral lessons to be learnt. Zimbabwean and Zambian folk tales include tales of hare and baboon. Zambians refer to hare as Kalulu-the trickster animal. Southern African theatre in the colonial period Theatre productions of the colonial period in all southern African share the same story lines. What affected one country also affected the other because of the common colonial background. Many theatre productions of the colonial period were dominated by the White people. Most theatre productions were filmed by the Whites. The settler governments all discouraged indigenous _ theatre, calling it “uncivilised and primitive.” = They instead encouraged and taught Christianity and learners acted out bible stories while at school. Post-colonial Southern African theatre Post-colonial Southern African theatre is a bit different from indigenous theatre. There have been drastic changes between theatre in the past and post-colonial theatre. Africans staged plays in the style of Western theatre, dramas and comedies based on playwrights and scripts. They made use of a diversity of themes which include independence, consequences of slavery, government authority, and corruption among many others. They also staged plays that portrayed their culture, way of life and social issues. In the modern societies in Southern Africa, artists are now combining various forms to create new styles of theatre. Modern African plays are Western in structure, but include indigenous elements, They now write scripts, include real characters, record performances both in typical African indigenous styles and in transcultural performances. Examples ‘of contemporary Southern African productions are: Yellow card - Zimbabwe The gods must be crazy ~ Botswana Zulu on my stoep - South Africa Supa Modo - Kenya Killing heat - ZambiaLast fishing boat - Malawi ry Freedom ~ Botswana Restgate (Redemption) - Mozambique Revision Exercise 1. What type of theatre performances were performed just after independence? 2. When did theatre in Zimbabwe improve? 3._Name any two comedies watched in Zimbabwe. 4. What is racial segregation? 5. Who created Amakhosi Theatre Productions? 6. Name any two traditional theatre productions in Southern Africa. 7. Which type of theatre productions were performed during the colonial period? 8. Why did the Europeans discourage African indigenous theatre practices? 9. What does transcultural theatre mean? 10. What is the importance of recording theatre performances? ICT activity and group presentations 1. Watch any two theatre performances from any two Southern African countries. 2. Write notes on what you observed. 3. Discuss the observations in groups. 4. Make group presentations. ICT group activity Watch theatre productions from different eras in Zimbabwe. In groups, discuss notable changes in the performances. Make presentations of your observations. South African theatre South Africa is one of the countries in Southern Africa that has an advanced and vibrant theatrical scene consisting of various forms of theatre. It consists of both indigenous and trans-cultural theatre performances. The Zulu, among other ethnic groups in South Africa, are well known for their ancient ritual dramas, dances and ceremonial events. They distinctively performtheirculturalevents. The Xhosa are also significant for their songs and ritual stories. Dramas like Generations and Scandal combine both indigenous and Western theatrical styles. Popular comedies include Zulu on my stoep and The Gods must be crazy. South Africa therefore has theatrical styles which indigenous drama, music, dance, cabaret, satire and classical opera. { 7 includeICT activity 1. Watch indigenous and trans- cultural theatre performances from Southern Africa on YouTube or using DVDs. 2. Discuss similarities and differences in groups. Zambian theatre Zambian theatre has developed from the indigenous theatre which consisted of local ritual and ceremonial forms of dance, dramaand narrative storytelling. Indigenous theatre in Zambia like any other Southern African country relied on orature. Storytelling, particularly fables, featured stories such as the trickster hare called Kalulu. Indigenous dramatic theatre productions included royal ceremonies such as kuumbaka, makishi, (a masquerade) and nyau which is a funeral dance. Some of these indigenous theatre productions were however not recorded. Colonial era theatrical styles were typically western style and dominated by the Whites. Modern theatrical styles in Zambia consist of Western style, but indigenous dramatic arts are also present. Drama groups in Zambia create dramas that help in spreading messages about HIV/AIDS prevention and promoting behavioural change. Most modern theatrical styles in Zambia have a Western influence. = ICT and group presentations 1. Watch Zambian theatrical performances from various time periods. Write notes on your observations. 3. Discuss your observations in groups. Make group presentations, Group activity 1. Compare theatrical styles from different countries in Southern Africa 2. Ingroups, discuss and evaluate the similarities and differences in the styles. 3. Make presentations in your groups. Southern African sets, costumes and props Theatre productions in Southern African countries are improved by the use of sets, costumes and props. Indigenous theatrical performances cannot be appealing if appropriate sets, costumes and props are not included in the performances. Each and every drama, cultural or ritual dance, social function, music among many other performances needs its own type of set designs, costumes and props that is relevant to enable the performance to be ethnocentric. The following are examples of some of the materials used in Southern African indigenous theatre performances.Zimbabwean costumes and props These are dependent on the type of indigenous theatre performances. Cultural theatre performances often use the following costumes and props: + Mbikizas or short skirts, shorts and breast covers + Beaded necklaces + Animal skin clothes for some indigenous dances + Headdress, arm bands and anklets. * Indigenous musical instruments + Clay pots, winnowing baskets, mikombe, snuff bottles, ‘+ Spears, shields and knobkerries * Leg rattles It also depends upon the ethnic group and the type of cultural performance. South African sets, costumes and props South Africa has different ethnic groups. The most numerous are the Zulu followed by the Xhosa people. The Zulu people have strong indigenous beliefs. They have indigenous clothing and use various musical instruments to perform their dances. Clothing for Zulu women on indigenous weddings includes the following: - + Colourful beaded body tops + Beaded colourful st * Beaded head gear + Zulu hats called izicolo Clothing for married Zulu men; + Men wear animal skins and feathers + Tufts of a cow's tail * Aprons called beshu to cover buttocks * Headbands for married men * Leopard animal skins worn by royal family * Ceremonial belts Zulu dances use the following: - + Rattles made of seed pods © Ingoma (drum) isizingilt + Ankle rattles, shields and weapons like knobkerries and spears * Whistles Botswana sets, costumes and props Botswana is most popular for its indigenous San dancing. These are some of the costumes and props used in this type of dance: - * Rattles attached to legs + Necklaces or beads ‘+ Headbands on the head + Short cloth wrapped on the private parts that resemble short pants for men. + Animal skin skirts for women Sticks or knobkerries for men * Indigenous drums Wosana Wosana is a Bakalanga rain making dance that is popular among the Kalanga people. In the past, they wore wild animal skins, beads and ostrich egg shells as props and costumes. Nowadays, dancers wear costumes which include the following:* Black skirts with black cloths. + Leg rattles made of cocoons with stones inside * Bead necklaces * Animal skins or cloth that cover breasts * Animal skin bags slung on the shoulders for men * Arm bands + Animal skin hats + Pumpkin gourds * Animal tails * Bead jewellery Malawi sets, costumes and props Malawi is well-known for its Nyau indigenous dance. It is a dance of the Chewa people. Costumes of the Nyau dancers include the following: © Character masks Clothes that cover the whole body Costumes * Body painting Among other indigenous costumes, the Chitenge material is well-known material and used by the Malawian people. The material is wrapped around the waist like a sarong. Practical activity In groups, choose any theatrical performance from any country in Southern Africa. Discuss and write notes on the chosen indigenous theatrical performance. Make a list of sets, costumes and props that are relevant for 40 the performance. In groups, construct costumes, props, masks and puppets that are relevant for the performance. Display the finished items. Revision exercise 1, Name any three types of indigenous theatre in Southern Africa. 2. Describe the modern type of theatrical styles used in Southern African countries. 3. Why did the Europeans dominate in theatre during the colonial period? 4. Which country in Southern Africa is more advanced and has a vibrant theatre scene? What are costumes? 6. Why are props necessary when acting out theatre performances? Describe any two similarities in Southern African theatrical styles. 8. How did Africans in Southern Africa pass indigenous theatrical styles from one generation to another? ys Zambian Makishi dance ‘Makishiis a popular ceremonial dance among the people of Zambia. The ritual danceiscelebrated bythe VakaChiyama Cha Mukwamayi communities, which include the Luvale, Chokwe, Luchazi and Mbunda people. The communities live in the north-western and western provinces of Zambia. This is aMakishi masked dancers and graduation ceremony of boys into dulthood/manhood. Makishi dance performed by masked characters eved to represent the deceased stors, who are believed to return and assist the boys. The makishi usually perform unique dances to the sound of drums, Mozambican Tufo dance ifo is an indigenous dance hich is popular in northern Mozambique, In the past, the dance was performed by both males and females, but nowadays it is performed by omen. Thedanceisperformed celebrate Islamic festivals 2nd holidays. Instruments used tambourine-like drums. The women perform the dances by ‘moving the upper part of their bodies rhythmically and variations in dance styles may include moving the whole body. Dance costumes worn include matching scarves and brightly coloured printed clothes called capulons. Dancers also paint their faces when performing the dances. Tufo dance(oJ) Dance Objectives By the end of the topic, you should be able to: * identify dance ceremonies from Southern Africa. * compare dances from different countries in Southern Africa. * create dance performances from different periods. * identify functions of dance in different age groups. Key words Etiquette - the proper and polite way to behave. Seared - nervous/afraid of something. Resembling - to appear or be the same as something or someone. Adorn - to beautify something or someone by adding something attractive or beautiful Oppression - unjust or cruel exercise of authority or power over other people. Psychological therapy - treatment of the mind. Immigrants - people who move to another country to live there. Acquisition - the act of obtaining something. Dance ceremonies from Southern Africa Africa is the second largest continent in the world and hosts many cultural dances. These dances play a great role in African societies. African countries are well known for the richness of dance forms that teach societal norms, practices, etiquette and moral values. These dances are also done for entertainment purposes like celebrating different festivals, ceremonies and occasions. African indigenous dances are participatory since the spectators are also active participants during the dances. Ritual and dance Rituals and dance were also a form of theatre. Ritual ceremonies included dance. These were done for ritual purposes and dance ceremonies were done both for ceremonial and entertainment purposes. Examples are: + the Mbira dance in Zimbabwe * Wosana rain making dance by the Bakalanga people * Gule Wamkhulu dance by the Chewa people of Malawi * Zulu indigenous wedding ceremonies in South Africa. Ritual and dances made use of costumes, masks, props, dancing and storytelling. These were intended to recite history, to pass on customs and rules. These types of indigenous theatre featuredsome basic elements of theatre which * Audiences nclude: + Performance spaces * Performances * Some sort of script Wossana dance Ndebele danceZimbabwe dance ceremonies Zimbabwe is a country which is made up of various ethnic groups. These groups have diverse cultural practices as well as dances. Although some people are imitating Western dance practices, most Zimbabweans still value their cultural heritage. They are still " Mhande dance proud of their culture. During social and recreational functions, cultural dances are performed for a variety of reasons which include entertainment as well as edutainment. Zimbabwean dance ceremonies are different and performed depending on the occasion. One of the most notable dance ceremonies in Zimbabwe is the rain making ceremony that is usually held at Matonjeni near Bulawayo. This is performed to ask for rain from the ancestors. Dances such as Wosanna and Isitshikitsha are performed at this ceremony. =) Kurova guva/bira/umbuyiso ceremony The Karanga, one of the ethnic groups in Zimbabwe, celebrate the Kurova guva/bira/umbuyiso ceremony. The Kurova guva bira/umbuyiso dance ceremony is done to welcome the return of a deceased family member's (Bae spirit. Mhande is the most common dance performed at this ceremony. This dance is done to celebrate the return of the deceased person's spirit which is believed to guide the whole family. Dancers sing songs related to the ceremony including the following Havo ndibaba Tavaona havo ndibabo vedu Tavaona Dancersdonotlifttheirlegswhendancing. Both men and women perform at this ceremony. Beer is brewed and poured on the grave. Elders pray to the ancestors and ask for the return of the deceased family member's spirit. A ritual goat is sacred during this occasion, Water is poured on the goat and if it shakes the water off its body, it is believed that the deceased is happy and further proceedings will follow.Props used at this ceremony are ceremonial beer, snuff and hand- held objects such as small axes and knobkerries. Mbira is the other cultural dance performed at this ceremony. The two cultural dances are intended to welcome the deceased individual’s spirit back to the family. Other ceremonies performed in Zimbabwe to maintain cultural heritage include the following: a) Jerusarema Dance Festival b) Chibuku Neshamwari Dance Festival c) Murehwa Uzumba Cultural Festival (Mucuf) Indigenous dance ceremonies are performed in various communities in Zimbabwe for ceremonial and for recreational purposes. Dance genres from South Africa Indlamu indigenous dance Indlamu is a South African indigenous dance that is performed by the Zulu people. It is a man’s dance. The dance resembles warriors of ancient times. Men of all age groups wear indigenous costumes. These costumes include animal skins called amabechu, indigenous head pieces, ceremonial belts, ankle rattles, shields and weapons like knobkerries and spears. The dance is characterised by less agitated movements, muscular strength and control of weapons. Musical instruments used include various drums and whistles. This type of dance is normally performed at weddings. Watch a video of Indlamu indigenous dance. Write notes on your observations relating to the dance. Discuss your observations in groups. Try to imitate the dance. Umkhosi woMhlannga Umkhosi woMhlannga Umkhosi woMhlannga is a ceremonial dance that is held every September at the Enyokeni Royal Palace in Nongoma, KwaZulu Natal, It is also known as the Royal Reed Dance which is intended to encourage and motivate young Zulu girls to delay sexual activity until marriage. The dance is performed by (=young girls who would have passed a virginity test. The young girls wear indigenous attire which is mostly bead work, anklets, bracelets, necklaces and colourful sashes. The girls dance for the King while bare breasted carrying long reeds. They choose long and strong reeds so that they won't break along the way. If the reed breaks, it is a bad sign that the girl has already been sexually active. The procession of the young girls is led by the Zulu princes who guide the girls throughout the festival It is an honour for the maidens to be invited to take part in the reed dance ceremony. The festival is performed by young women have not known any man. The young women wear various beautiful bead ware and ornaments, displaying the origins of the craftwork. They dance after the princes who will be leading them who 1. Wat ha video of Umkhosi ng onial dance. 7 2. Write notes on your observations of the dance. 3. Disc ss aspects of the dance in groups. 4. Exch presentations nge notes and make group Botswana ceremonial dance The San Trance Dance is one of the renowned ritual dances in Botswana. The dance is practiced by the San people. The San Trance Dance is a healing dance for individuals and the community as well. This type of dance is also a religious dance. The dance consists of singers who sing while healers dance and feel most The San healing dance 46healing energy awaken in them. They then transfer this energy to those who are sick by touching them. The healers are believed to draw the illness of sick people and throw it away into the air. Costumes worn by the San dancers include rattles attached to their legs, necklaces, headbands anda short cloth covering the private parts for men. Animal skins are more preferred and women wear animal skin skirts. Props include knobkerries and sticks. Drums are common musical instruments, Group practical and ICT activity ) Watch videos of the San Trance Dance group. ) In groups, analyse and discuss the dance critically. ) Make group presentations vv) Imitate the dance. Wosana rainmaking dance Wosana rainmaking dance Wosana is the Bakalanga rain making dance. It is a ritual dance. The dance is meant to ask for rain and for good life for the Bakalanga people. Wosana music and dance is performed at Njelele Hill in Zimbabwe where Mwalif God is believed to be living. Wosana also refers to the singers who sing Wosana songs. Wosana is performed by both men and women. The songs sung are intended to praise Mwali during years of bumper harvest and to ask for good rains. Songs sung are either in Ikalanga or Isindebele languages. When performing the dance, dancers face the direction from where the sun rises. Wosana dance is done using drums of different sizes which produce different pitches. The drums are accompanied by hand clapping. Props include sticks and tails of animals. Wosana dances wear different costumes, depending on the region and occasion Inall parts of Africa, Wosana mourners used to wear black animal costumes. In the past, Wosana dancers used to wear animal skins, beads and ostrich egg shells. Costume accessories include bands on the head, hips and leg rattles. { 471. Watcha video of Wosana ceremonial dances. 2. Discuss aspects of the dance in groups. 3. Present your observations as feedback. 4, Imitate and showcase the dance in your respective groups. Kulamba indigenous ceremony (Malawi) Kulamba is an indigenous ceremony of the Chewa people which is perfomed every August. It is a well-known event that hosts chiefs in neighbouring countries of Zambia and Mozambique. People in these countries pay tribute to Malawian Chief Kalonga Gawa Undi and they also join in the celebrations. The event is intended to bring together chiefs from different provinces to enable them to say out their grievances to Chief Kalonga Gawa Undi. Chief Kalonga Gawa Undi is the head of all chiefdoms of Malawi, Zambia and Mozambique. At this occasion, the audience is entertained with various indigenous dances which include Gule Wamkhulu, also known as Nyau dance, Gologolo, Makanja, Chinamwali and Chimtate. The most well-known dance among all these dances is Gule Wamkhulu dance. Gule Wamkhulu dance is believed to be a dance of the spirits. The dance symbolises invisible spirits which are believed to visit people from time to time. Masked dancers perform the dance, wearing masks that resemble animals, The masks and costumes are of different colours. The type of costumes they wear, the colour of the costumes Kulamba dancersand the masks portray the type of Nyau the character will be performing. Some Nyau dancers are frightening while others are friendly and funny. 1. Watch videos/films of Kulamba traditional ceremony as well as Gule Wamkhulu dance. 2. Write notes of your observations relating to both Kulamba indigenous ceremony and Gule Wamkhulu dance. 3. Discuss in groups about both the ceremony and the dances, 4. Make group presentations. Revision exercise 1a) Name any two popular Zimbabwean ceremonial dances. b) State any two characteristics of the above mentioned dances such as: i) Purpose of the dance. ii) Costumes and props worn. iil) Instruments used when performing the dance. 2. a) indlamuis a dance performed by the ' b) Name the costumes worn in Indlamu dance. ©) Name the dance in South Africa that is performed by girls only. Identify any one ceremonial dance of the Botswana people. b) State the purpose of the dance. ¢) Name another country in Southern Africa which performs that dance. Which three countries in Southern Africa gather together toattend the Kulamba indigenous ceremony? b) Why do chiefs gather to attend the Kulamba ceremony? ¢) Identify any two dances that may be played at Kulamba indigenous ceremony. d) is believed tobe a dance of the spirits. e) Whois the head of all chiefdoms in Malawi? 3 a) Performing dance sequences from Southern Africa You probably have watched different dance sequences from Southern Africa. You analysed and discussed the characteristics of the different dances and identified the following: -Purpose of the dances -How the dances are performed -Costumes and props relevant for the dances -Musical instruments used in the dances { 49Practical activity 1. Choose dance sequences you wish to imitate from Southern Africa Imitate the dances in groups. Take time to rehearse on the chosen dances. 4, Showcase the dances to your class. practical activity 1. Record your dances from Southern Africa 2. With the help of your teacher, upload them on Internet. Dance performances from ifferent periods Dance performances originated many decades ago and they are dynamic depending on the time period. As time moves, different dances are also created, In Zimbabwe contemporary dances include Jiti, Museve/Sungura, and Zimdancehall, Indigenous dances were performed in the past and are still being performed for social, ceremonial, ritual and recreational purposes, Inschools, these dancesare performed in order to preserve our cultural heritage. In Southern Africa, there were dances that were performed for different purposes. The dances are no longer popular among the young generation 50 as they have been neglected due to the passage of time and modernisation, Some of the dances of different time periods include the following: Gumboot Chipisi Agogo Kongonya Nyau Now let us explore some of these dances in detail. Gumboot dance Gumboot dance is a South African dance performed by dancers putting ‘on Wellington boots. Gumboot dance deriveditsname from Wellington boots, commonly referred to as gumboots. The boots are sometimes decorated with bells that ring when the dancers stamp their feet on the ground while dancing. This type of dance originated in the mines where oppressed mine workers used gumboots for communication purposes. Miners were not supposed to talk while at work, so the sound of the ringing gumboots was a code to a co-worker a short distance away. Black Umfolosi doing the gumboot danceMine workers worked under very harsh conditions, were abused and badly treated while at work by White mine owners. They worked in flooded mines and some died due to sores on their feet and difficult conditions until a solution of providing them with gumboots was arrived at. Workers decided to communicate by making rhythms and beats with their et. They made rhythms by stamping their gumboots and rattling their shackles. They also accompanied these rhythms by using their indigenous songs. The gumboots dance Gumboot dance then spread from the gold mines into the communities and became a form of entertainment. The mine workers formed groups to represent their mines and performed gumboot dances to visitors. They also expressed their inner feelings through the dance. They created songs that mocked their oppressors who made them work for months in the dark whilst chained This dance portrays the history of Black South Africans under oppression. However, gumboot dance is also a source of entertainment and some dances such as step dancing have been adopted from this type of dance. Renowned artists who performed this dance are Black Umfolosi of Zimbabwe. Chipisi Chipisi is a dance style that was most popular in the 1970's up to the early 80's in Zimbabwe during the colonial period and just after the liberation struggle. The freedom fighters and the masses (people) danced to Chipisi music and dance. Chipisi music consisted of fast beat rhythms. The lead guitar among other musical instrument was distinct. Dance’ styles consisted of intricate movements, swinging of the waist and gyrating of the body in rhythm to the beat. THE GREEN ARROW Zexie Manatsa and The Green Arrows Jiti and Sungura are music and dance styles that are believed to have been foadopted from Chipisi. One of the famous Chipisi musicians is Zexie Manatsa with his album called Mufaro. A popular Chipisi song by Zexie Manatsa is Chipo Chiroorwa. 1. Watch video clips of Chipisi music and dance. 2. Discuss this type of dance. 3, Imitate the dance. Kongonya dance Kongonya is another Zimbabwean dance which was influenced by the liberation struggle. Kongonya dance originated in the 1970's when Zimbabwe was under colonial rule by the White regime of lan Smith Kongonya was mainly performed at all night gatherings or meetings known as pungwes. It was a dance that served many purposes such as facilitating political mobilisation, morale boosting, psychological therapy for the freedom fighters as well as masses and comforting the people in the traumatic war situation. The style of dance includes lurching forward with the back bent whilst swinging the waist and stamping the feet after a few movements. Kongonya and mujibha dances were performed together as they were almost similar. An example of a Kongonya song is a popular jingle called Rambai makashinga which was flighted on ZBC television and radio stations in the early 2000s during the Fast Track Land reform programme. 1. Download and watch videos of Kongonya dance. 2. Discuss the structure of the dance in groups 3. Make group presentations. Nyau dance Nyau is a dance of the Chewa people of Malawi and Zambia. It is a spiritual cult of the secret society of Chewa indigenous culture. It is performed by possessed people who will be wearing masks. Nyau dance is performedat initiation ceremonies, anniversaries, holidays, healing and funeral ceremonies. The main dance of the Nyau is also referred to as the Gule Wamkhulu. When performing this dance, the Nyau are believed to be possessed by the spirits of the dead as well as the spirits of animals. Nyau dance is also common in most Southern African countries which include Southern Malawi, Eastern Zambia and Western Mozambique. In Zimbabwe, Nyau dance is perfomed by Malawian immigrants who reside in Zimbabwean farms, mines and some urban settlements. Nyau dancers Nyau dancers perform intricate foot movements which include flinging dust into the air. The dancers are believed to communicate with the spirits of the dead. These spirits are believed to visit people from time to time to renew their links. Nyau dancers perform several songs meant for praising and observing the indigenous values and cautioning those who do wrong. Functions of dance in different age groups Functions of dance cannot be exhausted since they are too numerous. Dance plays an important role in the lives of people. It has many functions. Most times, dance is used for various purposes which include the following: Functions of dance to the young Dance has many benefits to the young. The benefits include the following: - 1. Source of entertainment Learners dancing joyously Dance is a source of entertainment to the young. Dance brings joy to children and the youths.2. Builds greater self-confidence Children develop high self-esteem and also gain greater self-confidence from dance. If they perform dances in front of an audience, fear vanishes and confidence is inculcated in them. 3. Development of physical fitness Since children will be growing up, they need exercises to keep them healthy and fit. Dance promotes physical fitness and muscle coordination to young. 4. Improves balance and strength Jikinya Arts Festival As children execute different dance styles, balance is improved. Different dance moves require different force and energy. Dance enables children to employ varying energy levels, thereby improving their strength and mobility. 5. Builds social relationships Children learn to socialise and cooperate with others as they perform dances with each other. = 6. Improved learning skill Children learn different skills quickly through dance. Their level of understanding is boosted and improved through learning a variety of new dance moves. 7. Improves growth Dance improves the level of growth in a child’s body. Dancing is a form of exercise and regular dance promotes growth in children. 8. Promotes creative thinking Young children think critically when they move to different rhythms. Creativity is developed through learning new dance moves and through experiments of new dance styles. Functions of dance to the elderly people Dance has the following benefits for the elderly; 1. Source of entertainment Dancing is also a source of entertainment even to the old. The morale of the elderly people is boosted through dance. 2. Stress reduction Elderly people sometimes experience stress and depression. Dance reduces stress and boredom. When elderly people dance, they feel relieved, are happy and thus, stress is eradicated.A dancer entertaining an audience 3. Weight loss Dance enables people who are overweight to exercise, burn fat and ose excess weight. Overweight people will then shed some weight and be physically fit. 4, Symbol of cultural practices People perform dances as a way of commemorating special events and maintaining their cultural heritage. 5. Increasing balance and flexibility Dance isa great way of improving balance and flexibility to the elderly. Dance moves enable people to be in control of their bodies so that they can articulate different moves without falling. 6. Strengthening bones Elderly women are at high risk of suffering from osteoporosis. Osteoporosis is whereby bones weaken and may fracture easily. Thus dance in adults help in strengthening bones. =End of Unit Revision Exercise Section A: Multiple Choice 1. Which of the following is not music from Africa? A. Sungura B. Kanindo C. Country D. Kwaito 2. Musical instruments which produce sound by striking, vibrating or rubbing stretched membrane are known as____ A. chordophones B. membranophones C. idiophones D. aerophones 3. The San people are popular for_. A. hut paintings B. rock paintings C. head pieces and mbikiza D. beaded aprons 4, Which important artwork was recovered at the Great Zimbabwe Monuments? A. pottery B. The Zimbabwe bird C. iron tools D. baskets 5. Who dominated Zimbabwean theatre in the past? A. San people 8. Ndebele people #8) C. White colonialists D. Shona people 6. Colourful beaded body tops and beaded head gear are worn by A. Zulu women B. Tswana women C. Zimbabwean women D. Zambian women 7. Which of the following is a Tswana ceremonial dance? A. Indlamu indigenous dance B. San Trance Dance C. Kulamba indigenous dance D. Makishi 8. The dance performed when celebrating the return of a deceased member's spirit is called A. Wosana 8. Mbakumba C. Dinhe D. Mhande Section B: Structured Questions 1. a) What are indigenous musical instruments? b) Give two examples of indigenous musical instruments. ©) Describe how aerophones produce sound.a) State two Iron Age artworks. b) What were the artworks used for? ©) Which major archaeological site in Zimbabwe was built during the Iron Age? a) State the differences between theatre performances of the past and those of the present in Southern Africa. b) Identify two forms of performances in the past. ¢) State two similarities in Southern African theatrical styles. d) State any two dance ceremonies from Southern Africa. Describe the characteristics of one chosen dance such as: i) Purpose of the dance ii) Costumes worn il) Props used Section C: Free Response Questions 1. State any two types of African music. 2. Name any one popular musician for each type of stated music above. 3. a) State any two types of artworks. b) What are the media used to make the artworks? ) Name the tools used to make the artworks. 4. a) Name the costumes from any one Southern African country used in indigenous theatre performance. b) State any two props used. 5. a) Give the name of any one African dance, b) Identify the purpose of the dance. ¢) State costumes used in the dance. d) Name any one function of the dance. (aaa Objectives By the end of this topic, you should be able to: * perform intervals of a 2nd, 3rd up to the 8th of the scale. * read rhythmic and melodic notation in Simple and ‘Compound Time Signatures. * write short melodies in three part harmony, * play tuned and un-tuned musical instruments. Key words Adjacent - close or near. Tone - the distance between two notes which equals a whole step. Equivalent - showing the same value. Divisible - can be divided. Modulator scale - a key used to change the tonality from one tone to another. Diatonic scale - relating to a musical scale that has five whole steps and two semitones. Determinants - that which shows the nature of something. Chord - three or more musical tones sounded at the same time. Intervals Intervals refer to the difference in pitch between two notes. Intervals consist of successive sounding notes, for example when using the tonic sol-fa, the distance between doh (d) and ray (r) is an interval. Intervals can also be best described as the distance in pitch between two notes. Each interval has its own sound. Intervals can clearly be represented and illustrated using the piano keyboard. PianoThe keyboard consists of black and white notes which add up to 12 all in all. Notes on the piano are coloured in black and white. On the piano keyboard, each key represents a musical note. Lower pitches are played to the left of the piano while higher pitches are to the right. The keys on the keyboard have 3 letter name. The letters of the music alphabet are A, B, C, D, E, F and G. These notes represent different pitches. To easily understand the keyboard, take note that behind two black keys is C. This can easily help any learner since the black keys are arranged either 2 or 3 in order. Semitones on the piano keyboard Musical Clefs + The Treble Cle for high + Base Cet (0 If two notes are as close as possible on the piano keyboard, we call the distance between them semitones. Tones if there is one note between the two notes, the distance between those two is called a tone. Performing intervals Intervals are also named according to the way they are positioned on the tonic ladder. A second is found after one step. An example of a second is d-r Identify tonic ladder below. do ti la so fa mi re do Tonic ladder A third is found after three notes. An example of a 3rd is d-m (d.r.m). Look at the following examples: A fourth is from d-f A fifth is from d-e A sixth is from d-1 A seventh is from d-t An eight is from d - d" When performing intervals, it is therefore necessary to select notes that sound well together. Some notes produce good sound tones if combined together while others do not. —Observe the following successive sounding notes: a) Thirds Examples of thirds are -dms -dlf -ss,d “EGS -df “st The national anthem consists of different intervals which include seconds, thirds and fourths. Intervals are chosen depending on the type and mood of the song. b) — Fourths Practical activity Perform intervals of a 2nd, 3rd, 4th, up to the 8th of scale in respective groups. Make group presentations. Simple and Compound Time Signatures Simple Time Signatures SIMPLE TIME | er | | SS eer | 4 Siew | 2 fer | 2 | 2 | = z [73 = => Simple time signatures are easy to count and they can be broken down into two parts. The top number represents the number of beats in a bar while bottom number refers to the unit of measurement. For instance, Ya means that there are four crotchet beats in a bar. Likewise, ¥/, means that there are two crotchet beats in a bar. Compound Time Signature cme od aoe Bd cmon FB Ladd Compound Time Signatures are a bit detailed to read. Compound Time Signatures, unlike Simple Time Signatures, are broken down into three-part rhythms. The top number is divisible by three except that of a Time Signature where the top number is three. % means there are six quaver beats ina bar, The bottom number indicates the note value for the sub-division of the beat. Examples of Compound Time Signatures: ~% S33. d.2 d= 8 quaversiin a bar.AIL I ds sILI-9 quavers in a bar. Revision Exercise 1. a) What are Simple Time Signatures? b) Write two examples of Simple Time Signatures. 2. What is the difference between Simple and Compound Time Signatures? 3. Give two examples of Compound Time Signatures. Reading rhythmic and melodic notation in Simple and Compound Time Signatures As the term suggests, Simple Time Signatures are very simple to read. The way the beats are broken down enables them to be easily understood. Compound Time Signatures are a bit detailed than Simple Time Signatures, but once a person understands them, reading them will also be very easy. 1 Pare Harmony 34 Time Signature Below is a short melody in Simple Time Signature. The music piece is written in both staff notation, tonic sol-fa notes and lyrics or words of the song are provided. Staff notation notes are the first representation of tonic sol-fa notes. The first step in reading rhythmic and melodic notation is to read staff notation notes. After understanding the staff notation notes, reading tonic sol-fa notes will be easy. Staff notation notes can be written down and it is relatively easy since the staff notation notes already match perfectly with the tonic sol-fa notes. When the tonic sol-fa notes have been identified and read fluently, they will be translated to words of the song. Music symbols such as rests and dynamics need to be considered when reading rhythmic and melodic notation. Observe the song on the next page in Compound Time Signature. The song is written down in % Time Signature. Just like the song in Simple Time Signature, what is first needed is to understand both the staff notation notes, translate them to tonic sol-fa, then match with the words of the song. =SOPRANO ‘TeXor ze # Tesnda ot Practical activity 1. Sing songs in Simple as well as in Compound Time Signatures. 2. Notice the differences. 3. Discuss in groups on the differences identified. Practical exercise a) In groups, sing melodies written in Simple and Compound Time Signature. b) In groups, compose melodies in three part harmony. Three part harmony songs Three part harmony songs are those which are sung using three voice parts which are soprano, alto and tenor. Soprano, alto and tenor harmonise well to produce a sweet melody. Notes are organised in such a way that they blend well when singing together. Here is a simple way on howto create a harmony: — . Think of a harmony and write your ideas on paper. . Record the melody so that you will easily remember it. . Create staff notation notes to represent the melody. These staff notation notes will be specifically designed for one voice part. |. Write out the melody again but on third higher. If the original piece started on G, the second stave can be on B. . Repeat the exercise, but write out the melody a fourth note higher than the other ones. If you started the melody on A in the original stave, write it out but start on D. . Write a 6th melody on the original but start on F. . Play each harmony over the original melody. Mark which passages you like the sound of or dislike the sound of from each one. Mix up the three new harmonies until youhave a new finished combination harmony you really like. 8, Write this one out. This becomes your new harmony. Tuned and musical instruments Tuned musical instruments are those that need to be adjusted in order to produce a desired pitch. These musical instruments are noted with normal musical notation. Examples of tuned musical instruments are the following: * piano + xylophone + marimba Un-tuned musical instruments These are musical instruments that do not need to be tuned or adjusted and that do not produce a definite pitch when played. Their sound can only be determined by the type of materials used to make the instrument. Examples of un-tuned musical instruments are: + Drum * Conga + Cymbal * Gong Playing the piano (tuned instrument) These are several steps to be taken in order to play the piano. Constant practise makes it possible for anyone to play and became perfect. When playing the piano, one should follow the following steps: Familiarise with the piano Be familiar and get to know the piano. First of all, one has to be familiar with the instrument. Identify the keys. Keys on the piano produce different sounds. Right black keys produce sharp tones, left black keys produce flat tones. Middle tones are on the middle of the piano. Bass tones produce low sounds while high tones produce high sounds. By experimenting and familiarising with the keys, one will understand the piano better. Master the major keys Secondly, one should master the keys by learning the major keys. The keys are CDEFGAB. The piano consists of seven keys, Others can number these keys as 1234567. 63Learn the basic chords A drum is a percussion instrument that Next, learn the basic chords. Play these is made of a tightened animal skin or a chords until you are familiar with the membrane stretched over a hollowed- sound each chord produces. This will Ut wood or metal. The drum is played enable one to know where they are by striking it with hands or with located. percussion mallets to produce sound. The simplest chord to learn is the Drums can be played by one, two or : more drummers depending on the C major tral. Start with the middle C. VO, ue dave gr rans Play chords on both the right and the °rCo" 0" left hands. Create patterns. through alternating by playing different chords. Experimenting with different chords enables one to create rhythms. Identify fingers that play certain keys This will help one to know which fingers press the keys. The fingers are numbered in relation to the notes. Keep on practising Humming melodies and playing these melodies on the piano is an excellent skill that can easily be acquired after continuous practise. Playing the indigenous drum Conga, (untuned instrument) it -. Revision exercise 1. What are intervals? 2. Name the seven letters of the alphabet that represent notes on An indigenous drum is an un-tuned musical instrument that is found in most indigenous music and dances. However, for the drums to produce the peyiboard a more audible sound, people often 3 2) what are simple Time Signatures? heat them in the sun or near the fire 5) Give two examples of Simple or embers. Time Signatures, =4 _are broken down into three part rhythms. 6/8 means __ A. 6 crotchet beats in a bar. B, 6 quaver beats in a bar. C. Bcrotchet beats in a bar. D. 6 can be broken down. 6. a) What are three part harmony songs? b) State three voice parts ina three part harmony song. 7. What are tuned musical instruments? 8, State two examples of un-tuned musical instruments. 9. Explain two ways of playing a drum. 10, Which instrument has keys? A. drum B. triangle C. piano D. shakers Choose tuned and untuned musical struments of your choice and take turns to learn to play them in class. SO oe TeeUaLT Objectives By the end of the topic, you should be able to: + illustrate observational and imaginary drawings. © apply art elements and principles of design in imaginative composition. * explore tints and shades in life drawings. Key words Observation - ability to notice issues. Imaginary - something not real, but produced from pictures in someone's mind. Abstract - something not real or solid/ not clear. Composition - act of putting together parts to form something. Observational drawings Observational drawing is when the artist sees something and responds to it with visual representation. The result of this observation will be from what he or she processed internally by examining, analysing, studying, assigning meaning, 65