CREATIVE ARTS: PLANNING & PREPARATION

TERM ART Visual

GRADE 7 X 8 9 1 X 2 3 4 Dance Drama Music X
(See WCED TAP) FORM Art
TERM 1 WEEK 1 & 2
Role Players Aim/ Purpose/ Topic/ Resources/ LTSM
(WHO is going Content/ Concepts/ (WHAT am I going to use to teach/
Teaching Methodologies & Classroom Management Skills guide/ support…)
to teach/ Skills (HOW am I going to teach/ guide/ support…)
guide/ (WHAT am I going to Paper-based Digital
support…) teach/ guide/ support…) Resources Resources
Topics for Music: Note to teacher: Video clip 1:
Music literacy should be developed through the songs and instrumental Syncopated
 Music literacy pieces learners perform and through listening to music played by others. Clock: Play
Treble clef along map
https://youtu.be
Letter names of Always start the lesson with a warm–up session. /f_aEyaGuhgU
notes on the treble It is the beginning of a new year and we would like to start
clef off by bringing some positive vibes into the music
Duration -concepts Video clip 2:
classroom! Move it!
of all note values:
crotchets
 In this lesson we will use the music of the Syncopated activity
quavers Clock by Leroy Anderson. https://youtu.be
 Have a look at video clip 1 and listen closely so that /SwyL1eHCjKM
minims
semibreves you are well prepared to guide learners in
TEACHERS understanding the different forms/patterns used in the
 Music listening piece of music. Annexure A
 Performing and  Prepare to support the learners to hear and react Annexure B
Creating music appropriately when the music changes to the next
form/pattern.
 Video clip 2 gives you an idea of how to break up the music in the
different parts.
 The idea is to listen to the music, to hear when the movement in the music
changes and to react appropriately.
 Let learners start the activity by walking around on the beat of the music.
Some learners might pick up the change in movement, but for others it
needs to be confirmed when it happens.
 Once the learners understand the music, introduce different actions to
emphasise the changes in the music.
 Actions might include body percussion, body or body part movements,
different groups alternating, use of self-made or percussion instruments,
etc.

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Baseline assessment
In order to continue with the work for the term, it is necessary to determine the level of skills and music knowledge your learners
demonstrate at the beginning of the year. For this purpose, your learners will be engaged in a baseline assessment. We will focus on
the following:
TREBLE CLEF

Different kinds of clefs are used at the beginning of a stave

to show the specific range of notes used in the musical
notation. ‘Treble’ means ‘high’ so Treble Clef indicates the
higher range of notes from middle C onwards. It is also
called the G-clef, because it curls into the G-line of the
stave.

Whole note = Semibreve = 4 beats = taa -aa-aa-aa

Half note = Minim = 2 beats = taa-aa

Quarter note = Crotchet = 1 beat = taa

Eighth note = quaver = 2 quavers = 1 beat = ta-te

Sixteenth note = semiquaver = 4 semiquavers = 1 beat =

tafatefe

In order to do a baseline assessment, the following needs to be completed:

Worksheets to be printed for the learners to complete.
(Week 1) See Annexure A: Practical rhythmical exercises for clapping.
(Week 2) See Annexure B

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PARENTS Dear Parents
It is a new year with so many opportunities for your child to develop and to learn many new skills. The content of the lesson plans for
the music class has so many embedded skills e.g. critical thinking, creative thinking, listening skills, creativity, etc. Please support your
child in completing his/her homework and develop at the same time responsibility and perseverance.
Dear Learner
I am sure you enjoyed experiencing the music of the syncopated clock! I want you to take this clock and replace each hour
(number) on the clock with music notes!
E.g. 1 can be replaced with a crotchet, because the value of a crotchet is 1.

12
1

LEARNER

 Draw your own clock

3 (using the circle on the
9 left).

 First add the numbers to

your clock.

 Then write the number by

using music note values to
complete the clock (see
example).

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Informal / Formal
Discussion and warming-up in class, Worksheets for Baseline Assessments.
Assessments
Accountability; Conscientiousness; Creativity; Dedication; Independence; Integrity; Responsibility; Uniqueness; Vision; Perseverance; Critical Thinking; Collaboration;
Values Taught
Communication; Culture; Character development

Annexure A: Music. Grade 7 – Baseline Assessment Worksheet

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Annexure B: Music. Grade 7 – Practical Baseline Assessment Worksheet

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