Updated Curriculum

VISUAL AND
PERFORMING ARTS
5
GRADE
NOW
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I. Muronda
C. Chengedza
M. P. Kamusoko Learner’s Book
B. Muvandi
 PlusOne

Visual and Performing Arts

Grade 5

I. Muronda C. Chengedza M. P. Kamusoko B. Muvandi

 Contents

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

Unit 1.1: Music ....................................................................................................................... 2
Unit 1.2: Visual Arts............................................................................................................. 11
Unit 1.3: Theatre ................................................................................................................... 20
Unit 1.4: Dance ...................................................................................................................... 28

TOPIC 2 : THE CREATIVE PROCESS AND PERFORMANCE ........................... 35

Unit 2.1: Music ....................................................................................................................... 36
Unit 2.2: Visual Arts............................................................................................................. 46
Unit 2.3: Theatre ................................................................................................................... 53
Unit 2.4: Dance ...................................................................................................................... 60

Test 1............................................................................................................................. 69

TOPIC 3 : AESTHETIC VALUES AND APPRECIATION..................................... 73

Unit 3.1: Music ....................................................................................................................... 74
Unit 3.2: Visual Arts............................................................................................................. 80
Unit 3.3: Theatre ................................................................................................................... 87
Unit 3.4: Dance ...................................................................................................................... 95

TOPIC 4 : ARTS TECHNOLOGY........................................................................... 100

Unit 4.1: Music ....................................................................................................................... 101
Unit 4.2: Visual Arts............................................................................................................. 106
Unit 4.3: Theatre ................................................................................................................... 114
Unit 4.4: Dance ...................................................................................................................... 122

Test 2............................................................................................................................. 130

TOPIC 5 : ENTERPRISE SKILLS .......................................................................... 133

Unit 5.1: Music ....................................................................................................................... 134
Unit 5.2: Visual Arts............................................................................................................. 141
Unit 5.3: Theatre ................................................................................................................... 150
Unit 5.4: Dance ...................................................................................................................... 156

Test 3............................................................................................................................. 164

 TOPIC

1
HISTORY OF ARTS AND
CULTURE

Topic Introduction

Every country has got its own history of the arts and way of life. In Zimbabwe, there are three
historical periods. These include pre-colonial, colonial and post-colonial periods. Various
arts activities were done in these periods which include music, visual art, theatre and dance.
These artistic activities that the people were engaged in show the Zimbabwean people’s
way of life.
This topic, History of arts and culture, will focus on what our forefathers used to do in the arts.
It will look at social functions of music, the role of men and women in music, the development
of technology in music and playing of various musical instruments.
In visual arts you will learn about its role and development in post-colonial era and the ways
of creating and preserving different artworks. Also, in theatre arts you will learn about the
props and costumes together with the technological development in theatre arts.
Finally, development of cultural dances in Zimbabwe and their preservation will also be
studied. Child protection and development will be looked at in all the four areas, that are
music, dance, visual art and theatre arts.

1
 Unit

1.1
MUSIC

Unit Objectives
At the end of this unit, you should be able to:
(a) identify social functions of music.
(b) sing songs that are sung during social functions.
(c) identify gendered nature of folk songs.
(d) derive meaning of songs sung during different social activities.
(e) assess gender roles in indigenous music.
(f) identify how music has used technology in the past and present.
(g) incorporate children’s rights, responsibilities and unhu/ubuntu/vumunhu in their
improvisation.
(h) play musical instruments.

Looking Back

In the previous levels, you covered the relationship between music and Zimbabwe’s historical
periods and children’s rights in relation to music. You were also exposed to various indigenous
musical instruments available at the school. There was composition and singing of songs on
children’s rights. You also learnt about the songs that were sung in all the historical periods
of Zimbabwe and dancing to some of them. All this will help you to understand the content
of this unit.

Key Words
Artifacts – artistic items such as musical instruments, props and costumes.
Artistic – the skill of producing an original and creative artwork through
pottery, dancing or acting.
Arts – subject areas that deal with expressing oneself. Examples are music,
dance, drama, visual art.
Compose – to create a music piece or a song without copying anyone.
Culture – a people’s way of life such as greeting the elders whenever we meet
them.
Folk song – a song from our community that tells a story and is passed on
by oral tradition from generation to generation for example (e.g.)
Chemutengure.

2
Forefathers – our dead elders who lived and died a long time ago before we were
born.
Indigenous music – music from our community composed by the community members.
Music – organised sound produced either by singing or playing of musical
instruments.
Performing – the act of doing something like singing, dancing or dramatising in
front of an audience.
Song – it is a composition made up of music (melody) and text (lyrics).
Taboo – something which cannot be said or done because it is forbidden
such as beating your own mother is taboo in Zimbabwe.

Social functions of music from various cultures

Zimbabwe is a society with many different cultures that live together in harmony. According to
our Zimbabwean Constitution, we have many different local languages, which are Kalanga,
Chichewa, Chibarwe, Koisan, Karanga, Zezuru, Manyika, Ndau, Ndebele, Tswana, Xhosa,
Tonga, Xishangani, Venda, Korekore and Budya.
Long back, our forefathers used to gather as a community and enjoy music together. These
social gatherings were done in celebration of a good harvest, coming in of a new baby or
when working in the fields. During a social event, people interact with each other and form
groups. There is usually lots of entertainment from music. Examples of social events include:
1. nhimbe/ilima
2. birthday party
3. wedding/kupururudza muroora
4. religious gathering
5. funeral
Examples of songs at social activities
1. Wedding/muchato
This is a social event which involves
celebration of a new bride in the family after
payment of lobola/roora. People will gather
together singing, ululating, chanting and
dancing to the married couple.
Social functions of music at a wedding
(a) promotes togetherness between people.
(b) entertains people at a wedding.
(c) makes everyone dance with joy. People at a wedding

Song 1 title: Muroora

Call: Muroora x2 Call: Muroora
Response: Tauya naye ALL: Tauya naye nemagumbeeeze

3
This song talks about a bride being brought to the groom by the in-laws with all her belongings
which include clothes, blankets. It is mainly sung by the bride’s siblings, aunties and uncles.
This is a way to accept that the bride is taken by the groom to be his wife.
2. Funeral
The loss of loved ones in life is a very painful
moment in life. Family members, friends and
relatives are dying now and again. People
in the society gather to comfort those who
lost their loved ones through songs and
comforting stories. Songs for funerals are
those that heal and comfort the soul.
Social functions of music at a funeral
(a) promotes togetherness between people.
(b) heals and comforts the bereaved. People at a funeral
(c) gives people hope that one day we will meet with our loved ones.
Song 1 title: Tinosangana kudenga
Tinosangana kudenga
Neropa raJesu
Nokutenda kuna Baba
Tichasanganiswa.
This song is sung at a funeral. It says we will meet again in heaven through the blood of
Jesus and faith in God the Father. It is used to comfort the bereaved strengthening them that
even though we have lost our beloved, one day we will meet in heaven.
3. Nhimbe/Ilima
People, mainly in rural areas grow different
crops in their fields for food. Some of these
fields are too large to be worked on by
members of the family alone. Therefore, family
members sometimes call other members
of the society to assist in planting these
crops, weeding or harvesting. This method
of working together as a community in the
fields is called nhimbe, ilima or majakwara.
Work songs are sung during work. Eating
and drinking is done after work.
Social functions of music at a nhimbe
People in the field weeding and singing
(a) promotes togetherness between people.
(b) entertains people at a nhimbe.
(c) makes work easier and lighter.
(d) more work is done over a very short period of time.
4
Song 1 title: Ndorima
Call: Ndorima musana wandirwadza, pakudya
Response: Ndomera manhenga
This song is a mockery of the lazy ones. When it is time to work, they complain of back aches
but when it is time to eat, they are always fit and ready. It therefore encourages people of the
community to eat what they work for.
Activity 1
Organise a birthday party for one of your classmates, participate and record the music sung
at the party using recording devices available at the school.

Exercise 1
1. Identify any 3 social events done in your community.
2. What songs are sung during the social events you have identified in (1) above?
3. List any 2 social functions of music.
4. Choose any two social activities done in your community. Explain the meaning of any two
songs of each activity.
5. List any 5 indigenous languages of Zimbabwe and their areas.

Gender and music in the community

Gender refers to whether you are a boy or a girl, male or female. Culturally, there are roles
that are said to be for boys or men and some meant for girls or women. This issue of gender
also affected the music industry in the past and present.
In Zimbabwe, musical instruments were originally played by men only and women were
there to sing, dance and ululate. It was considered a taboo in Zimbabwean culture to see
a woman playing a mbira, ngoma, chipendani or any other music instrument. With time,
women began to realise that they were also able to play musical instruments and lead their
own bands just as men.

Edith Weutonga Ambuya Stella Chiweshe Tariro NeGitare

Women musicians such as Ambuya Stella Chiweshe, Chioniso Maraire, Shingisai Suluma,
were some of the first women musicians to lead their own bands and play instruments.
This motivated many women and today we have many young women who are into music
such as Tendai Mavengeni, Hope Masike, Tariro NeGitare, Sandra Ndebele and many more.

5
Unit Revision Exercise
Multiple Choice Questions
1. Which of the following is not a historical period of Zimbabwe?
A. Colonial period B. Post-colonial period
C. Independence Day D. Pre-colonial period
2. The following are indigenous instruments except _______.
A. guitar B. marimba C. mbira D. hosho.
3. Which of the following is the odd one out?
A. Chemutengure B. Nhemamusasa
C. Tinotsvaga maonde D. Chitekete
4. A composition made up of music and text is called _______.
A. Rhythm B. melody C. song D. harmony
5. When two or more parts sing different melodies at the same time, they produce_____.
A. Pitch B. melody C. harmony D. folk song
6. The following are indigenous cultures of Zimbabwe except __________.
A. English B. Zezuru C. Budya D. Korekore
7. The following are social activities except_______________.
A. nhimbe/ilima B. wedding/kupururudza muroora
C. funeral D. playing instruments
8. How many indigenous languages do we have in Zimbabwe?
A. 2 B. 10 C. 14 D. 8
9. Which of the following is used as a music recording device at social functions?
A. Smartphone B. Cassette C. Compact disc D. Flash disc
10. Social events promote _____________.
A. Hatred B. togetherness C. disagreements D. hurt
11. Which list consists of Zimbabwe indigenous instruments only?
A. Marimba; Mbira; Hosho; Ngoma B. Piano; Mbira; Gong; Chipendani
C. Mbira; Guitar; Trumpet; Saxophone D. Chigufe; Mukwati wenyere, Piano; Gong
12. Which is the odd one out below?
A. Marimba B. Piano C. Guitar D. Saxophone

Structured Questions
1. Name the three historical periods of Zimbabwe.
2. Name any 3 indigenous instruments you know.
3. Give any two social functions of music at gatherings.
4. Choose any one social event and write the words of any two songs sung at that function.
5. Name any 3 female musicians who play indigenous instruments and the instrument(s)
they play.
6. What name is given to the first music recording device?
7. List any three children’s rights from the country’s constitution.
8. A person is considered a child when he/she is under the age of ___________.
9. Where did the local marimba originate from?

9
 Unit

1.2
VISUAL ARTS

Unit Objectives
At the end of this unit, you should be able to:
(a) describe the role and development of visual arts in post-colonial era.
(b) identify ways of preserving and conserving artworks.
(c) analyse ways of preserving and conserving different artworks.
(d) distinguish different works of art in Zimbabwean societies.

Looking Back

In the previous grade you looked at the development of visual arts in the colonial era and
the role of art in life, this included photo gallery and Zimbabwean architecture. You went
further to look at the influence of visual arts heritage in Zimbabwe and visual art in different
cultural setups. This will enable us to relate to the importance and roles of art in the post-
colonial Zimbabwe. You are going to look at preserving and conserving artworks in places
like galleries.

Key Words
Post-colonial – the historical period representing the result of overcoming colonialism.
Preserve – maintain its original state.
Conserve – protect from harm or change.
Society – a group of people who live together in an organised way.
Gallery – a room or building for the display or sale of works of art.
Creative arts – activities that engage a person’s imagination.
Portrait – a likeness of a person that is drawn or painted.
Right – a legal entitlement.
Child protection – preventing and responding to exploitation of children.
Cultural heritage – the physical artefacts of a group passed on from past generations
and kept for the benefit of future generations.

Role and development of visual arts in post-colonial era

Independence brought about a new era in which the culture of the indigenous people would
show and unfold. It is against such a background that the government sought to develop

11
Exercise 1
1. In visual art, you can do the following except ______.
A. seeing B. touching C. smelling D. feeling
2. The star on the Zimbabwean flag is an artwork that shows______.
A. hopes for a brighter future B. minerals
C. vegetation D. black majority
3. Visual art is used for the following reasons except _______
A. Entertainment B. war C. education D. communication
4. Other than in galleries, where in Zimbabwe would you see displayed artworks?

From the picture above, what do you think was the occupation of the people that are in
the picture?

Ways of preserving and conserving artworks

Many cultural works are sensitive to environmental conditions such as temperature, humidity
and exposure to visible light. These works must be protected in controlled environments
where these variables are maintained within a range of damage-limiting levels. Conservation
practice must observe the principle of reversibility which states that treatments should not
cause permanent change to the object. All changes should be well documented. Listed below
are some of the methods of preserving and conserving artworks;
(i) Museums – controlling temperatures, humidity, light, security, mishandling and other
damaging agents.
(ii) Framing – used to protect more sensitive parts of a painting handled by hand. Framing
reduces the possibility of damage if a painting is dropped.
(iii) Cleaning to be done by an experienced trained person and the rate of the cleaning should
be kept to a total minimum.
(iv) Insist upon the return of certain pictures unlawfully taken from a building where these
are declared to be of national importance.
(v) Assemble a national archive of historic architecture like the National Gallery of Zimbabwe.
(vi) Properties can be taken into guardianship – owners of the whole group of buildings are
allowed to remain in the residence on condition that they repair the buildings.
(vii) Filling cracks to prevent the break-up of walls.
(viii) Re-gluing loose elements in furniture artworks.

13
Exercise 4
1. When you produce an artwork, you are its ________.
A. owner B. buyer C. tutor D. admirer
2. Which right is interfered with when a learner is hurt while making an artwork?
3. Denying oneself to participate in art is a violation to the right to _____.
4. State three ways of showcasing one’s artworks.
5. List 5 rights that apply to you as a learner.

Key points in this unit

• Artworks are made to serve a specific purpose like to educate and communicate.
• Artworks are preserved and conserved for them to last.
• Framing, re-gluing, filling cracks and placing in museums are some of the ways of
preserving and conserving artworks.
• Some of the works of art in Zimbabwe include; pottery, basketry, textiles, jewellery
and curving.
• There are rights that relate to art and children like the right to play and recreate and
the right to be protected against abuse and harm.

Unit Revision Exercise

Multiple Choice Questions
1. Post-colonial era is the period ________.
A. before independence B. after independence
C. during war D. before war
2. The picture below shows that the people were _____.

A. labourers B. hunters C. gatherers D. miners

3. Which of the following is not a use of art?
A. Storytelling B. Celebrating C. Provoking D. Calculating
4. Artworks must be _____ from harm.
A. promoted B. protected C. unprotected D. exposed
5. Conservation must not cause ______ alteration to the object.
A. permanent B. temporary C. short lived D. brief
6. Cleaning of artworks must be done by a ________ person.
A. semi-skilled B. unskilled C. skilled D. untrained

18
 Unit

1.3
THEATRE

Unit Objectives
By the end of this unit, you should be able to:
(a) create appropriate sets, props, and costumes for a cultural celebration.
(b) demonstrate how theatre and storytelling forms may reflect customs, beliefs and
tradition.
(c) identify how theatre has used technology in the past and present.
(d) incorporate children’s rights’ responsibilities and unhu/ubuntu in their improvisation.

Looking Back

In the previous level you learned about storytelling in Zimbabwe and common key themes
found in stories. In this unit the focus will be on cultural celebrations, storytelling, beliefs and
traditions, theatre technology past and present as well as children’s rights, responsibilities
and unhu/ubuntu.

Key Words
Commemoration – it is celebration in remembrance of something that happened in
the past.
Costume – the clothing that an actor wears on stage.
Improvisation – acting or speaking without a script.
Properties (props) – anything that is used by at actor on stage like furniture used to
enhance the set.
Set – the physical space on stage from which an actor performs.
Comedian – is a person who seeks to entertain an audience by making them
laugh.
Supernatural – not usual, given by some force beyond human capacity.
Herbalist – a person who treats diseases by means of medical herbs.
Props, set and costumes
1. Properties
Properties (props) are the equipment that is used in a production. Props are objects that
are put or carried by actor for use while performing. These include such objects as furniture
and dishes. The importance of properties is that, they make the play believable, make a

20
Exercise 1
Fill in the blank space with the correct answer from the ones given below.
1. Properties are the ______ that is used in a production.
2. The person in charge of the properties of a play is called a ______.
3. A _______ is the stage where the acting is takes place?
4. ______ refers to any clothing that an actor wears on stage.
5. A is a large cloth that hangs at the back of a set or stage.
(costume, properties master, drop, set, equipment)

Cultural celebrations
Below is a diagram showing different ceremonies, props, sets and costumes.

Ceremony Props Set Costume

Rain making Drums, shackles, mbira Under a tree Traditional attire
Birth Crib Hospital Night dress and robes
Celebrating birth Goats, cloths, head gears Rural homestead cloths and head gears
Marriage Rings, bunches church Gown
Death Coffin Parlour/graveyard Black clothes
Harvest Fruits, fruit baskets, beer pot King or chief’s Traditional attire
and drinking cup homestead
Jacaranda festival Musical instruments Street and parks Floral clothes
Tea parties Tea and cakes Gardens Party dresses
Nativity Donkey, rod, baby doll Kraal Robes
Independence Placards, flags Stadium T-shirts

In the African tradition the audience is made up of both the performer and the participant
as they inter-change roles during the festivity. Thus, one is at one time a performer and at
other times the audience. Below is a table that shows some of the cultural celebrations from
family to national level.

Table 1: Cultural celebrations

Family Communal National

Birth Rainmaking Independence Day
Initiation First rains Heroes Day
Marriage Good harvest Workers Day
Death Spring Festive seasons (Christmas or Easter)

22
9. An actor is ________
A. shadow B. theatre production
C. one who takes a role of a character D. dancer
10. The full name for props is___________.
A. problems B. projects C. programmes D. properties

Structured Questions
1. Properties are objects used ______ (on stage/in the kitchen).
2. Shadow theatre is produced with help of ________(light/darkness).
3. A person who performs in a theatrical performance is ______ (nurse/an actor).
4. Costumes are clothes worn _______ (on stage/in the theatre) by actors working.
5. List the role of the storyteller in the telling of stories.
6. What are the differences in the audience for storytelling and theatre?
7. A theatre set is the ________ (performing area/properties).
8. Children have a right to _______ (to be involved in a wide range of activities/not to
perform).
9. A storyteller sits _________ (in the audience/on an elevated seat).
10. An improvisation is a play __________ (done without planning ahead/from a script).

Practical Questions
1. Design a set for a selected ceremony at your school.
2. Demonstrate storytelling characteristics common in theatre.

27
 Unit

1.4
DANCE

Unit Objectives
At the end of this unit, you should be able to:
(a) identify cultural dances from past and present.
(b) outline the dances performed by men, women and children.
(c) explain the purpose of the dances.
(d) use music to accompany dances.

Looking Back

Last year you learnt traditional dances from different cultures in Zimbabwe. Some of them are
Mhande, Isitshikitsha, Muchongoyo, Hosana, Inquzu and Amabhiza. You will learn modern-
day dances like Clarks and Sungura. You will learn how to keep these dances also.

Key Words
Costume – clothes for dance performance.
Improvisation – created without preparation.
Perpetuate – preserve from being forgotten.
Props – object used during dance performance.
Ritual – way of conducting a religious ceremony.

Cultural dances in Zimbabwe

Dance has been part of social and religious life from the past. Different cultural dances are
used to teach values, recite history, encourage people to work, help at funerals, celebrate
events, and to connect with the ancestors.
Cultural dances have women, as main dancers, while others have men or children as
main dancers. Men are main dancers in Muchongoyo, Amabhiza, Gule wamukhulu and
Chinyambera. Women are main dancers in Chihodha/Chimtale and Isitshikitsha. Men and
women are main dancers in Mbakumba, Jerusarema and Jaka. Children are main dancers in
Chokoto and the present-day Clarks.

28
Dances performed by men
(a) Amabhiza dance
Amabhiza dance is a ritual dance for rainmaking among the Kalanga people in Matabeleland
South. Traditionally the main dancer were men, but now it has women dancers as well. The
male dancers wear head dress made from black and white ostrich feathers, with two white
long feathers like horn formations. In another hand the dancer holds a black fly whisk.
(b) Gule Wamkulu
Gule Wamkulu is a ritual dance practised
among the Chewa in Zimbabwe. The dance
is performed by members of a secret society
of initiated men at the end of the initiation,
celebrating the young men entering adult
society. This dance promotes traditions and
beliefs of community and dancers represent
the creatures of the bush and the spirit world.
The dancers are hidden in masks and
trappings of fur and sacking. They wear
costumes and masks made of wood and
straw showing characters like wild animals
and spirits of the dead. Gule Wamkulu
The dancers perform dances with lots of energy, entertaining and scaring the audiences.
The dancers are hidden. The dance can be used to entertain tourists nowadays.
(c) Muchongoyo dance
A dance that was performed by men in
preparation for war or after war when
warriors were victorious. It is a dance
common among the Ndau in Chipinge. It was
performed to teach discipline into warriors
before a war.
Dancers’ props include a shield and a stick.
The dancers’ costumes are traditionally lion
skins, leopard skins, calf skins and black and
white ostrich feathers as head gear. The
males are the dancers, while females provide
the songs. Muchongoyo dance has a cow
horn formation. Muchongoyo dancers
Chinyambera
It is a ritual hunters’ dance of the Duma people of Bikita of Masvingo Province and Chipinge
District. It is performed after an unsuccessful hunt to improve low morale that may result
from unsuccessful hunting. Chinyambera dance gives strength to hunters by seeking to find
out why they have failed.

29
 Activity 1
Choose one dance from the cultural dances that are performed by men and discuss in pairs
its development as well as its purpose. Write your points as you discuss and present them
to your class.

Exercise 1
1. Cultural dances are used to __________ (connect with ancestors/entertain tourists)
and _______ (recite history/teach modern dances).
2. Amabhiza male dancers wear head dress made of ________feathers (eagle/ostrich)
3. Gule Wamkulu dancers represent creatures of __________ and______ spirit (bush and
spirit word/domestic and wild).
4. Name two props used in Muchongoyo dance.
5. The purpose of Chinyambera dance is ___________ (to encourage hunters/celebrate
success).

Dances for the women

(a) Isitshikitsha
Isitshikitsha is a Ndebele traditional
ceremonial dance and used to measure
the morale of the warriors. Isitshikitsha is
a combination of the rhythms where one
rhythm comes to break another before it is
uninteresting, and creates a harmonious
pattern. The female dancers do not lift their
feet high to show area above their knees.
Nowadays Isitshikitsha can be performed
during drought seasons at Injelele shrine
(rainmaking ceremony). It can also be Ladies dancing Isitshikitsha
performed at weddings and social gatherings.
(b) Chimutali/chihodha
It came from Malawi. It is danced by women to attract men. The costume for dancers is
zambia/chitenge cloth wrapped around their waists. The women shake their waists whilst
their heads are down (similar to sele dance). The dance is usually done in a circular formation.
Dances performed by both men and women
(a) Mbakumba
Mbakumba dance originated among the Karanga of Masvingo. It was performed after the
harvest and is still performed for entertainment. The dance is accompanied by a single singer
whose songs are in solo-chorus and response.

30
5. Traditional dance videos_________ when kept safely
A. help preserve traditional dances B. get money
C. present modern dances D. make children travel
6. Which dance is usually accompanied by dancehall music?
A. Chokoto B. Rumba C. Clarks D. Hip hop
7. Dance preservation is important because it________.
A. allows people to love dancing B. protects dancers
C. keeps cultural values D. is needed in the future
8. Most cultural dances are accompanied by ________.
A. music B. dancers C. guitars D. teachers
9. Dance learners should remove furniture in their dance space for them to be _______when
dancing.
A. working B. safe C. not sitting D. enjoying
10. A dance performed for ritual connects people with the_______.
A. drums B. dance C. pleasure D. spirit world

Structured Questions
1. The present-day name for Mbende dance is ______ (Amabhiza/Jerusarema).
2. Which traditional dance has the stamping of feet as its signature? (Muchongoyo/
Mbakumba).
3. ______ and _______ are dances for children. (Chihodha/Chokoto/Isitshikitsha/Clarks).
4. Primary schools compete in _______ dance festival (Jikinya/Chitenge).
5. Gule Wamukulu dancers are known for putting on _______ (masks/perfumes).
6. It is difficult to perform a ritual dance for audience because ______ (it does not entertain/
it is modern).
7. Two ways of preserving traditional dances are _____ and _______ (dance videos/
children’s rights/exhibitions).
8. It is important to observe children’s rights in dance because____ (they will be safe/they
will eat).
9. Amabhiza dance originated from ______ (Malawi/Matabeleland) and its other name is
_____ (Woso/Chimutale).
10. The role of women in Muchongoyo dance is _______ (to sing/to dance).

Practical Questions
1. Select a traditional dance that originates from your area and perform it for your class in
groups in 3-5 minutes.
2. Choose one dance for children and perform it in groups in 3-5 minutes.

34
Staff notation – music written on a staff using staff notes.
Tonic-solfa notation – music written using modulator notes.

Modulator
This is an 8 note melody that uses tonic solfa notes, d r m f s l t d’. These
are the notes that are used when writing songs in tonic solfa notation. They can make any
melody in music.

Activity 1
Take turns to sing the modulator ascending and descending as individuals and then sing in
groups several times.

Exercise 1
1. Write down the letters of a modulator.
2. An octave has got how many notes? (Eight/Seven)
3. A note value with 4 beats is called ______________ (minim/semibreve).
4. A note value with 2 beats is called ____________ (crotchet/minim).
5. Draw any two note values with their number of beats.

Staff notes or time values

When writing music on the stave we use staff notes which are also called note values or
time values. These notes are placed on lines or in the spaces of a stave. They have pitch
names the moment they are placed in a stave.
Examples of time values
1. Semibreve or whole note

taa–aa – aa – aa

This note has got the value of 4 beats.

2. Minim or half note

taa – aa

This note has got the value of 2 beats.

3. Crotchet or quarter note

taa

This note has got the value of 1 beat.

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(a) Melody

It is the horizontal arrangement of musical notes horizontally one after the other. Almost
every kind of music has a memorable melody that you always remember and sing.
(b) Rhythm
Rhythm is the arrangement of notes in relation to regular beat of music. Usually rhythm
accompanies a melody and is mainly provided by accompanying instruments like in a
percussion band.

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Unit Revision Exercise
Multiple Choice Questions
1. A sharp (#), flat (b) and natural in music are called __________.
A. harsh, bee and natural B. accidentals
C. note values D. semitones
2. A crotchet has got _____ beats.
A. 4 B. 3 C. 2 D. 1
3. The regular pulse felt in music is called _________.
A. rhythm B. pitch C. beat D. melody
4. Which one of the following is a set of music elements?
A. Dynamics; melody; composer; lyricist B. Lyricist; chorister; conductor; dynamics
C. Rhythm; melody; dynamics; pitch D. Pitch; chorister; composer; rhythm
5. Which of the following is odd one out?
A. # B. “b” C. natural sign D. crotchet rest
6. A natural key from the list below is _________.
A. C B. D C. A D. G
7. A key that uses one sharp on F is ____ major.
A. D B. C C. A D. G
8. Silence in music is called ___________.
A. pull B. slur C. tie D. rest
9. The bottom number in a time signature shows the _______ of beats in a bar.
A. quality B. tempo C. number D. type
10. The top number in a time signature shows the _______ of beats in a bar.
A. quality B. tempo C. number D. type

Structured Questions
1. p in music stands for ____________ (piano/pen).
2. A semibreve has got __________ beats (three/four).
3. A crotchet has got ___________ beats (two/one).
4. A minim has got __________ beats (one/ two).
5. A music element with a series of notes forming a tune is called ____ (rhythm/tone).
6. The loudness or softness of music is called _______ (pitch/volume).
7. f in music stands for ________ (fast/loud).
8. Write down the first five notes of a modulator.
9. Draw any one untuned percussion instrument with clear labels.
10. Draw a well labelled tuned percussion instrument.

Practical Questions
1. Practice and perform a song with performance directions as should be done while the
classmates adjudicate.
2. Compose an 8-bar melody and insert appropriate dynamics.

79
3. The formal qualities which create content in an artwork is known as the _____.
4. What is the difference between personal judgement and subjective judgement?
5. Why must an evaluator of art create a rubric?

Key points in this unit

• Aesthetics is the study of principles and elements that come together to bring out the
beauty in an artwork.
• The three main theories used in describing aesthetic values are imitationalism,
formalism and emotionalism.
• When evaluating artwork, one aims at bringing out the hidden message in it.
• The stages to follow when evaluating artwork are description, analysis, interpretation
and judgement.
• Making a rubric makes it easier for judgement to be consistent.

Unit Revision Exercise

Multiple Choice Questions
1. The study of aesthetics is concerned with ________.
A. lines B. beauty C. form D. value
2. The colour red would symbolise ______.
A. blood B. life C. nature D. water
3. The use of artistic technical skills is important in which theory?
A. Imitational B. Formalism C. Emotionalism D. Rhythm
4. In art, all answers are correct because _______.
A. artworks will be the same B. artworks will not be the same
C. people think alike D. people think differently
5. Lines are also used to enhance _____.
A. foam and value. B. texture and shape C. foam and texture D. shape and value
6. The description stage is more concerned with ______.
A. what I see B. the successfulness of the work
C. organisation of work D. the message passed by the work
7. Creating rubric results in the _______ of work.
A. dependency B. beauty C. teamwork D. consistency
8. How do you interpret an artwork?
A. By guessing B. By looking at formal lines
C. By creating it D. By looking at its success
9. What is the disadvantage of using the task specific rubric?
A. It saves time B. It can be used for judging other artworks
C. It is time consuming D. It can be used for self-assessment
10. Rubrics are tools for _____ and ______.
A. judgement and communication B. drawing and painting
C. change and combination D. feeling and repeating

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Structured Questions
1. Define aesthetics values.
2. List the main theories of art.
3. Every artwork has a hidden ________ (message/secret).
4. Looking at how the work is organised is done during the ____________ stage (description/
analysis).
5. When assessing an artwork, one of the things you would mention during the description
stage is ___.
6. Knowing what is expected will leave room for ______ (judgement/describing).
7. State one advantage and one disadvantage of using the generic rubric.
8. The analytic rubric allows one to look closely at the _______ (methods/principles).
9. The holistic rubric is faster because ________. It focuses on (one/more) scores.
10. How does one determine the successfulness of an artwork? (by its value/by its colours).

Practical Questions

The above picture shows a mine dump

1. From the picture above, create a rubric of 5 key points and evaluate the artwork.
2. Using appropriate colours, produce pictures that shows coolness.

86
understanding a dance performance. The aesthetic values control the things by which a
dance can be judged.
Criteria for assessing dance movements and patterns
There are standards that guide assessment of dance movements and patterns. When
assessing a dance describe the type of movements in that dance. Are they locomotor, non-
locomotor or it is a combination of both?
Name the different movement qualities used. Describe the way force/energy was used, it
can be loose, smooth, flowing or percussive. Assess the tempo of movements that is the
different speeds. Movement pathways should be assessed, they can be straight, curved
and zigzag. Observe the direction in which a dancer faces which can be forward, backward,
up or down.
Movement levels could be low, medium or high. Note also the movement phrases used in the
dance and its suitability. How are the movement sequences as well?

Activity 1
In pairs choose any four aspects of the assessment criteria listed above and give detailed
comments of how an excellent performance should be in terms of the four chosen aspects.
Present your comments to your class.

Exercise 1
1. The type of movements that can be assessed in a dance are _____ (locomotor/level),
_____ (sequence/non-locomotor) or ____ (combination/single)
2. When a movement quality is percussive, it means it is______ (sharp/slow).
3. Tempo of movements shows how______ (high/slow) or____ (fast/forward) movements
are.
4. When a dancer is facing backwards, he or she will be facing ______ stage (up stage/off
stage).
5. Name any three movement pathways that dancers can use in a dance.

Elements and principles of dance

The principles of dance are movement, time, emotion and contrast.
(a) Movement
Body movement is important in any dance, because the body is the main tool for a dancer.
The dancer expresses feelings and tells a story using the body.
(b) Time
Proper timing is needed in dancing. Be able to count the beats properly and be in rhythm
with the music. The dance should have both slow and fast movements. When making a
judgement about a dance, see if the time is matching the dance, steps or the story being told.

96
8. What is the effect of a dot after a note?
A. You detach the note sound B. Decreases the value of a note by half
C. Stops the playing of a note D. Increases the value of a note by half
9. Forte, piano and pianissimo are called ______.
A. accents B. mood markings C. dynamics D. tempo markings
10. Forte means _____________.
A. soft B. loud C. fast D. slow

Structured Questions
1. Downloading and selling music that is not yours without permission on internet is called
____ (piracy/ethics).
2. State any two dos and two don’ts when using the internet.
3. State the steps to be followed when writing music using the available music software.
4. Compose an 8-bar music and notate it using the available music notation software.
5. Insert words on the composed rhythm.
6. What is a composer?
7. Describe the meaning of any three dynamics used in music.
8. Give any two reasons why people are not allowed to download music from the internet
without the permission of the composer.
9. List any four music download sites.
10. Completed scores should be stored in the form of _________ or ___________.

Practical Questions
1. Explain to your class the procedure of using a music notation software. From switching
on a computer to inserting a note on a stave.
2. Compose an 8-bar rhythm using the available music notation software available at your
school.

105
3. Clip studio paint
This software offers specialised features for drawing comics and cartoons. It has improved
features for colouring artwork.

Clip studio paint

4. Graphiter
This is an intuitive sketch application which reproduces a real-life sketching experience. It
has simple tools like an eraser and a graphite pencil. Graphite pencils can be used for writing
or drawing.
Media used in visual arts
Media used in visual arts include the following:
(a) Painting (f) Wood
(b) Drawing (g) Metal
(c) Print making (h) Textiles
(d) Ceramics (i) Drawing
(e) Glass

Activity 2
1. Choose an article of your own choice, draw and paint it in groups.
2. Using clay, construct an animal of your choice in your groups.
3. In groups, find an artwork from the environment and give a report of how it can be made.

Exercise 2
1. Graphite deals with reproducing real _______.
A. comics B. sketches C. cartoons D. images
2. Clip studio paint is suitable for making comics as it has an improved ____.
A. colour B. curves C. images D. figure
3. Which one is not a medium which is used in visual arts?
A. Drawing B. Glass C. Wood D. A tool
4. _______ is a photo editing software.
5. Which software is used for formatting images?

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Unit Revision Questions
Multiple Choice Questions
1. The pottery wheel is used for ______.
A. manipulating B. shaping C. spinning D. baking
2. Weaving is interweaving how many sets of threads ______.
A. 0 B. 1 C. 2 D. 3
3. Bones, shells and metals can be used in making _______.
A. pottery B. basketry C. curving D. jewellery
4. Stones used in stone curving are usually _______.
A. too soft B. too hard C. easy to chip off D. hard rocks
5. One advantage of using auto draw is that it allows all of the following items except _____
A. decoration of text B. adding a text C. drawing D. colour changing
6. Which software is used for sharing tools?
A. Affinity designer B. Clip studio paint C. Graphite D. Photoshop
7. Which software would you best use when drawing bent roads?
A. Affinity designer B. Graphite C. Photoshop D. Clip studio paint
8. Where would you access the internet from?
A. Smartphone B. Book C. Tower light D. River
9. Ethics allow for _____.
A. suitability B. fairness C. operation D. production
10. Controlling access to personal data promotes _______.
A. distinctiveness B. neatness C. confidentiality D. openness

Structured questions
1. One item that is used in modern visual arts is ______ (animal blood/pottery wheel).
2. Give three items that were used in visual art in the past (reeds/beads/paint/metal).
3. An act of shaping metal into desired shapes is called ______ (carving/smithing).
4. Give two types of stones that can be used for curving (limestone/basalt/soapstone).
5. Why would one consider using clip studio paint to make cartoons?
6. What will be the status of a person who wears the jewellery below? (Single/Married)

7. Metal hoes and spears are made in _______ (carving/smithing).

8. List at least 4 types of media used in visual arts?
9. Write what you know about ethics.
10. Restricting access to information is a form of promoting ______. (friendship/privacy)

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Types of lights
(a) Spotlight profiles a spot. These are ideal for highlighting single performers.

Spotlight
(b) General lighting is lighting that highlights everything that is on stage

General lighting
(c) Flood lights is fixed beam producing a strong flood of lighting with a soft wash.

Flood lights

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5. A fast-paced scene can be shown on stage through __________ (movement of light/
movement of props).
6. Discussing ethics in the use of the internet empowers the learner against ______.
7. When using the internet share __________ (personal information with strangers/do
not share personal information with strangers).
8. Sound for a play of animals and birds are _______ sounds (natural/recorded).
9. What type of lighting is used for an outside daytime performance (none/flood).
10. A spot light is used to show a __________ (single performer/crowd).

Practical Questions
1. Draw 3 types of lights and explain the purpose of these lights.
2. Design costumes for actors in your end of year play paying particular attention to colours
and their meanings.

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 Unit
DANCE
4.4
Unit Objectives
At the end of this unit, you should be able to:
(a) use different types of light for different dances and purposes.
(b) apply different colours for different dances and purposes.
(c) choose different musical beats for different dances and purposes.
(d) retell the moral values associated with dance when using the internet.

Looking Back

In this unit you will learn about arts technology in dance. You learnt about sound, visual and
lighting technology in dance. In addition to what you learnt last year, you will learn different
musical beats for different dances and purpose. When you finish this unit, you will be aware
of the moral values associated with dance when you are using the internet.

Key Words
Beat – the basic unit of rhythm, the underlying steady pulse of the song
Competitor – individual or group that is competing against others.
Copyright – legal means of protecting someone’s work.
Dance technology – application of modern technology in activities related to dance.
Ethics – rules of behaviour based on ideas about what is morally good or
bad.
Lighting – deliberate use of light to achieve a practical or aesthetic effect.
Visibility – degree to which something has attracted general attention.
Visual effects – process by which imagery is created or manipulated outside the
context of live shot.

Dance technology
1. Lighting in dance
Lighting has a number of functions such as selective visibility and showing time and place.
It improves scenery and costumes of the dancers and also conveys a message of the dance.
Different types of lights are used for different dances and purposes. The basic angle for
dance lighting is always from the sides.

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 • Ethical rules are important in a dance class because they guide learners in their
conduct in a dance lesson.
• There are ethics for internet that protect internet users from harm and they should be
followed whenever one is using the internet.

Unit Revision Exercise

Multiple Choice Questions
1. Which of the following is not a function of lighting in dance?
A. Selective visibility B. Enhancing scenery
C. Conveying a general message D. Proper alignment
2. The backlight is hung __________ of dancers.
A. down stage B. up stage C. centre stage D. on stage.
3. Colours can be mixed when pointing two lights at the same ____.
A. colour B. object C. costume D. position
4. Perfect costumes for Jazz should be flashy and eye catching so that ____.
A. they become classy
B. they dance properly
C. they draw audience to every movement of the body
D. the audience will applaud the dancers
5. You must not use information that belongs to others without ______ the owners.
A. finding B. greeting C. requesting D. acknowledging
6. When communicating with other internet users, avoid ______ words.
A. big B. harsh C. affective D. many
7. Personal information about yourself should not ____ on internet.
A. be sold B. be read C. be shared D. be lied about
8. Dancing habits that make other dancers _____ should be avoided.
A. weak B. laugh C. uncomfortable D. dance
9. A beat is the basic unit of ________.
A. meter B. tempo C. music D. rhythm
10. Leotards are dance costumes for _____ dance.
A. Jazz B. Ballet C. Rhumba D. Rock and roll
11. Which lighting colour looks great on red costumes?
A. Green B. Black C. Red D. Magenta
12. When costumes highlight dancers’ movement, they make them look____.
A. beautiful and tall. B. like angels
C. flowing and elaborate D. lovely and light
13. To produce visual effect _____ can be thrown on costumes.
A. light B. colour C. dancer D. design
14. A person who designs costumes for dance production is called ____.
A. lighting designer B. choreographer C. costume designer D. producer
15. Criticism in dance should be____.
A. competitive B. done C. helpful D. polite

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Structured Questions
1. In dance sound can express _______ of a dance. (pathway/mood)
2. Light itself does not have________. (colour/source)
3. ____lights can be used in stadiums during a dance performance. (flood/beam)
4. ____is a person who designs lighting for a dance performance. (Lighting choreographer/
Lighting designer)
5. Red colour portrays ______ in dance technology. (joy/anger)
6. ____ dance music should not be downloaded. (boring/offensive)
7. Dance technology enhance ______ performance. (dance/ unhu or ubuntu)
8. The best angle for dance lighting is from the______ (sides/top)
9. ______ is an example of personal information that should not be shared on internet.
(First name/Subjects)
10. One example of backlight is _____ (beam/flood)

Practical Questions
1. In groups watch a dance video and write a critical assessment of the dance technology
used in that recorded dance performance.
2. In groups attend a dance performance in your local area. Write a critical assessment of
the dance technology used in the dance performance.

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TEST 2
Paper 1: Theory (2 Hours)
Section A: Multiple Choice Questions
Answer ALL questions in this section. Choose the most appropriate answer.
1. The highness and lowness of music is known as the _______.
A. melody B. rhythm C. pitch D. beat
2. How many note values does a minim have?
A. 1 B. 2 C. 3 D. 4
3. What does formalism involve?
A. Reason B. Copying C. Emotions D. Life
4. A holistic rubric assesses ______ the principles.
A. some of B. most C. a few D. all
5. Who sets the stage on which a performance will take place?
A. Costume Designer B. Set Designer C. Light Designer D. Make Up Designer
6. An example of a two-dimensional shape is a ______.
A. sculptor B. carving C. Square D. building
7. When assessing dance, which one of the following is not considered______.
A. direction B. phrase C. discipline D. sequence
8. Which one of the following is a type of dance?
A. jazz B. design C. direction D. percussion
9. In ballet dance, an act whereby one foot chases the other is called ______.
A. accent B. contrast C. chasse D. flow
10. Events after the climax are called ________.
A. rising action B. climax C. falling action D. denouement
11. The ______ type of rubric generalises.
A. task specific B. generic C. single point D. analytic
12. Balance is essential in dance because it assists one not to _____.
A. fall B. be sincere C. have timing D. contrast
13. When dancing for an audience one should not ______.
A. smile B. absorb energy C. be enthusiastic D. lack energy
14. One example of software used in music is _______.
A. musescore B. tempo C. crotchet D. conductor
15. Which one is a natural key?
A. A B. G C. D D. C
16. Materials used in basketry should _______.
A. bend B. float C. match D. brush
17. Comics require a lot of _______.
A. form B. lines C. colour D. texture
18. In theatre, lightning is used for ______ audience and performers.
A. exchanging looks B. connecting C. reinforcing D. introduce

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19. Using lights to demonstrate day and night is called _____.
A. visibility B. mood C. movement D. naturalism
20. Mixing red, green and blue produces _______ colour.
A. yellow B. white C. cyan D. magenta

Section B: Structured Questions

Answer ONE question of your choice from each section. Each question carries 10 marks.

Section A: Music
1. (a) Give a list of the tonic solfa notes. [1]
(b) How is the minim illustrated on a music piece? [1]
(c) What is the order used when naming lines and spaces of a stave? [2]
(d) Give at least two elements of music and give a briefing on one of them. [3]
(e) What is involved in music interpretation? [1]
(f) Which note value has only 1 beat? [1]
(g) This is a semi-breeve. It has ______ notes. [1]

2. (a) What is technology? [1]

(b) How do you use the musescore to create a new score? [3]
(c) Which two keys do you press when moving a note up or down an octave? [2]
(d) Downloading music from the internet without permission from the composer is called
_____. [1]

(e) This music site is called _____. [1]

(f) State two proper ways of using the internet. [2]

Section B: Visual arts

3. (a) Principles of beauty are studied in _______. [1]
(b) State two elements of art that give form to an artwork. [2]
(c) Which three things do you consider when evaluating an artwork during the
description stage? [3]
(d) Give a brief explanation on subjective judgement. [2]
(e) What is a rubric? [1]
(f) What is the advantage of using a task specific rubric? [1]

4. (a) Sources of textile art include _____, _____ and ______. [3]
(b) Write two things that auto draw can do as a tool. [2]
(c) Which visual art software can be used in real life sketching? [1]
(d) Why is ethics important in the use of the internet? [2]
(e) Data is remotely located when stored in a _____. [1]
(f) How should an artist compete with others on the internet? [1]

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 Unit
MUSIC
5.1
Unit Objectives
At the end of this unit, you should be able to:
(a) describe different careers in music.
(b) construct tuned and un-tuned instruments.
(c) organize exhibitions for the sale of instruments.
(d) perform commercial purposes.
(e) bring together ideas that show acceptable and unacceptable practices.
(f) create advertising materials and jingles.

Looking Back

Technology has played a very important role in the development of music. The previous unit
took us through the technology used in music to notate and record. Various music notation
software was discussed such as finale, sibelius and forte among others. You had the
opportunity to interact with this software in music making. Knowledge of using technology
in music will help you to compose a lot of songs that you will then sell. This unit will help you
to understand the business side of music.

Key Words
Career – a career is the job or profession that someone does for a long
period of their life.
Show – a public performance for people to enjoy
Commercial show – this is a public performance done so as to get money
Copyright – the legal right, given to the originator of art material to print,
publish, perform, film, or record for a fixed number of years.
Marketing – it is a way of making your product or service known to the public.
Exhibitions – showcases of the works of an art creator.
Jingles – a short music tune used to advertise a product or service.
Business – something you do as a way of getting money to earn a living.
Enterprise skills – these are skills of doing business.
Advertisement – a way of making a product or service known to the public.

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Careers in music
1. Music composer

Music composer
One who creates or puts together music in any form, including vocal music (for a singer or
choir), instrumental music or electronic music.
2. Music producer

Music producer
One who manages all the sound recording and production of a band or performer’s music.
Duties of a producer include recording, mixing and mastering of the music.
3. Adjudicator

Music adjudicators
One who judges a music performance so as to give positions or awards to performances at
a competition. An adjudicator encourages performers by giving them possible solutions to
their mistakes.

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6. The following must be done in music business except ___________.
A. create original works
B. register your works with registration organisations
C. perform someone’s works after being given permission
D. download music on the internet without paying for it
7. Encouraging cooperation and discouraging individualism is ___________.
A. copyright protection B. piracy
C. unhu/ubuntu D. ZIMASSET
8. Which of the following qualities describe a good jingle?
A. Catchy, short, creative and fun
B. Long, unique, creative and fun
C. Memorable, unique, long and fun
D. Creative, video, long and fun
9. The following are audio devices except ___________.
A. earphones B. microphones C. television D. speakers
10. The following are audio-visual devices except ___________.
A. television B. smartphone C. computer D. headphones

Structured Questions
1. State any 3 careers in music.
2. What do we call a person who writes songs?
3. Describe the two groups of instruments and give two examples for each group.
4. In which school term are music competitions for primary schools held in your district?
5. Most music in Zimbabwe is sold in the form of __________.
6. A percussion band consists of __________ and _________.
7. State the dos and don’ts in music business.
8. Assume you have produced a four-track album and want to take it to the public. How can
you successfully market your album?
9. Give any 4 online music distribution platforms used by musicians in Zimbabwe.
10. State any 3 audio devices used in Zimbabwe.

Practical Questions
1. Construct a tuned or untuned instrument of your choice using the locally available
resources.
2. Create a 20 minutes drama on business ethics.
3. In groups, organise and perform a music show with classmates. Schoolmates should pay
to attend the show.

140
 Unit
VISUAL ARTS
5.2
Unit Objectives
At the end of this unit, you should be able to:
(a) distinguish career paths in visual arts.
(b) employ various indigenous media and tools to produce artefacts.
(c) organise exhibitions.
(d) practise business ethics.
(e) market artefacts.

Looking Back

In the previous grade you looked at different career paths that are in visual arts, used various
locally found media to produce artworks. You also marketed artworks from indigenous media
and tools. To add on to what you learnt in the previous year, we will organise exhibitions. You
will learn how to use different indigenous media and tools to make artefacts. You will also
look at business ethics and how to market artefacts.

Key Words
Career – the job that one does for a long period of time.
Media – collective communication outlet tools used to share and deliver
information.
Exhibitions – a public display of work.
Business ethics – moral principles that guide the way a business behaves.
Copyright – legal rights, ensuring the best protection for your own work.
Marketing – activities of a company associated with buying and selling.
Curator – a person who manages a museum.
Confer – to talk together or discuss.
Packaging – an act of packing.
Amend – to make better.

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Careers in visual arts
In visual arts, there are a number of careers which one can pursue which include the following:
(a) Arts teacher
A primary school teacher educates young
learners about basic art principles and
practises while encouraging artistic
expression cultivating creative gifts. The
teacher develops and executes lesson
plans about art techniques and art history.
Teachers oversee the production of paintings,
drawings and sculptor.
A teacher instructs learners in art, selects
books and art supplies of courses. An
educator demonstrates methods and An arts teacher giving a lesson
procedures to pupils.
He is a viewer and assessor of learners’ work to determine student progress. An educator
accompanies learners on field trips to museums and art galleries. Encouragement of learners
to think critically and imaginatively is done by the teacher.
(b) Arts historian
Careers in arts history range from museum
curators to art critics. These work with
artwork, artefacts or anything of historical
importance. Curators keep inventory and
acquire new artistic pieces to add to the
collection already there. They organise these
collections into exhibitions and encourage
the public and financiers to view the display.
At the exhibitions, curators inform visitors
about the history, artist and other information
relevant to each piece. They authorise An arts historian
payments for new purchases.
(c) Craftsmen
These create and reproduce hand-made objects for sale and exhibitions using a variety of
techniques like welding, weaving, pottery and needlecraft.
They research the needs of customers as per current needs or what will be trending. Their
duty is to apply finishers to the objects being crafted. In addition to that, they develop product
packaging and then advertise products and work using various media platforms like the
internet.

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8. Copyrights _______ someone’s work.
A. secure B. sell C. publish D. release metal
9. Which marketing strategy has a larger audience?
A. Business cards B. Radios C. Banners D. Jingles
10. Use of ________ makes use of the auditory sense only.
A. radio B. jingles C. business cards D. banners

Structured Questions
1. Who educates learners about art principles? (Historian/Teacher)
2. A ________ is responsible for cleaning artworks. (restorer/conservator)
3. List three tools needed in pottery. (clamp/needle/wire/knife)
4. Soft skills allow someone to _______ with others. (communicate/share)
5. Which social media will you use to market artworks for a small business? (Banner/Radio)
6. Time management prevents ______. (time wasting/problem solving)
7. Breach of work is controlled by ________ work properly. (marking/reading)
8. What does registering work provide? (Proof of work/copy of work)
9. In unhuism/Ubuntu/vumunhu one should not feel _______ by other’s abilities (protected/
threatened).
10. An act of promoting and selling products is called ______. (trading/marketing)

Practical Questions
1. Compete on displaying artworks and advertise them convincingly to the class.
2. Use auto draw to produce a drawing of things that are around your school.

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Structured Questions
1. Copyright safeguards the interest of the ___________ (audience/artist).
2. Scriptwriting is a ___________ job found in theatre arts (direct/indirect).
3. Which one of the two is a career path for theatre? (Director/Cast)
4. Define the theatre arts business (theatre for making money/theatre for just
entertainment).
5. Which one is a new form of marketing used for a production? (Social media/Poster).
6. The copyright law benefits the artist by _________ (protecting their artistic works/
marketing artistic works).
7. An example of unhu/ubuntu can be seen in the way you _________ (miss rehearsals/
attend all rehearsals).
8. ______ is not a career directly linked to theatre (Acting/Drama therapy).
9. When an artist is requested to create artistic work on behalf of another it is ______
(commissioned work/copyright holder)
10. Which theatre business can be exchanged for money? (Costume/Knowledge)

Practical Question
1. Design props and costumes for a cultural event with the aim of selling your products.

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 Unit
DANCE
5.4
Unit Objectives
At the end of this unit you should be able to:
(a) identify careers in dance.
(b) construct Zimbabwean costumes and props for business.
(c) create dance pieces for business.
(d) observe business ethics in soft skills, unhu/ubuntu/vumunhu.
(e) copyright protection.

Looking Back

You learnt the careers in dance that include choreographers, dance teachers and this year you
will learn more dance careers. You learnt about indigenous and contemporary instruments,
costumes and props which are used in dance. You will learn about commercial performances,
business ethics, soft skills and copyright protection.

Key Words
Business ethics – is the study of how personal moral norms apply to the activities
and goals of business enterprise.
Copyright – a legal means of protecting an author’s work.
Critic – a person who writes and expresses opinion about works of art
such as dance.
Historian – a person who studies and or writes about history.
Soft skills – personal attributes that enable an individual to interact effectively
and harmoniously with other people.

Careers in dance
There are many dance careers that you can take up. One of the careers is to be a dance
teacher and a teacher should be able to choreograph dance for their learners and must have
good communication skills.
Choreographer works in professional dance companies, music videos or musical productions.
Choreographers work with all dance styles. A professional performer, dances for dance
companies, music videos, commercials, film, theatre and musical productions.

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 • A commercial performance should be marketed using a variety of marketing strategies.
• When running a dance enterprise, business ethics should be followed.
• Copyright protection must be sought to protect a dance from individuals who may
steal it.

Unit Revision Exercise

Multiple Choice Questions
1. The following are dance careers except _____.
A. historian B. journalist C. teacher D. actor
2. A clay pot used in a dance during performance is called______
A. dance B. costume C. props D. light
3. A person can be_____ for breaking copyright laws.
A. promoted B. sued C. danced D. choreographed
4. The copyright laws give copyright protection to_______
A. acts B. creative works C. Dance therapists D. all works
5. Generosity encourages people to be ____.
A. givers B. eaters C. selfless D. selfish
6. The concept of unhu/ubuntu/vumunhu believes that the ____ should be shared by the
community.
A. values B. rules
C. principles D. benefits and burdens
7. Soft skills are acquired through teaching or ______.
A. working B. experience C. respecting D. friendliness
8. In marketing you must make a lot of noise to get ______.
A. pushed B. managers C. marketers D. attention
9. A dance costume is the ____by a dancer when performing before an audience
A. movement B. clothing worn C. path way D. instrument
10. A thumb piano and clarinet are examples of ______.
A. Dance instruments B. indigenous instruments
C. brass instruments D. contemporary instruments

Structured Questions
1. A dance teacher can work in ______ (school/clinic)
2. Dance/Movement therapy help in managing stress and prevent______ problems. (music/
dance)
3. The saxophone and trombone are mostly used to accompany _______ dance. (jazz/ hip
hop)
4. Madhumbu/mbikiza is made of ______ animal skin. (leopard/snake)
5. The winnowing baskets are used as props in _____ dance. (traditional/contemporary)
6. A problem solver does not complain when something goes wrong, but_____. (cries/finds
solution)

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TEST 3
Paper 1: Theory (2 Hours)

Section A: Multiple Choice Questions

Answer ALL questions in this section. Choose a suitable answer.

1. Instruments are ________ that produce musical sounds.

A. tools B. cards C. dances D. discs
2. Rock paintings are ________.
A. instruments made by firing clay
B. craft of making objects by weaving different materials
C. human-made markings placed in permanent rock surfaces
D. art of making decorative object
3. Story telling is __________.
A. art of preserving history through dance
B. art of preserving history through costume
C. art of preserving history through stories
D. art of preserving history through celebrations
4. Mbakumba dance originated among the __________.
A. Ndebele B. Zezuru C. Korekore D. Karanga
5. A ______ in music is a song which can be sung by three or more groups of people.
A. descants B. round C. ostinato D. soprano
6. When constructing three dimensional shapes, one should start by ____.
A. toning the background
B. applying a coloured background
C. working between foreground and background painting
D. lightening the tone slightly
7. When actors act without a script they will be _____.
A. dialoguing B. costuming C. improvising D. dancing
8. Emotion in dance cannot be shown through_____.
A. posture B. movement C. gesture D. leading
9. An octave has ______ notes.
A. seven B. eight C. four D. nine
10. A stage in which you look at what the art work communicates to you is called ____.
A. analysis B. description C. judgement D. interpretation
11. A group of actors who play particular roles in a production are called _______.
A. cast B. rehearsal C. director D. designer
12. Which of the following is not a principle of dance?
A. Space B. Contrast C. Movement D. Time
13. A forte is used to _____.
A. move a note up B. move a note down C. copyright music D. notate music
14. Smithing can be done using ____.
A. silver B. wood C. fibre D. synthetic material

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 (b) Emotionalism uses bold colors or lines to show the physical energy they felt when they
made the work. [1]
(c) State four steps of art evaluation. [4]
(d) ____ and ____ are two examples of stones used for carving. [2]
(e) A photoshop is an ____ software. [1]
(f) Graphite pencils can be used for _____. [1]

Section C: Theatre
5. (a) In improvisation _____ and ______ are created without preparation.
(b) State two universal themes in theatre. [2]
(c) List two skills that a director should have. [2]
(d) Actors acting on ______ stage area are seen by all the people in the audience. [1]
(e) The area behind the stage that is not visible to the audience is called ____. [1]
(f) All plays in theatre have the following three things in their structure _____, ______ and
_____. [3]
(g) Themes in playwriting should provide______ to community challenges. [1]

6. The table below shows types of light and their functions in Theatre. Fill in the spaces in
the table.
(a)
Types of lights Function of lights
___________ Highlights a single performer.
General lighting __________
____________ Highlights arms and legs.
[3]
(b) An example of natural sound is ______. [1]
(c) Recorded sound is sound that was _______. [1]
(d) Properties (props) are important in theatre because they ______ and ______. [2]
(e) List two national celebrations that can be portrayed in theatre. [2]
(f) An example of a family cultural celebration is ______. [1]

Section D: Dance
7. (a) State the main dancers of the following dances:
(i) Muchongoyo _________
(ii) Mbakumba ___________
(iii) Chokoto ____________
(iv) Isitshikitsha _________. [4]
(b) Give two ways of preserving dances. [2]
(c) To avoid harm during dance improvisations, dance learners should _____. [1]
(d) Name two things that should be done freely by learners during improvisations in
groups. [2]
(e) Dance learners should be responsible for keeping their dance spaces ____. [1]

8. (a) Name any three group dynamics used in dance. [3]

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