Embedded Files
Creative Arts is an integral part of the South African curriculum, aimed at fostering learners' creativity, imagination, and emotional expression. This subject encompasses a range of artistic disciplines, including visual arts, music, dance, and drama, providing students with a holistic education that nurtures their artistic talents and cultural understanding. Creative Arts encourages learners to explore and express their individuality, enhances their ability to communicate through various art forms, and fosters an appreciation for cultural diversity. The skills and knowledge gained in Creative Arts not only enrich learners' personal lives but also provide a foundation for further studies in the arts and related fields, as well as for a variety of career paths.
Specific Aims:
Develop and refine practical skills in various art forms.
Enhance creative thinking, problem-solving, and innovation.
Cultivate an understanding and appreciation of cultural heritage and diversity.
Promote emotional expression and personal growth through artistic exploration.
Encourage collaboration and teamwork in creative projects.
Prepare learners for further education and careers in the arts and creative industries.
Grade 7
Grade 7
Term 1:
Dance conventions
Introduction to principles of posture and alignment
Introduction to floor-work
Preparation for safe landing
Exploration of elements of dance
Dance terminology
Importance of good posture and alignment
Term 2:
Exploration of dance elements: force
Importance of spotting during turning movements
Talking about own and others’ dance work in class with sensitivity
Discussion of elements of dance: energy/force and relationships
Term 3:
Response to different stimuli: themes, ideas, stories, pictures, music or props to develop movement vocabulary, utilising knowledge of elements of dance
Exploration of the importance of eye contact and eye focus
Discussion of how movements may convey meaning
Selection of three different dance forms, viewing excerpts on DVD/live and discussion of their similarities and differences
Term 4:
Mastering and performing a short group dance for formal assessment
Composition in small groups of a short dance sequence based on a South African picture, photograph or theme for formal assessment
Revision of dance theory and literacy topics from terms 1, 2 and 3 for formal assessment
Grade 8
Grade 8
Term 1:
Dance conventions: setting up of a safe environment
Warm-up: locomotors with change of directions and focus
Leg muscles and joint strengthening and mobility
Exploration of the eight basic locomotor movement
Composition of a short dance sequence combining locomotor and non-locomotor movements
Code of conduct in the dance class: discussion, negotiation and generating a class poster
Dance terminology: locomotor and non-locomotor movement terms
Term 2:
Dance elements: time – slow motion, double time, varying accents and polyrhythms
Relationships: leading and following, unison movement
Composition of movement sentences in pairs, varying tempo and accent
Purpose of warming up: to increase oxygen intake, heart rate, flexibility of joints and elasticity of muscles and to reduce risk of injury and focusing the mind
Purpose of cooling down: gradually reducing speed and size of movements, returning heart rate and breathing to normal
Discussion of a social or popular dance: origin, characteristics, effect on the dancers and audience
Term 3:
Exploration of dance elements: space – symmetry, asymmetry and patterning
Exploration of dance elements: force – how the use of energy/force affects the quality of dance movement; weight; gravity; counterbalancing force
Relationships within and between bodies: active and passive
Discussion of a dance seen in the community, or on television or on stage: type of dance, movements used, type of music used, ideas/themes conveyed
Dance and related careers research and presentation: skills, qualifications and qualities needed; description of career
Term 4:
Mastery of the dance technique from the previous terms in preparation for formal assessment
Mastery and performance of a short group dance showing commitment to the movement, attention to detail, timing and spatial awareness for formal assessment
Cooling down using flowing lyrical movements to slow, calm music followed by stretching of all body parts
Revision of dance theory and literacy from terms 1, 2 and 3
Reflection on own dance experiences
Grade 9
Grade 9
Term 1:
Dance conventions
Warm-up ritual built up gradually
Body part isolations, combining body parts, with rhythmic patterning
Feet warm-ups and small jump sequences
Combinations of locomotor steps moving across space, changing directions
Cooling down with relaxation imagery and slow, safe stretching
Introduction to principles of posture and alignment
Use of core, use of spine, safe landings
Term 2:
Relationships: working in pairs – meeting and parting, call and response, blind and guide, positive and negative shapes, giving and receiving weight
Composition structures: focusing on transitions between movements, unison and canon
Dance terminology – names of steps (as covered in the practical components), dance elements (time, space, force)
Analysis of own and others’ dances using dance terminology: clarity of idea, composition, structure, use of design elements
Term 3:
Add on to the warm-up ritual with focus on safe dance practice and kinaesthetic awareness
Building stamina
Learning a short fast dance sequence with attention to quick footwork
Exploration of dance elements: contrasting dynamics
Exploring ideas, moods and/or thoughts through movement using different stimuli, e.g. props, obstacles, sport movement, geometric shapes, teenage mood swings
Composition of a movement sequence based on a stimulus, in pairs or small groups
Dance literacy: discussion of a dance seen live on stage, in communities, on television, or on DVD (with reference to genre, context, description of movement, accompaniment and inventiveness)
Comparison between three dance forms in South Africa: origin, culture, type of movements
Term 4:
Mastery of the dance class as in previous terms with attention to detail, correct posture, correct alignment and safe landings from aerial movements, in preparation for formal assessment
Mastery and performance of a group dance sequence showing commitment to movement, focus, musicality and spatial awareness between dancers, for formal assessment
Composition of a movement sequence with a partner or group, using a theme with a prop and a poem, rap, song or music, incorporating composition structures, for formal assessment
Reflection on own dance experiences
Page updated
Report abuse