Assessment
LO 3
PARTICIPATION AND COOPERATION The learner is able to display personal and social skills while participating in arts and culture activities as an individual and in a group.
We know this when the learner:
GENERAL
In regard to 3.1 – 3.7 below:
- cooperates with other group members during arts activities;
- is able to make his or her own contribution within the group;
- accepts fellow learners;
VISUAL ARTS (3.7)
- selects a project, plans it in group and takes the necessary action;
MUSIC (3.5, 3.6)
- sings and/or plays and instrument in a group with appropriate rhythm, pitch and dynamics in any genre of music;
- combines a number of melorhythm instruments (drums, marimba) to create textural blend
DRAMA (3.3, 3.4)
- shows a developing level of confidence and ability to focus in drama exercises based on concentration, sensory perception and spatial awareness;
- adopts and maintains a role, and is able to answer questions in role using appropriate language and gesture;
DANCE/MOVEMENT (3.1; 3.2)
- demonstrates partner skills such as copying, leading, following and mirroring movement;
- works with various partners experimenting with “question and answer” and “meeting and parting” movement phrases.
Memorandum
While Module 1 worked mainly with learning outcomes related to personal and social skills, we will now also focus on “colour”. In music, sound-colour (timbre) is mainly influenced by orchestration, harmony, texture and dynamics. Through group singing and playing the learner learns particular skills with which to investigate these elements. On the other hand the concept of sound colour leads to the learner performing with greater confidence.
ACTIVITY 1
The musical as genre is dealt with in Module 3. This module offers the learners a taste of the musical. The song Any dream will do from the musical Joseph and the amazing technicolour dreamcoat links well with the theme of “colour”, particularly through the secondary colours purple, green and orange.
BACKGROUND :
Musicals are written to entertain. They are spectacular and usually include text, spoken dialogue, music, singing, dance, decor and costumes. Joseph and the amazing technicolour dreamcoat was created by Andrew Lloyd Webber (England). It would be a good idea if the learners have the opportunity to have a look at a video or DVD of this musical (or some other musical) so as to have an opportunity to visually experience the elements of a musical.
StEP 1
Play a portion of the music to the learners while they clap to the 1 st and 3 rd beat (clap with two fingers: The metre must be maintained in spite of the silences (rests) on some of the first beats of the lyrics.
STEP 2
Play part of the music while the learners clap on the first beat.
STEP 3
Play a part of the music while the learners clap together on each beat.
STEP 4 (Optional)
Practise the skipping pattern
First clap slowly and then faster as the learners become more proficient. Do the clapping to the beat of the music = Pattern 4.
STEP 5
Choose any of the above patterns and allow learners to perform it according to the dynamics indicated by the music itself (softy and loudly).