2


Performing Arts


Warm up and play y Physical warm up for coordination and control (including floor work, body part isolations, knee bends and rises)


y Vocal warm up (including breathing awareness exercises, sliding sighs, rolled consonants, using wide range of notes sliding from high to low)


y Singing warm up (including South African songs in unison, canon, and call and response)


y Sensory games responding to aural, oral, visual, tactile and kinesthetic stimuli


y Spatial awareness games (including lunges, arm swings, transfers of weight, etc.)


Improvise and create y Movement sequences, using transfers of weight from different body parts, different kinds of jumps (with safe landings), lunges and balances


y Combinations of two or more movements with a partner using extreme energy changes and elements of force: smooth and jerky, strong and light


y Melodic and rhythmic phrases (on voice, found and/or made instruments) that use repetition, call and response, and contrast


Read, interpret and perform y Mime sequence using sensory detail and emotional expression, and showing weight, size and shape


y Dance sequence exploring the movement range of each body part, geometric concepts such as parallel, symmetry, distance, volume and mass


y Musical notation of treble clef and the letter names of notes on lines and in spaces on a treble stave and their differences in pitch


Appreciate and reflect y Two selected pieces of music/songs representing different genres (such as Blues, Pop, Kwaito, Classical, Traditional, Free-Kiba, Opera, Musicals, Malombo, Kwassa-Kwassa, Techno, Soukous), considering the genre, style, instruments, and elements of music in each


y Own and other’s performances and processes using simple creative arts terminology


y Key terms: senses, transfer of weight, jumps, balance, force, repetition, accent, call and response, lunge, parallel, symmetry, distance, volume, mass, musical genre names, stave, treble clef


Unit 3 Pages 55 – 56 5 – 7 Unit 2 Page 54 3, 4 Unit 1 Page 53 1, 2


Module 6, page 52


Unit 4 Page 57


8, 9


18 Section 2: Planning and assessment


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