Intermediate Phase
Arts and Culture
  General comment:

In the Intermediate Phase, Languages and Mathematics are distinct Learning Programmes. Learning Programmes must ensure that the prescribed outcomes for each Learning area are covered effectively and comprehensively. Schools may decide on the number and nature of other Learning Programmes based on the organisational imperatives of the school, provided that the national priorities and developmental needs of Learners in a phase are taken into account.
 
  Arts and Culture:

Definition

The Arts and Culture Learning Area covers a broad spectrum of South African art and cultural practices. The areas of Arts and Culture are an integral part of life, embracing the spiritual, material, intellectual and emotional aspects of human endeavour within society. Culture expresses itself through the Arts and through lifestyles, behaviour patterns, heritage, knowledge and belief systems. Cultures are not static - they have histories and contexts, and they change, especially when in contact with other cultures. The approach towards culture in this Learning Area Statement encourages learners to:
  • move from being passive inheritors of culture to being active participants in it;
  • reflect creatively on art, performances and cultural events;
  • identify the connections between artworks and culture;
  • understand the geographical, economic, social and gendered contexts in which Arts and Culture emerge;
  • identify the links between cultural practice, power and cultural dominance;
  • analyse the effects of time on culture and the Arts; and
  • understand how the Arts express, extend and challenge culture in unique ways.
The approach towards the Arts in this Learning Area Statement moves from a broad experience involving several art forms within diverse cultural contexts, towards increasing depth of knowledge and skill by Grades 8 and 9. There is recognition of both the integrity of discrete art forms and the value of integrated learning experiences. The Learning Area Statement strives towards creating a balance between developing generic knowledge about Arts and Culture, and developing specific knowledge and skills in each of the art forms.

In the Intermediate Phase, creative exploration and expression are extended to using resources from the natural, physical, social and cultural environment.

The learnerís awareness of the broader social and cultural environment is developed further. The learner is encouraged to work with natural and found resources. The foundation is laid for developing art skills and knowledge. The learner engages with the many design elements and literacies that are fundamental to the Arts.

A vocabulary for discussing artworks and cultural practices is acquired. The learner explores and investigates artworks based on South Africaís past and present, acknowledging and responding to cultural diversity.
 
Learning Outcome 1: CREATING, INTERPRETING AND PRESENTING
The learner will be able to create, interpret and present work in each of the art forms.
Assessment Standards: (some examples for Drama)

Grade 4

We know this when the learner performs simple teacher-directed relaxation and breathing exercises when warming up and cooling down.

Grade 5

We know this when the learner performs simple teacher-directed relaxation,breathing and resonance exercises when warming up and cooling down.

Grade 6

We know this when the learner performs simple relaxation, breathing, resonance, pitch and articulation exercises when warming up and cooling down the voice and body.
Learning Outcome 2: REFLECTING
The learner will be able to reflect critically and creatively on cultural processes, products and styles in past and present contexts.
Assessment Standards: (some examples for Drama)

Grade 4

We know this when the learner uses simple drama terms to respond to classroom drama, reflecting on own contribution to drama and listening to the comments and ideas of others.

Grade 5

We know this when the learner reflects on drama (television, radio, community or classroom) in terms of:
  • recognising key moments in a drama;
  • identifying themes, ideas and moods;
  • explaining why particular techniques were used;
  • being sensitive to the social and cultural contexts.

Grade 6

We know this when the learner finds out about different types of drama in the country and makes connections between some of them in terms of origins and similarities.
Learning Outcome 3: PARTICIPATING AND COLLABORATING
The learner will be able to demonstrate personal and interpersonal skills through individual and group participation in Arts and Culture activities.
Assessment Standards: (some examples for Dance)

Grade 4

We know this when the learner works creatively in dance with props, costumes, found and natural objects and instruments, alone and in groups.

Grade 5

We know this when the learner demonstrates partner skills such as copying, leading, following and mirroring in movement.

Grade 6

We know this when the learner works co-operatively with partners, improvising and composing dance sequences.
Learning Outcome 4: EXPRESSING AND COMMUNICATING
The learner will be able to analyse and use multiple forms of communication and expression in Arts and Culture.
Assessment Standards: (some examples for Drama)

Grade 4

We know this when the learner explores the use of expressive mime to convey ideas and feelings.

Grade 5

We know this when the learner dramatises social, cultural or environmentalissues through the use of different drama techniques such as tableaux, verbal dynamic sequences or role-plays.

Grade 6

We know this when the learner dramatises a cultural ritual (religious ceremony or social celebration), showing the use of the elements of drama (e.g. patterns, repetition, sequence).
To view the complete Arts and Culture Curriculum document, click here