Senior Phase
Arts and Culture
  General comment:

In the Senior Phase, there are eight Learning Programes based on the Learning Area Statements. Time allocations for each Learning Area are prescribed for all Grades and Phases. 		 
  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 Senior Phase, the organising principles encompass national, African and global concerns. These principles are not limited to a particular grade, but work across Phases.

The learner engages creatively and reflectively, through artistic activity and critical thinking, with human rights, heritage and nation-building. The learner is required to address issues such as popular culture, forms of discrimination, the relations between local and global cultural forces, power relations within the Arts and in society, as well as the impact of mass media and technologies on the Arts and art industries.

This Phase also lays the basis for careers in the Arts and offers opportunities for the learner to focus on his or her area(s) of preference. At the exit point of the General Education and Training Band, the learner is required to organise, perform, present and market artworks independently in one or more of the art forms. 		 
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 7

We know this when the learner follows a teacher-directed warm-up routine.

Grade 8

We know this when the learner devises a simple warm-up routine, based on teacher’s exercises, to share with the class.

Grade 9

We know this when the learner conducts a simple warm-up routine with class.
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 7

We know this when the learner recognises and identifies elements of drama (e.g. processions, chants) in forms of cultural and social expression over time (e.g. opening ceremonies, rock concerts, gladiators, state events, sport).

Grade 8

We know this when the learner researches human rights and environmental issues and interprets these in small group roleplays.

Grade 9

We know this when the learner analyses the positive and negative effects of television, radio, documentaries or films on our lives.
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 Visual Arts)

Grade 7

We know this when the learner discusses, plans and shares resources with others in producing a collective artwork or presentation to promote nation-building in South Africa.

Grade 8

We know this when the learner researches and shares information about art, craft, architecture, design and related careers and training.

Grade 9

We know this when the learner transforms sensory experiences and perceptions of power in social relationships into visual artworks.
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 Music)

Grade 7

We know this when the learner investigates and explains the purpose, function and role of different instruments used in indigenous, traditional or Western forms of music in South Africa.

Grade 8

We know this when the learner identifies and explains gender and/or cultural stereotyping in lyrics and in the use of instruments over time and in the present.

Grade 9

We know this when the learner Explains how technology has influenced music over time.
To view the complete Arts and Culture Curriculum document, click here