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Creative Arts in
The National Curriculum Key Stage 1 (grade 1, 2 and 3)
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Creative Arts in the National Curriculum National Institute Of Education Ghaazee Building Ameer Ahmed Magu Male’ City, 20125 Maldives http://www.nie.edu.mv/ Copyright © 2014 by National Institute of Education All rights reserved. ISBN
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Acknowledgement:
The National Insti–tute of Education gratefully acknowledges and sincerely thanks the following members for sharing their expertise in the development of this document.
Drama panel: Name Designation School/ Institution Mizna Fauzy Leading Teacher Iskandar School Hawwa Nauma Primary Teacher Iskandar School Rania Ali Primary Teacher Jamaluddin School Ihsana Ismail Primary Teacher Jamaluddin School Fathimath Naeem Primary Teacher Jamaluddin School Fathimath Shareef Pre-school Teacher Madrasathul Ameer Ahmed Aishath Shanoora Lecturer Faculty of Arts Music and movement panel: Name Designation School/ Institution Praneeth Duggiralal Music Teacher Thaajuddin School Mohamed Shafeequl Islam Music Teacher Jamaluddin School Jayanthi Fernando Music Teacher Jamaluddin School Visaka Pahathkumbura Music Teacher Iskandhar School Marcia Kamalania Jayawardene Music Teacher Galolhu Madhrasa Mariyam Adam Pre-school Teacher Galolhu Madhrasa Visual arts panel: Name Designation School/ Institution Aminath Shuhana Primary Teacher Imaduddin School Suhaira Ahmed Primary Teacher Imaduddin School Fathmath Zeena Primary Teacher Thaajuddin School Nadheefa Mohamed Primary Teacher Iskandar School Sherin Mansoor Primary Teacher Jamaluddin School Aminath Shimha Primary Teacher Jamaluddin School Shimla Ismail Pre-school Teacher Galolhu Madhrasa Ahmed Naeem Artist (expert) United Artists of Maldives Ahmed Sujau Artist (expert) United Artists of Maldives Afzal Shaafiu Artist (expert) -
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Foreword
May Almighty Allah bestow his blessings and mercy upon Mohamed, his messenger (PBUH), who personified his life as a curriculum throughout his life through the exemplary conduct and behaviours. May Almighty Allah also grant blessings and mercy upon his companions and household.
The year 1979 was an insightful year as the government of Maldives strategized to mainstream the primary school education. This led to the development of the first syllabi for grades 1 to 5 in the Maldives in 1980, following which the revision of the syllabi in 1982. The crafting and implementation of the 1st National Curriculum for primary grades 1-5 was done in 1984. An effort was then made to revise the curriculum in 1997 and was completed by year 2000.
The 2nd revision of the 1st curriculum commenced in 2006, during which it was realised that enormous changes were needed to the curriculum. A decision for curriculum reform was made to address the needs and demands of the country, and bring rise to the development of the 2nd national curriculum framework.
The 2nd national curriculum is developed based on the changes that have taken place in the society, from practices of the past to the current needs, with a vision for a better tomorrow. It aims to build a knowledgeable future generation, highly skilled to cater for the needs of the 21st century, with a focus on nurturing attitudes and values. The curriculum also intends to inculcate the main competencies outlined, such as practicing Islam. Other competencies include self-management, critical thinking, creative thinking, human relations, healthy life styles, sustainable practices and ICT literacy. The curriculum also intends to produce students who possess the 21st century skills, and are healthy both physically and also spiritually, to be responsible towards the progression of the Maldivian society.
Key Stage 1,Creative Arts syllabus aims to give students the opportunities for creative action, aesthetic development and emotional response as well as insights into personal and cultural values and beliefs. The syllabus is underpinned by the belief that engagement in learning in and through the arts is to be part of a balanced education for all.Thus, the new syllabus put forth a learning programme that uses a range of art forms and provides challenging and enjoyable learning experiences.
I hereby take this opportunity to extend my sincere gratitude and heartfelt appreciation to each and every individual for the tireless effort, commitment and dedication in developing the National Curriculum Framework and this syllabus. I pray that the Almighty Allah bless them for their commitment and contribution.
Last but not least, it is my sincere hope that this syllabus be beneficial for the students and teachers in the Republic of Maldives.
Adam Shareef Umar Minister of State for Education Ministry of Education (text)
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Contents
Introduction ------------------------------------------------------------------------------------------------------------------- 1 Rationale --------------------------------------------------------------------------------------------------------------- 1 Key Learning Area --------------------------------------------------------------------------------------------------- 1
Creative Arts in the National Curriculum ------------------------------------------------------------------------------- 3 The Vision ------------------------------------------------------------------------------------------------------------- 3 The Principles --------------------------------------------------------------------------------------------------------- 3 The Key Competencies --------------------------------------------------------------------------------------------- 4
Practising Islam ---------------------------------------------------------------------------------------------- 4 Using sustainable practices ------------------------------------------------------------------------------- 4 Living a healthy life ------------------------------------------------------------------------------------------ 4 Understanding and managing self ---------------------------------------------------------------------- 5 Making Meaning --------------------------------------------------------------------------------------------- 5 Relating to people ------------------------------------------------------------------------------------------- 5 Using technology and media ------------------------------------------------------------------------------ 5 Thinking critically and creatively ------------------------------------------------------------------------- 5
Evolution------------------------------------------------------------------------------------------------------------------------ 6
Structure of the Syllabus---------------------------------------------------------------------------------------------------- 7 The Strands and Sub Strands of The Syllabus ----------------------------------------------------------------- 7
STRAND 1: DRAMA (DR) ----------------------------------------------------------------------------------- 7 STRAND 2: MUSIC AND MOVEMENT (MU) ------------------------------------------------------------ 7 STRAND 3: VISUAL ARTS (VA) ----------------------------------------------------------------------------- 8 The Sub Strands ---------------------------------------------------------------------------------------------- 8 SUB STRAND 1: Creating and Presenting (CI) --------------------------------------------------------- 8 SUB STRAND 2: Reflecting, Responding and Analysing (RA) -------------------------------------- 8 SUB STRAND 3: Exploring History and Cultural Context (HC) ------------------------------------- 9
Outcomes -------------------------------------------------------------------------------------------------------------- 9 Indicators -------------------------------------------------------------------------------------------------------------- 9
Planning, Teaching and Assessing Creative Arts --------------------------------------------------------------------- 10 The Planning Stage ------------------------------------------------------------------------------------------------- 10 Teaching and Learning Creative arts --------------------------------------------------------------------------- 11 Recommended Time Allocation --------------------------------------------------------------------------------- 12
Classroom Learning ---------------------------------------------------------------------------------------- 12 Coordination Between Inside And Outside School Hours ----------------------------------------- 12 Assessment Practices -------------------------------------------------------------------------------------- 12
What Should Be Assessed?------------------------------------------------------------------------------------------------ 14 FORMATIVE ASSESSMENT ---------------------------------------------------------------------------------------- 14
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SUMMATIVE ASSESSMENT --------------------------------------------------------------------------------------- 14
Scope and Sequence (Key Stage 1) -------------------------------------------------------------------------------------- 16 Strand – 1: Drama -------------------------------------------------------------------------------------------------- 16 Strand – 2: Music and Movement ------------------------------------------------------------------------------ 19 Strand – 3: Visual Arts --------------------------------------------------------------------------------------------- 22
GRADE 1 ----------------------------------------------------------------------------------------------------------------------- 26 Strand – 1: Drama -------------------------------------------------------------------------------------------------- 26 Strand – 2: Music and Movement ------------------------------------------------------------------------------ 28 Strand – 3: Visual Arts --------------------------------------------------------------------------------------------- 30
GRADE 2 ----------------------------------------------------------------------------------------------------------------------- 34 Strand – 1: Drama -------------------------------------------------------------------------------------------------- 34 Strand – 2: Music and Movement ------------------------------------------------------------------------------ 36 Strand – 3: Visual Arts --------------------------------------------------------------------------------------------- 38
GRADE 3 ----------------------------------------------------------------------------------------------------------------------- 44 Strand – 1: Drama -------------------------------------------------------------------------------------------------- 44 Strand – 2: Music and Movement ------------------------------------------------------------------------------ 46 Strand – 3: Visual Arts --------------------------------------------------------------------------------------------- 48
Planning, Teaching and Assessment Examples ----------------------------------------------------------------------- 53 Sample Lesson Plan – Grade 1 (Creative Arts) --------------------------------------------------------------- 53
Sub-strand 1: Creating & performing ----------------------------------------------------------------- 53 Sub-strand 2: Reflecting, Responding & Analysing ------------------------------------------------- 54 Links within the subject strands ------------------------------------------------------------------------- 56 Links with other Key Learning Areas: ------------------------------------------------------------------ 56 Assessment: -------------------------------------------------------------------------------------------------- 56 Extension option: ------------------------------------------------------------------------------------------- 56 Teacher reflection: ----------------------------------------------------------------------------------------- 57
Sample Lesson Plan – Grade 1 (Music) ------------------------------------------------------------------------ 58 Assessment: -------------------------------------------------------------------------------------------------- 61
Sample Lesson Plan – Grade 3 (Creative Arts) --------------------------------------------------------------- 62 Sub-strand 1: Creating &Presenting ------------------------------------------------------------------- 62 Sub-strand 3: Exploring history and cultural context ---------------------------------------------- 62 Links with other Key Learning Areas: ------------------------------------------------------------------ 64 Differentiated Instruction: -------------------------------------------------------------------------------- 64 Assessment: -------------------------------------------------------------------------------------------------- 64 Teacher reflection: ----------------------------------------------------------------------------------------- 64
Glossary ------------------------------------------------------------------------------------------------------------------------ 65 DRAMA ---------------------------------------------------------------------------------------------------------------- 65 MUSIC AND MOVEMENT ----------------------------------------------------------------------------------------- 68 VISUAL ARTS --------------------------------------------------------------------------------------------------------- 73
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Introduction
The Creative Arts is one of the key learning area syllabuses developed for the primary curriculum. It provides information about teaching and learning in Visual arts, Music and movement and Drama. It replaces the existing Practical arts syllabus (2001).
The Creative arts syllabus is an outcome-based syllabus designed to be used by classroom teachers. It encourages a learner-centered and activity-based approach and therefore enhances individual students’ creative talent and develops their artistic skills to their maximum. The syllabus is designed to assist teachers in their understanding of artforms and in their planning, teaching and learning and assessment of student achievement. The syllabus caters for a full range of learners and promotes the inclusion of all students.
Learning experiences in visual arts, music and movement and drama contributes to the development of the whole child. Therefore, regular learning experiences that are thoughtfully planned, sequenced and related are essential for developing students’ skills and knowledge and understanding within the artforms.
This syllabus acknowledges that Drama is a strand of the Creative arts syllabus. However schools should include Drama within their English and Dhivehi language programs as well as across the curriculum.
Rationale
Creative arts play a significant role in nurturing creativity and in the broad-based education aimed at developing the “whole” child. By engaging in experiences within the Creative arts, students will recognise and communicate feelings and emotions, both their own and those of others, in different ways. The Creative arts play a central role in shaping our sense of our personal, social and cultural identity. Learning in the Creative arts also plays an important role in supporting students to recognise and value the variety and vitality of culture locally, nationally and globally. Specialist studies in the Creative arts prepare students for advance learning in the Maldives and overseas and to contribute to a variety of careers in the creative industries.
Study of Creative arts builds student’s artistic skills, knowledge and understanding. It also helps sharpen students’ perception of their world and give them new ways of looking at things. Through the development of artistic literacy, creating, presenting, viewing, and listening, students are able to participate in, interpret, value, and enjoy the arts throughout their lives.
Key Learning Area
Creative arts as a key learning area in the national curriculum aims to develop students’ literacies in Drama, Music and movement, and the Visual arts. It also helps students to explore, clarify and
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communicate ideas, feelings, experiences and understandings in these artforms. This learning area plays a vital role in enabling students to enhance their creative talent and develop their artistic skills. Creative arts enable students to develop an appreciation of aesthetic and cultural values, identities and broaden understanding of arts in local and global context, both past and present. Therefore, it provides opportunities which assist students to participate in and develop a life-long appreciation of Creative Arts in the Maldives.
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Creative Arts in the National Curriculum
The Vision
NCF Vision:
To instill, in every child, a firm belief in Islam, a strong sense of national identity and ensure that they are motivated to learn and explore, confident, competent, responsible and productive citizens
The learning experience in Creative arts allow students to:
appreciate Allah’s blessings, and the aesthetics of Allah’s creations.
explore a variety of local / national folk stories, music and movement, arts and craft, through looking, making and responding to art.
explore, experiment and use a variety of skills, techniques and tools to produce original artworks and performances which develop student’ motivation
develop artistic literacies, that develops their confident and competent and also recognise and value the variety and vitality of culture locally, nationally and globally
apply and develop a variety of thinking strategies, through rich learning experiences and therefore become self-regulated learners.
The Principles
The Creative arts syllabus is underpinned by the principles of the national curriculum
Islam Teaching and learning in the Creative arts has the scope for strengthening learners Islamic beliefs by providing students with opportunities to value and appreciate the aesthetics of Allah’s creations. It also teaches ways to accept and live in harmony with people from other religions and cultures.
Identity and Culture
As the students’ gain deeper awareness of themselves as an individual and as part of a group through personal expression in different art forms, they develop an awareness of and appreciation of their own cultural heritage and appreciate the arts that are unique to the Maldives.
Human Rights, Democracy & Justice
Students get the opportunity to engage in activities related to topics such as empathy, globalization, citizenship, human rights and this empowers students to promote human rights, democracy and justice.
Holistic Development
Learning opportunities offered through Creative arts contributes to the development of students’ intellectual, social, physical and emotional growth and well-being.
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Personal Excellence
Teaching and learning activities in the Creative arts supports and empowers all students to learn and achieve personal excellence through active arts experiences, regardless of their individual circumstances
Inclusivity The teaching of Creative arts ensures inclusivity and value diversity of belief and expression through arts.
Preparation for Life
Students are provided with necessary skills for life and work through the use of authentic situations such as visit to local artists, museums and galleries and create and reflect on artworks and performance as artists.
Relevance The artistic knowledge and skills developed are of great relevance to the students as they have the opportunity to use them in various personal, social, and cultural contexts.
The Key Competencies
The Creative Arts syllabus incorporates the eight key competencies in the National Curriculum. It helps students to develop the knowledge, skills and values that are essential for success both in school and beyond.
The learning outcomes and indicators in the Creative arts syllabus provide a number of opportunities to develop the key competencies through authentic tasks and therefore, teachers are encouraged to explore the key competency guide and incorporate the key competencies in their day to day teaching as well as organise learning opportunities that develop the key competencies through school wide activities. The following are some ways key competencies are developed through the subject.
Practising Islam
Through Creative Arts, students appreciate and value the aesthetics of Allah’s creations, gain deeper awareness of themselves and the world around them. Similarly, students develop an understanding of Islamic culture through study of Arabic calligraphy, Islamic architecture, symbols and designs.
Using sustainable practices
Creative arts enables the investigation of the interrelated nature of social, economic and ecological systems through art making and responding. It investigates the significance of this for the sustainability of practice, resource use and traditions in drama, music and movement and visual arts. Students’ choose suitable art forms to communicate their developing understanding of the concept of sustainability and persuade others to take action for sustainable futures.
Living a healthy life
Participating in the arts develops students’ social, physical and emotional well-being. Engagement in art related activities develop confidence, self-image and contribute to the full development of a
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person. Additionally, while handling materials and instruments students practice safety procedures which contribute to this key competency.
Understanding and managing self
Creative arts learning provides students with regular opportunities to recognise, name and express their emotions while developing art form specific skills and techniques. As they think about ideas and concepts in their own and others art works, students identify and assess personal strengths, interests and challenges. As art-makers, performers and audience students develop and apply personal skills and dispositions such as self-discipline, goal setting, working independently and showing initiative, confidence, resilience and adaptability.
Making Meaning
Communicating in the Creative arts means learning to translate ideas through dance, music and movement and visual arts. Students participate in the communication process as receivers: observing, analyzing, evaluating, critiquing and interacting. They also learn to interpret information, ideas, express feelings and experiences using images, movements, sounds, signs and symbols that students make sense of their world.
Relating to people
In Creative arts, students develop their ability to work, both individually and collaboratively to make and respond to artworks. They learn to empathise with the emotions, needs and situations of others, to appreciate diverse perspectives, to communicate effectively and to understand and negotiate different types of relationships. When working with others, students develop and practise social skills that assist them to communicate effectively, work collaboratively, make considered group decisions and show leadership.
Using technology and media
In Creative arts, this key competency enables students to use digital technologies when making and responding to artworks, for example, using multimedia, notation or mind-mapping software, to plan, create and distribute to art works. As a result, students learn to apply social and ethical protocols and practices in a digital environment, particularly in relation to the appropriate acknowledgment of intellectual property and the safeguarding of personal security when using technology and media. They use digital technologies to locate, access, select and evaluate information, share and exchange information, and communicate with a variety of audiences.
Thinking critically and creatively
In the Creative arts critical and creative thinking is integral to the processes and strategies students develop and apply as they make and respond to art. In creating art works, students draw on their curiosity, imagination and thinking skills to pose questions and explore ideas, spaces, materials and technologies. They generate and analyse art forms consider possibilities and processes and make choices that assist them to take risks and express their ideas, concepts, thoughts and feelings creatively. In responding to art, students learn to analyse traditional and contemporary art works and identify possible meanings and connections with self and community.
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Evolution
Arts Education has secured a significant place in the National Curriculum since 1984. It has been offered under the title “Practical Arts” from 1984 - to-date. Since 1984 Practical Arts (P.A), has been offered in all the Primary schools across the country. The syllabus outline was revised in 2001.
The Practical Arts syllabus (1984) includes drawing and painting, handwork, drama, music and singing for grades 1-7. In addition, students had to study working skills in grades 6 and 7. In 2001 the syllabus was revised to include the following strands. They are collage, printing and designing, paper craft, 3D activities, weaving and needlework, music and movement, art appreciation from grades 1 to 7, and additional strands including cooking, agriculture, fishing, and carpentry was offered to students from grades 6 and 7.
The revised National Curriculum includes Creative arts as one of the eight key learning area syllabuses which replace the existing Practical Arts syllabus (2001). The Creative arts syllabus from Foundation stage to Key stage 3 provides a foundational learning in Visual arts, Music and Movement and Drama. However Music and Movement is an optional strand at this level. At Key stage 4 and 5 students have an option to choose Art and Design through this key learning area.
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Structure of the Syllabus
The content of the Creative arts syllabus for primary is set out in two stages that describe the sequence of learning experiences through which students progress. These divisions reflect the important milestones in the physical, mental and emotional development of the child. The stages of
primary are:
The Strands and Sub Strands of The Syllabus
Creative arts syllabus is organised into three interrelated strands: Drama, Music and movement and Visual arts:
STRAND 1: DRAMA (DR)
Drama provides students with opportunities to look at contemporary drama practices of making, performing and appreciating drama. These drama practices enable students to be active, experiential, and reflective, and students develop knowledge, understanding and skills that pertain to each of these practices. They are also provided with opportunities to play the part of actors, directors, playwrights, designers and stage managers.
The contribution of drama is experienced through the curriculum area of languages; English and Dhivehi.
STRAND 2: MUSIC AND MOVEMENT (MU)
Music and movement helps students to develop their skills in performing, composing, notating and analyzing music. Students are provided with opportunities to express their thoughts through performing vocally and instrumentally; create and compose short rhythmic and melodic patterns for a given scale using traditional / non-traditional instruments; identify notes and symbols in the treble and bass clef; use terms relating musical elements; identify music forms, instrument families. Music and movement enhances students’ self-esteem, balance, co-ordination and body awareness. Improvement in these skill leads to the development of adaptive social behavior. Students who do not wish to study the music strand are given the flexibility to do so and their overall performance in the creative arts is measured in terms of the outcomes specified for visual arts and drama.
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STRAND 3: VISUAL ARTS (VA)
Visual arts consist of a broad range of fields, including drawing, painting, printmaking, sculpture, design, traditional and fine crafts, photography, and electronic arts. The strand encourages self-expression, imagination, sensitivity, conceptual thinking, powers of observation, an analytical ability and practical attitudes. Through the strand, students also develop their visual literacy by looking at, responding to, and critically analysing a wide variety of artworks from different historical periods, styles and cultures.
The Sub Strands
The Creative arts syllabus is grouped under a set of interrelated sub strands shared by all three of the arts strands- drama, music and movement and visual arts. They are:
Creating and Presenting (CI) Reflecting, Responding and Analysing (RA) Exploring History and Cultural Context (HC)
SUB STRAND 1: Creating and Presenting (CI)
Through this sub strand, students develop the ability to express ideas by creating original artworks, in visual arts, music and movement, or drama. Students will learn to use a variety of art materials, tools and technologies, including electronic equipments and computers and develop new and different ways to enhance their power of imagination, creative thinking and presentation skills. Students will also develop a positive attitude for continual exploration and experimentation through the process of making and presenting their artistic ideas.
SUB STRAND 2: Reflecting, Responding and Analysing (RA)
As artists and audiences, students explore, respond to, analyse, and interpret the artworks they experience in drama, music and movement and visual arts. They learn that meanings can be generated from different viewpoints and begin to understand and appreciate their own and others’ work.
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SUB STRAND 3: Exploring History and Cultural Context (HC)
This is the sub strand through which students learn to understand the meaning and value work of artists within their own communities, within Maldives and beyond. They will be provided with numerous and diverse opportunities to contribute, reflect on and respond to the arts within their own and other contexts including historical, personal, social and cultural.
Outcomes
The outcomes are statements of knowledge, skills and understandings expected to be achieved by students at the end of a given stage. These outcomes are achieved as students engage with the content of the syllabus. All outcomes are equally important. The presentation of the outcomes does not imply a sequence of teaching and learning activities.
Indicators
Each outcome in this syllabus is accompanied by a set of indicators. An indicator is a statement of the behaviour that students may display as they work towards the achievement of syllabus outcomes. Indicators reflect and describe aspects of knowledge, understanding, skills and values and they may describe part or all aspects of an outcome.
Outcomes and indicators together assist teachers in identifying student’s achievement and progress and help them in planning future learning experiences. Teachers should also keep in mind that the indicators are not mandatory and they are suggestions provided to assist in the assessment of how well the students achieve the learning outcomes.
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Planning, Teaching and Assessing Creative Arts
The Planning Stage
Using the syllabus outcomes and indicators as a reference point, teachers can design units of work that encompass arts creating/ performing, contextualizing, and reflecting, which incorporate many aspects of the arts learning process. As flexibility is an important part of the planning, lessons can radiate in many directions, and possibilities are limitless. For example, a lesson in collage may lead to making of masks that may be incorporated into dramatic storytelling and movement.
When planning units, teachers have opportunities to engage people and resources available in the wider school community. In addition, sharing ideas and materials within a school or group of schools during the planning, allows for rich and varied experiences for students and initiates important conversations among teachers about the excitement that can be generated through art.
The following are some key features to consider in planning Creative arts programs:
SELECTING THEMES Learning of arts concepts and skills should be planned around unifying themes and ensure continuity and progression. Learning through themes provide context in which students learn the application of arts concepts and skills and also connect students’ learning with their experiences in the wider world. Teachers also should make decision about the appropriateness of the themes in terms of interest, relevance, time, level of difficulty, needs, and abilities.
INTERGRATING LEARNING IN THE ARTS Teachers should consider possibilities for meaningful integration of the concepts in visual art, music and movement and drama within the subject strands and across other key learning areas. Integration can be achieved through concepts and skills development (for example: ‘developing awareness of pattern’ in Visual arts, Music and Mathematics) and through activities that develop a theme (for example, ‘Toys’ in Visual arts, Drama, and Languages).
STIMULATING ACTIVE PARTICIPATION Interactive learning activities stimulate students’ intrinsic expressive motivation, feelings and ideas. Students should be able to participate in learning activities which provide them with choices and room for development in art appreciation, criticism and making activities.
USING ARTWORKS AND ARTISTS Artworks and artists can be used to teach art concepts and the use of traditional and contemporary materials, techniques and technologies. Artworks and artists can be used as stimuli to engage students.
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CONSIDERING HEALTH AND SAFETY ISSUES A wide variety of tools, equipment and materials are used in the art making process. Teachers should consider health and safety issues when planning practical activities in the Creative arts. Different learning environments should be considered when planning Creative arts lessons. A conducive learning environment enhances and promotes the learning of arts.
DISPLAY OF ARTWORKS Displaying students’ artworks in class, school and public spaces fosters their self confidence and sense of achievement. The displays are excellent resources to engage students in the discussion and making of art. Students can learn from one another and learn to value artworks made by their peers. Displays of works in progress and of varying achievements levels can also be used to focus on the processes of artmaking. These works can be used to generate discussions and provide feedback for learning and improvement.
EXPERIENCES BEYOND THE CLASSROOM Different environments provide different sensory experiences for students. Bringing students to places where artworks are produced or displayed also helps to connect their learning with real life. The following are some suggestions which teachers can consider:
o Visits to concerts, galleries, museums and exhibitions o Visits to artists’ studios, advertising or media production companies o Talks/demonstrations/workshops by local and/or visiting artists
Teaching and Learning Creative arts
Creative arts syllabus supports teachers in meeting the needs of students through providing a wide range of carefully planned and well-paced learning experiences. Within a rich, supportive environment teachers should draw upon a skilful mix of teaching learning approaches to promote a climate of creativity and innovation, including:
active involvement in creative activities and performances
tasks or performance opportunities which require a creative response
opportunities to perform or present to an audience
partnerships with professional performers or artists and other creative adults
raising awareness of contemporary culture and connecting with student’s experiences
appropriate, effective use of technology
building on the principles of Assessment for Learning
both collaborative and independent learning
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establishing links within the Creative arts and with the wider curriculum
opportunities to analyse, explore and reflect.
The majority of activities in the Creative arts involve creating and presenting and are practical and experiential. Evaluating and appreciating are an integral part of the creative process and are linked to developing creative skills, knowledge and understanding and enhancing enjoyment.
Recommended Time Allocation
Classroom Learning
About 9- 10% of lesson time is recommended for Creative arts in the formal curriculum at primary level. Therefore, about three periods per week can be allocated to teach Creative arts at both key stage 1 and 2. One double period will be allocated to Visual arts and one single period for Music and Movement per week. There is no set period for Drama however; drama components will be integrated within the other Creative arts strands and within other key learning areas, especially Social studies, Dhivehi and English language classes.
Coordination Between Inside And Outside School Hours
The Creative Arts curriculum should incorporate the planning of formal, informal and non-formal learning. It assists students in experiencing a wide range of arts activities, knowledge and skills, and also enhancing self-learning abilities and attitudes, thus fostering the notion of Learning to Learn. Students can also make good use of extra-curricular activities and venues outside schools to broaden their visual arts learning experiences.
Assessment Practices
Assessment is an integral aspect of the teaching and learning process. It should be based on the learning outcomes in Visual arts, Drama, Music and Movement that specify what students know, understand and are able to do in the artforms. Assessment should be conducted regularly to provide students with information on their strengths and areas for improvement. Assessment also provides teachers with information on their students’ learning and allows review of teaching for further instruction. Teachers are recommended to use variety of assessment strategies to facilitate students’ learning in the Creative arts. Some possible assessment strategies teachers can use are:
Teacher observation
Teacher-designed tasks and tests
Assessment rubrics
Checklists
Student-teacher conference
Anecdotal records
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Rating scales
Self and peer assessment
Students work samples and portfolios
Practical performance
Reflection journals
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What Should Be Assessed?
Assessment in the Creative arts should be closely related to the syllabus outcomes/ indicators. It should focus on student’s skills and abilities to express themselves through creating, presenting, contextualizing, evaluating, and appreciating. Approaches to assessment will also include a focus on their abilities to organize, present and discuss their own feelings and emotions and those of others.
Assessment should reflect all the creative process used to achieve an outcome. Students should constantly be challenged to examine their artwork, discuss and share ideas with others and bring learning to new levels of understanding.
Assessment should also link with other areas of the curriculum within and outside the classroom and, for example, offer students opportunities to become aware of the role of professional arts companies and cultural organizations in society and the economy.
FORMATIVE ASSESSMENT
Formative assessment is the practice of building a cumulative profile of student achievement. This usually takes place during day-to-day classroom activities and involves informal interaction and systematic observation. The intentions developed for particular units of work through the indicators may be used to guide teacher observations. While it may also include more formal assessment procedures, formative assessment can provide a broader profile of the student than just formal testing. It is a valid and valuable part of overall assessment.
SUMMATIVE ASSESSMENT
Summative assessment is the practice of making judgments about student achievement at certain relevant points in the learning program, such as at the end of a unit of work, or at the end of a term or year of schooling.
Formative and summative assessment complement each other and both should be used to form a comprehensive profile of student achievement.
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Key Stage 1 (grades 1, 2 and 3)
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Scope and Sequence (Key Stage 1)
Strand – 1: Drama
Grade 1 Grade 2 Grade 3
Creating and Presenting
Elements of drama (characters, plot, setting, dialogue)
Elements- characters and setting in a story.
Elements- identifies and describes characters, plot, and setting in stories.
Elements- Develops the characters, plot, and settings in stories to dramatize.
Costumes, props and scenery used in classroom drama.
Improvises objects into simple props, scenery and costumes to be used in classroom drama.
Experiments with sound, props, costumes and scenery in basic directing.
Start, middle and end of a story.
Beginning, middle, and end in storytelling and dramatizations.
Theatrical concept of beginning, middle, and end
Explores concepts learnt in other subject areas.
Character types and personality traits of characters.
Describes the traits of a character.
Depict a character using actions.
Sequence of events in a story.
Sequence of events in a dramatization.
Expresses the sequence of events in a dramatization.
Expresses mood, feelings, and emotions.
Clear diction in speaking. Clear voice, diction, pace and volume in reading the dialogues.
Narration and dialogue. Genres such as fairy tales, and folktales.
Genres such as mystery, comedy, tragedy, historical drama.
Developing acting Skills
Act out stories, songs, nursery rhymes.
Retell stories with different endings.
Varies voice when dramatizing and retelling stories.
Different vocal qualities: volume pitch tone and tempo.
Speaks convincingly in role. Uses variations of movement, gesture, and vocal pitch, tempo, and tone for different characters.
Shows concentration and focus in drama activities.
Shows concentration and focus in drama activities.
Concentration and focus is maintained throughout the drama activities.
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Uses pantomime, tableau, and improvisation during drama activities.
Plans, visualizes, and draws scenery for dramatic presentations.
Writes and performs dialogues and short scenes involving characters, problems, and solutions.
Role-play:- everyday life events.
Role-play:- topics related to environment.
Role-play:- community related events.
Cooperates with others while dramatizing.
Create a drama for performance in collaboration with others.
Plans, directs and evaluates classroom drama activities and accepts others ideas in the process.
Portrays the attributes of characters when enacting a piece.
Sustains the context of a given dramatic situation.
Takes direction and give helpful suggestions.
Arrange the performing space to communicate mood and time depicted in the script.
Identifies the 5 W’s (who, what, where, when, and why) in a classroom drama.
Incorporates the 5 W’s (who, what, where, when, why) when planning and creating dramas.
Special effects using technological means.
Identifies life and personal experience that can be incorporated in dramatic activities and playmaking.
Compares observations of life and personal experience that can be incorporated in dramatic activities and playmaking.
Incorporate observations of life and personal experience in dramatic activities and playmaking.
Message of a drama. Message or moral of a drama.
Explains the message or moral of a drama.
Identifies situations and characters from real life with those created for a dramatic performance.
Compares situations and characters from real life with those created for a dramatic performance.
Compares and contrasts situations and characters from real life with those created for a dramatic performance.
Reflecting, Responding and Analysing
Describing and analyzing drama performances
Emotional reactions to drama.
Reason outs particular emotional responses to dramatizations.
Discuss and explain reasons for particular emotional responses to dramatizations.
Talk about different emotions from a story narration or a dramatic performance.
Comments on an actor’s performance.
Suggests alternative endings.
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Drama vocabulary - dialogue, tableau, hero, villain, entrance, exit, offstage, onstage.
Drama vocabulary- playwright, director, scene, improvisation, script, conflict, plot, diction.
Drama vocabulary- persuasion, motivation, dramatic pause, stage areas, props, blocking.
Appropriate audience behavior.
Expresses reasons for appropriate audience behavior.
Practice appropriate audience behavior.
Describes their likes about a dramatic performance in general.
Discusses their likes about a dramatic performance they have seen.
Reason why they liked a certain dramatic performance.
Describes- strengths, weaknesses and areas of improvement of their own theatrical work.
Discusses- their strengths, weaknesses and areas of improvement of their own theatrical work.
Analyzes- strengths, weaknesses and areas of improvement of their own theatrical work.
Exploring History and Cultural Context
Evaluating folk stories and critically analyzing and comparing stories from different cultural and historical settings
Listens to and/or dramatize tales and stories from various cultures including Maldives.
Compares stories from different cultures, including Maldivian folk stories and look for similarities and differences.
Dramatizes events from various cultures and Maldivian history.
Identifies and compares similar characters and situations in stories and dramas from and about various cultures
Talks about a certain period in their life (e.g., their pre-school period).
Discusses how a long period of time can be depicted in drama.
Discusses how drama reflects life.
Identifies Maldivian folk stories.
Retells a Maldivian folktales in own words.
Researches a Maldivian folktales and with teachers help write a script.
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Strand – 2: Music and Movement
Grade 1 Grade 2 Grade 3
Creating and Presenting
Sing Pitch
Sing songs and play games that require them to use their voice both ways (speaking and singing).
Attempts to match a given pitch.
Sing accurately in unison.
Matches pitches when singing simple songs, such as nursery rhymes, (Row, Row, Row Your Boat, Are You Sleeping).
Melodic direction
Sing, with a group, short melodic patterns that move upward and downward.
Sing, with a group, a simple song that moves upward and downward.
Pitch
Sing a simple song on pitch in an established key.
Perform, vocally, a high-middle-low pattern.
Harmony
Speak in a group a vocal ostinati to accompany a poem or song.
Speak and sing in a group, a vocal ostinato while the teacher speaks a poem or sings a melody.
Posture
Demonstrate correct singing posture, (open mouth, and good tone).
Melodic direction
Sing, with a group, a simple song that moves upward and downward.
Sing a simple song, accurately reproducing melodic direction.
Pitch
Sing with matching pitch simple songs, such as nursery rhymes, rounds, ostinati, partner songs, and traditional Dhivehi songs.
Harmony
Speak, with others, a given ostinati as an accompaniment to a melody.
Posture
Demonstrate grade appropriate vocal technique (diction, breath control and tone) by singing a given melody with others.
Perform on instrument
Investigate the sounds of different musical instruments.
Steady beat
Maintain a steady beat independently.
Use body percussion and classroom instruments to accompany songs and chants while demonstrating steady beat.
Demonstrates appropriate care of musical instruments.
Play long/short and
Steady beat
Maintain a steady beat independently.
Maintain steady beat at varying tempos.
Play simple rhythm in duple meter.
Maintain a steady beat while the teacher plays a simple rhythm.
Maintain a steady beat in group A while group B plays a simple rhythm.
Demonstrates appropriate care of musical
Identifies strong and weak beats in duple and triple meter.
Play simple rhythm in duple meter.
Creates basic rhythmic patterns in duple meter.
Perform basic rhythmic patterns (half notes, quarter notes, paired eighth notes, quarter rests) in duplemeter on non-pitched instruments using proper technique.
Melody
Identify classroom
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fast/slow sounds.
Technique
Demonstrate correct technique for holding instruments and/or mallets.
Demonstrate correct technique for playing instruments.
Compose
Choose appropriate long/short and fast/slow sounds to accompany story, song, or poem.
Create and demonstrate a four-beat rhythm composition using quarter notes, paired eighth notes, and/or quarter rests.
instruments.
Technique
Demonstrate correct technique for playing instruments.
Play instrument with correct technique and producing a good tone.
Song Accompaniment
Play a simple ostinati in a group to accompany a poem/song.
Compose
Create and demonstrate an eight-beat rhythm composition using quarter notes, paired eighth notes, and/or quarter rests.
melodic instruments.
Perform, alone, basic melodies on a pentatonic scale (four-measure minimum).
Compose
Create and demonstrate, vocally or instrumentally, a four-measure melody based on a pentatonic scale while maintaining a steady tempo.
Read and Notate Music
Understands that notation can represent melodic direction and duration.
Reads writes and perform quarter note, quarter rest, and paired eighth note rhythms.( q, n, Q ) (ta, ti-ti)
Reads writes and perform simple three pitch (i.e. sol, mi, la or doe re mi) melodic patterns.
Read and notate pitches on the treble clef.
Identifies and perform rhythms in 2/4 and 4/4 time
Read writes and perform notation for quarter note, paired eighth notes, half notes, and quarter rest.(q Q n h) (ta, ti-ti and too)
Recognize and perform iconic notation for high, middle, and low sounds.
Perform a short melody using so-mi-la following notation provided by the teacher.
Identifies and perform rhythms and melodies in 2/4, 3/4 and 4/4 meter
Reads and writes rhythms including whole notes, rests and dotted half notes
Read writes and perform notation for quarter note, paired eight notes half notes, dotted half notes and quarter rest(q Q n h d)
Writes a four measure melody using traditional music notation
Identify various dynamic markings (e.g., forte, mezzo forte, piano, crescendo, decrescendo) and directional markings (e.g., repeat sign, D. C., fine, coda).
Reflecting, Responding and Analysing
listening and analyzing
Talk about the differences between the voices of men, women, and children.
Identify by sound a group of teacher selected instruments.
Classify a teacher selected
Identifies the music element of pitch, tempo, dynamics, rhythm, and timbre as same
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Recognize individual instruments and explore how sound is produced in different instruments.
Identify classroom instruments, by sight and sound, and classify into families.
Identify and compare sounds (musical and non-musical): high-low, loud-soft, short-long, slow-fast, up-down.
Discuss a musical performance using grade-appropriate music vocabulary.
Discuss appropriate audience behaviors during a performance.
Demonstrate appropriate audience behaviour during a performance.
percussion instruments into families (pitched and unpitched, wood/metal/strike/shake).
Make visual representations of a melody (rise and fall).
Identify the tempo of music as fast or slow.
Identify the dynamics of a music selection as loud/soft.
Discuss a musical performance using grade-appropriate music vocabulary.
Demonstrate appropriate audience behaviors during a performance.
Evaluate audience behaviors exhibited during a performance.
or different for teacher selected music.
Discuss a musical performance using grade-appropriate music vocabulary.
Identify forms in music (AB and ABA forms.
Recognize the instruments of the four families of the orchestra; percussion, brass, wind and string.
Exploring History and Cultural context
Various uses of music in the community.
Listen, talk, sing, and move to Maldivian music.
Popular musician of the community
Use of music in cartoons, computer games, and movies.
Appropriate music for different occasions.
Listen, talk, sing, and move to Maldivian music.
Role of musician in the community.
Music for special occasions and celebrations.
Music of other cultures through live or recorded authentic performances.
Role of musician in the media.
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Strand – 3: Visual Arts
Grade 1 Grade 2 Grade 3
Creating and Presenting
Elements of art: (Line, shape and form, colour, texture, value and space)
Types of lines – curved, zigzag, broken, straight, spiral, wavy, thick, thin.
Line types-horizontal (asleep), vertical (standing up) and diagonal (falling).
Identify and use lines expressively.
Basic shapes.
Geometric shapes
Organic shapes
Forms (3D shapes).
Shape combinations
Symmetrical shapes and forms.
Primary colours.
Mix primary colours to make new colours.
Distinguish between primary and secondary colours.
Create secondary colours by mixing primary colours.
Warm and cool colours
Use colours expressively.
Textures (furry, prickly, bumpy, rough, smooth).
Textures (rough, smooth, ridged, corduroy).
Differentiate between real and illusory texture.
Identify lightness and darkness of a colour (light blue/ dark blue).
Experiment with value (by mixing white to make a range of tints).
Experiment with value (by varying the pressure of pencil).
Illusion of depth (space) using overlapping of objects/ shapes, and size relationship.
Identifies foreground, middle ground, background and horizon line and uses them to show depth.
Principles of design: (pattern, proportion, balance, contrast)
Make simple patterns. Alternating, and regular patterns
Create patterns using repetition of line, colour and shape.
Random, alternating, and regular patterns
Create patterns to tell a story.
Investigate size relationships (from big to small, tall to short).
Recognise proportion and scale between objects.
Compare and contrast scale between objects.
Symmetrical balance. Symmetrical balance. Asymmetrical balance.
Identify and creates contrast in artworks.
Making artworks based on
Create images based on observation.
Create drawings from observation.
Investigate the natural or built environment through observation.
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ideas, feelings, imagination, observations, personal experiences and interests
Create images based on real experiences and/or memory.
Create images based on real experiences or memory.
Express their responses to classroom or community issues.
Create images from imagination.
Create images from imagination.
Create images from imagination.
Exploring and creating images using a variety of materials, technologies and processes to create images
Use a variety of tools for making marks and effects in drawing on different surfaces.
Experiment with a variety of tools for making marks and effects in drawing on different surfaces.
Experiment with a variety of tools for making marks and effects in drawing on different surfaces.
Create a collage. Create a collage. Create a collage.
Use mixed media to create art.
Use mixed media to create art.
Use mixed media to create art.
Experiment with paint of different consistencies.
Explore a variety of colour media and their effects.
Explore a variety of colour media and their effects.
Create a simple printmaking.
Create a simple relief print. Create a printmaking (monoprints, collagraphs etc).
Create art work using textiles (simple weaving).
Create art work using textiles (make a decorative stitch, weaving on a loom).
Experiment with textiles to create artworks (sewing, weaving, fix a button).
Create an imaginative 3D object.
Create 3D objects using a variety of natural and processed materials.
Create 3D objects using a variety of natural and processed materials.
Use digital media and software programs to make art.
Use digital media and software programs to make art.
Use digital media and software programs to make art.
Reflecting, Responding and Analysing
Reflect on and talk about a variety of artwork and art experiences
Talks about personal preferences and reasons.
Talks about personal preferences and art experiences.
Talks about personal ideas and feelings about artworks and art experiences.
Describe the art elements and principles used in the artworks.
Suggest reasons for the use of art elements and principles in their own and others’ work.
Explain art elements, principles, materials, technologies and processes used in their own and others’ work.
Evaluate their strengths, interests, and areas of improvement in their own artwork.
Evaluate their strengths, interests, and areas of improvement in their own artwork.
Evaluate their strengths, interests, and areas of improvement in their own artwork.
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Exploring History and Cultural context
Understand and value artworks from a variety of cultures, and contexts
Identify examples of art at home, and school.
Identify examples of visual arts within their home, at school, in their community.
Give examples of how visual arts can express the identity of a community.
Reasons people make visual images.
Reasons people make and use visual art.
Purpose of visual arts.
Describe works of art from a variety of cultures, times and places.
Describe works of art from a variety of cultures, times and places.
Describe works of art from a variety of cultures, times and places.
Recognize and describes subject matter, signs seen in their everyday lives and in artworks.
Demonstrate an awareness of subject matter, signs seen in their everyday lives and in artworks.
Demonstrate an awareness of subject matter, signs seen in their everyday lives and in artworks.
Grade 1 Syllabus Details
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GRADE 1
Strand – 1: Drama
Sub-strand 1: Creating & Presenting
Outcomes
DR.CP.1
Identify and apply the elements of drama in the creation of original and scripted pieces.
Indicators
This is evident when a student:
a. Identifies characters and setting for the scene or story.
b. Uses costumes, props and scenery in classroom drama.
c. Identifies the starting, middle and end of a story
d. Identifies character types and personality traits of characters.
e. Identifies the sequence or events in a story.
f. Uses voice and movement to express mood, feelings, and emotions.
g. Identifies difference between narration and dialogue.
Outcomes
DR.CP.2
Develop acting skills that allow him or her to portray a variety of characters in performing monologues, scenes and plays in staged productions and in informal classroom presentations.
Indicators
This is evident when a student:
a. Acts out stories, songs and nursery rhymes.
b. Demonstrates vocal qualities such as volume pitch tone and tempo while speaking.
c. Shows concentration and focus in drama activities.
d. Uses pantomime (acting without words through facial expression, gesture, and movement), tableau (a silent and motionless depiction of a scene created by actors), and improvisation during drama activities.
e. Role-play everyday life events (e.g., incidents such as getting late to school, importance of cleanliness).
f. Demonstrates the ability to cooperate with others while dramatizing to explore content in other subject areas (example using voice, movement, drama, mime and music).
g. Identifies life and personal experience that can be incorporated in dramatic activities and playmaking.
h. Identifies the message given by dramatic presentation
i. Identifies situations and characters from real life with those created for a dramatic performance.
Sub-strand 2: Reflecting, Responding and Analysing
Outcomes Indicators
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DR.RA.1
Reflect upon, describe and analyze their own drama work and the work of others
This is evident when a student:
a. Identifies and discusses emotional reactions to drama.
b. Talk about different emotions from a story narration or a dramatic performance.
c. Uses drama vocabulary such as dialogue, tableau (pause), hero, villain, entrance, exit, offstage, onstage.
d. Recognizes and talks about appropriate audience behavior (e.g., not talking during the show, respecting others around you, not disrupting the show).
e. Describes what they like about a dramatic performance.
f. Describes their strengths, weaknesses and areas of improvement of their own dramatic performance.
Sub-strand 3: Exploring History and Cultural Context
Outcomes
DR.HC.1
Discuss and evaluate the purpose of different folk stories and critically analyse and compare stories from different cultural and historical settings
Indicators
This is evident when a student:
a. Listens to and/or dramatize tales and stories from various cultures including Maldives.
b. Talks about a certain period in their life (e.g., their pre-school period).
c. Identifies Maldivian folk stories.
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Strand – 2: Music and Movement
Sub-strand 1: Creating & Presenting
Outcomes
MU.CP.1
Sing a variety of songs in varying ranges and dynamics while maintaining good posture, and steady tempo.
Indicators
This is evident when a student:
a. Matches simple pitch patterns.
b. Maintains good posture and a steady beat while singing.
c. Sings at contrasting dynamic levels with appropriate tone quality.
d. Sings songs of different cultures.
Outcomes
MU.CP.2
Play short rhythmic patterns using body percussion and pitched and non-pitched classroom instruments.
Indicators
This is evident when a student:
a. Echos short melodic and rhythmic patterns.
b. Maintains a steady beat on a percussion instrument while playing in a group.
c. Demonstrates correct technique for playing instruments.
Outcomes
MU.CP.3
Create short rhythmic and melodic patterns and accompaniments to accompany a poem or story
Indicators
This is evident when a student:
a. Creates sounds (vocal, body percussion or using percussion instruments) to accompany songs, poems, and stories.
b. Plans and performs rhythmic and melodic material (in groups) to accompany a poem using a variety of sound sources.
Sub-strand 2: Reflecting, Responding and Analysing
Outcomes
MU.RA.1
Read basic rhythms and pitches using syllables and utilizing relevant examples from repertoire.
Indicators
This is evident when a student:
a. Reads and perform simple four-beat patterns with quarter notes, eighth notes, and quarter rests using rhythm syllables.
b. Notates quarter notes, eighth notes, and quarter rests using iconic or standard notation.
c. Uses body percussion and movement to demonstrate rhythmic patterns.
d. Reads simple pitch patterns from a staff using solfège
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Outcomes
MU.RA.2
Identify similarities and differences in music and qualities of various sounds.
Indicators
This is evident when a student:
a. Identifies changes in tempo, dynamics, and mood using movement.
b. Identifies various vocal, instrumental, and environmental sounds.
c. Identifies phrases of a song as same.
d. Identifies and demonstrate appropriate listening behavior during a classroom or outside performance.
e. Discusses the place and personal importance of music at home, school, and in the community.
f. Discusses and evaluate classroom music activities based on established criteria.
Sub-strand 3: Exploring History and Cultural Context
Outcomes
MU.HC.1
Identify functions of music and experience music of various historical periods and cultures.
Indicators
This is evident when a student:
a. Identifies various uses of music in the community
b. Experiences Maldivian music through singing, listening, or moving.
c. Identifies some known musicians in the community or media.
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Strand – 3: Visual Arts
Sub-strand 1: Creating & Presenting
Outcomes
VA.CP.1
Identify and apply one or more art elements to create artworks
Indicators
This is evident when a student:
line:
a. Identifies and investigates different types of lines – wavy, straight, jagged, curved, zigzag, broken, spiral, thick and thin lines (e.g., describe types of lines observed in art works and in own surroundings, create a variety of lines using a variety of media such as finger paint, draw in sand, make lines from clay, cut lines from paper/ cloth, draw lines to music)
shape and form:
b. Recognises basic shapes (circle, square etc) and free-form/ organic shapes (puddle, water drop, leaves, flowers, clouds etc) and use them to make works of art (e.g., a collage using organic shapes)
colour:
c. Identifies primary colours (red, yellow and blue)
d. Mixes primary colours to make new colours *Note: students should be given only the three primary colours and they need to mix them to create new colours
texture:
e. Identifies textures of familiar objects (e.g., furry, prickly, bumpy, rough, smooth)
f. Creates a variety of textures (e.g., a pattern of lines to show the texture of a zebra skin; by impressing different tools in clay create a rough surface; glue seeds or coarse sand on a picture to make it bumpy and rough; transferring texture onto paper by placing a piece of paper over a textured surface and then rubbing the paper with crayon)
value:
g. Identifies lightness and darkness of a colour (e.g., light blue / dark blue)
Outcome
VA.CP.2
Demonstrate an understanding of composition, using the principles of design (pattern, proportion and balance)
Indicators
This is evident when a student:
pattern:
a. Recognises pattern in nature, in the environment and in artworks art (e.g., veins on leaves, ripples in water, bricklaying, textiles)
b. Makes simple patterns using repetition of colours, lines and shapes (e.g., AA, AB, BB, ABA)
proportion:
c. Investigates size relationships (e.g., from big to small, tall to short)
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balance:
d. Identifies symmetrical balance in natural and human-made objects and in artworks
e. Creates artwork to show symmetrical balance (e.g., a blot painting/ printing of a mirror image)
Outcome
VA.CP.3
Creates artworks based on ideas, feelings, imagination, observations, personal experiences and interests
Indicators
This is evident when a student:
a. Creates images in response to something they observed (e.g., toys, shoe, apple, pumpkin, papaya, flowers etc)
b. Creates images that represent their responses to real experiences and/or to a particular memory (e.g., first day of school, a birthday party, moving to a new house, going to the dentist)
c. Creates images from their imagination (e.g., imaginary animals such as unicorns, dinosaurs and dragons, imaginary cartoon character, imaginary garden)
Outcome
VA.CP.4
Creates artworks based on ideas, feelings, imagination, observations, personal experiences and interests
Indicators
This is evident when a student:
drawing:
a. Uses a variety of tools for making marks and effects in drawing on different surfaces (e.g., coloured pencils and chalk pastels on coloured paper)
collage:
b. Creates collage using varied papers, fabric and other 2D materials (e.g., use paint in combination with cardboard, wool, fabric, ribbons to make a collage of an insect)
mixed media:
c. Uses different media together to make art (e.g., wax resist using the oily quality of the crayon to resist the water based paint)
painting:
d. Experiments with paint of different consistencies such as transparent and thin paint or opaque and thick paint (e.g., use different paints such as water colour, poster colour, oil paint and inks to achieve different effects such as transparent washes of colour over an oil pastel drawing of a fish)
printmaking:
e. Explores the technique of simple printmaking with found objects (e.g., potato prints; make texture rubbings using found objects to explore various textures)
fabric & fibers:
f. Experiments with textiles to create artworks (e.g., simple weaving, tying and attaching parts of cloth, wool or ribbon; make simple stitches on stitching cards)
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models & crafts:
g. Creates imaginative 3D objects using a variety of natural and processed materials (e.g., using techniques such as stacking, gluing, taping, tying, cutting, folding, tearing and weaving, create a 3D artwork such as a space helmet or party hat using paper; using hands or simple tools to shape, cut, roll, join, make models from clay/ playdough)
digital media:
h. Uses digital media and software programs to make art (e.g., use a computer software such as paint to create a self-portrait)
Sub-strand 2: Reflecting, Responding and Analysing
Outcomes
VA.RA.1
Reflect on and talk about a variety of artwork and art experiences
Indicators
This is evident when a student:
a. Talks about their personal preferences and suggest reasons (e.g., “I like the roses in this painting. The colours on it reminds me of my new dress”)
b. Describes the art elements and principles used in the artworks viewed (e.g., I see a variety of shapes and colours in this design)
c. Identifies and evaluates their strengths, their interests, and areas of improvement in their own artwork (e.g., use reflective tools such as happy face or sad face to reflect personal thoughts of the artwork, thumbs up or thumbs down; do a think-pair-share on their favourite part of one of their art works; during teacher-student conferences discuss about something that they think is good about their artwork and something they would change)
Outcomes
VA.RA.2
Recognise and value artworks from a variety of times and places
Indicators
This is evident when a student:
a. Identifies examples of art at home, and school (e.g., patterns on clothing or textiles, sign boards, bulletin boards, stamps, illustrations in books, student’s artwork in schools, sculptures in public spaces)
b. Describes reasons people make visual images (e.g., for beauty and enjoyment, to communicate an idea, to tell a story, to decorate functional item, to record a memory)
c. Recognises and discuss art from different cultures, times and places (e.g., look at puppets from different cultures and then make a socks or hand puppet using beads, buttons, wool or fabric)
d. Recognizes and describes subject matter (e.g., landscape, portrait, still life), signs and symbols seen in their everyday lives such as traffic lights, road signs, zebra crossing.
Grade 2 Syllabus Details
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GRADE 2
Strand – 1: Drama
Sub-strand 1: Creating & Presenting
Outcomes
DR.CP.1
Identify and apply the elements of drama in the creation of original and scripted pieces.
Indicators
This is evident when a student:
a. Identifies and describes the character, plot, and setting in stories.
b. Improvises objects into simple props, scenery and costumes to be used in classroom drama.
c. Uses the concept of beginning, middle, and end in storytelling and dramatizations.
d. Observes and describes the traits of main and side characters.
e. Discusses the sequence of events in a dramatization.
f. Uses clear diction in speaking.
g. Identifies genres such as fairy tales, and folktales.
Outcomes
DR.CP.2
Develop acting skills that allow him or her to portray a variety of characters in performing monologues, scenes and plays in staged productions and in informal classroom presentations.
Indicators
This is evident when a student:
a. Retells stories with different endings.
b. Speaks convincingly in role.
c. Shows concentration and focus in drama activities.
d. Plans, visualizes, and draws scenery for dramatic presentations.
e. Role-play topics related to environment (e.g., garbage disposal).
f. Demonstrates the ability to work collaboratively in helping to create a drama for performance or presentation by incorporating learnt material from other subject areas.
g. Portrays the attributes of characters when enacting a piece.
h. Takes direction and give helpful suggestions.
i. Identifies the 5 W’s (who, what, where, when, and why) in a classroom drama.
j. Compares observations of life and personal experience that can be incorporated in dramatic activities and playmaking.
k. Identifies the message or moral of a work of dramatic presentation.
l. Compares situations and characters from real life with those created for a dramatic performance.
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Sub-strand 2: Reflecting, Responding and Analysing
Outcomes
DR.RA.1
Reflect upon, describe and analyze their own theatrical work and the work of others
Indicators
This is evident when a student:
a. Expresses reasons for particular emotional responses to classroom dramatizations and dramatic performances.
b. Discusses an actor’s performance in terms of voice, gesture, facial expression, and movement.
c. Uses the vocabulary of drama such as playwright, director, scene, improvisation, script, conflict, plot, diction.
d. Expresses reasons for appropriate audience behavior (e.g., not talking during the show, respecting others around you, not disrupting the show).
e. Discusses what they like about a dramatic performance they have seen.
f. Discusses about their strengths, weaknesses and areas of improvement of their own dramatic performance.
Sub-strand 3: Exploring History and Cultural Context
Outcomes
DR.HC.1
Discuss and evaluate the purpose of different folk stories and critically analyse and compare stories from different cultural and historical settings
Indicators
This is evident when a student:
a. Compares stories from different cultures, including Maldivian folk stories and look for similarities and differences.
b. Discusses how a long period of time can be depicted in drama.
c. Retells a Maldivian folk story using their own words.
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Strand – 2: Music and Movement
Sub-strand 1: Creating & Presenting
Outcomes
MU.CP.1
Sing a variety of songs with accurate pitch, appropriate tone quality, and good diction and posture.
Indicators
This is evident when a student:
a. Sings with accurate pitch, appropriate tone quality, clear diction, and good posture.
b. Sings songs in the languages of other cultures, adding any movement considered intrinsic to authentic performance of the music.
c. Sings an ostinato with a familiar song, maintaining a steady beat.
d. Follows the cues of a conductor.
Outcomes
MU.CP.2
Play melodic and rhythmic patterns on classroom instruments accurately and while maintaining a steady beat.
Indicators
This is evident when a student:
a. Echos melodic and rhythmic patterns.
b. Maintains a steady beat and play with appropriate dynamic levels.
c. Plays instruments with correct technique producing a good tone.
d. Names and identifies different percussion instruments.
e. Plays simple ostinatos.
f. Follows the cues of a conductor.
Outcomes
MU.CP.3
Create short rhythmic and melodic patterns within specified guidelines and create group compositions.
Indicators
This is evident when a student:
a. Performs short rhythmic and melodic phrases within teacher guidelines and write them using standard or original notation.
b. Creates music collaboratively to enhance a poem or short story using a variety of sound sources.
c. Arranges and perform a short sound piece cooperatively in small groups using the voice, body percussion, found items, or classroom instruments.
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Sub-strand 2: Reflecting, Responding and Analysing
Outcomes
MU.RA.1
Read, write, and perform simple rhythmic and melodic patterns using standard or iconic notation and utilizing relevant examples from repertoire.
Indicators
This is evident when a student:
a. Reads and perform quarter, eighth, half, dotted half, and sixteenth notes, and quarter and half rests in four-beat groupings using rhythm syllables.
b. Notates quarter, eighth, half, dotted half, and sixteenth notes, and quarter and half rests using iconic or standard notation.
c. Identifies direction of notated pitch patterns and interpret through singing, playing, or movement.
d. Identifies basic musical terms and symbols and interpret through singing, playing, or movement.
Outcomes
MU.RA.2
Identify similarities and differences in music using movement and musical terms.
Indicators
This is evident when a student:
a. Identifies contrast and changes in tempo and dynamics using basic music terminology and movement.
b. Identifies repetition and contrast in sections of music using symbols or movement.
c. Identifies groups of classroom instruments by sight and sound.
d. Identifies families of orchestral instruments by sight and sound.
e. Identifies voices as those of children, adult males, or adult females.
f. Discusses and demonstrate appropriate listening behavior for various types of performances.
g. Discusses personal preferences for different musical works.
h. Listens to and compare two contrasting styles of composition using basic musical terminology.
i. Establishes and apply criteria for good musical performance in and outside the classroom.
Sub-strand 3: Exploring History and Cultural Context
Outcomes
MU.HC.1
Experiences music from Maldivian cultures and explore roles of musician in the community
Indicators
This is evident when a student:
a. Discusses the use of music in cartoons, computer games, and movies
b. Identifies appropriate music and for different occasions.
c. Listen to and talk about Maldivian music.
d. Discusses the role of musician in the community
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Strand – 3: Visual Arts
Sub-strand 1: Creating & Presenting
Outcomes
VA.CP.1
Explore and use a combination of art elements to create artworks
Indicators
This is evident when a student:
line:
a. Categorizes line types-horizontal (asleep), vertical (standing up) and diagonal (falling) use them in art making (e.g., after looking at artworks of Mondrian, create a Mondrian style painting or collage)
shape and form:
b. Categorizes geometric shapes (circle, square etc) and free-form/ organic shapes (puddle, water drop, leaves, flowers, clouds etc) and use them to make works of art (e.g., a collage using organic shapes)
c. Recognise and creates a variety of forms (e.g., a cone hat using paper, paper folding/ origami, clay model)
colour:
d. Distinguishes between primary and secondary colours on the colour wheel and in works of art (e.g., ‘Sun’ by Ahmed Nimal)
e. Creates secondary colors by mixing two primary colors and describe the process (e.g., ‘I mixed red and yellow to make orange’)
f. Creates artwork using primary and secondary colours (e.g., create a painting of a garden using primary and secondary colours) *Note: students should be given only the three primary colours and they need to mix them to create secondary colours
texture:
g. Identifies textures of familiar objects (e.g., rough tree bark, smooth plastic plate, ridged corduroy fabric)
h. Creates a variety of textures (e.g., a rough texture created by patterns of lines, pasting saw dust, course sand or seeds to give a rough texture)
value:
i. Experiments with value (e.g., mixes white to make a range of tints and mixes black to make a range of shades)
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Outcomes
VA.CP.2
Demonstrate an understanding of composition, using the principles of design (pattern and rhythm, proportion and balance)
Indicators
This is evident when a student:
pattern and rhythm:
a. Recognises alternating, and regular patterns in everyday objects (e.g., textiles [Indonesian batik designs], ceramics [china]) and in artworks (e.g., Pierrot and Harlequin by Paul Cézanne)
b. Uses repetition of line, colour and shape to make patterns (e.g., create a series of stamp prints based on tropical fish depicting pattern by repeating and overlapping fish of different sizes and shapes)
proportion:
c. Recognizes proportion and scale between objects (e.g., paste different sized shapes with largest shapes at the bottom and smaller shapes higher up the paper)
balance:
d. Identifies symmetrical balance in natural and human-made objects (e.g., insects, flowers, skyscrapers) and in artworks
e. Creates artwork to show symmetrical balance (e.g., create a mask to show a symmetrical balance)
Outcomes
VA.CP.3
Creates artworks based on ideas, feelings, imagination, personal experiences and activities in their community or observations of nature
Indicators
This is evident when a student:
a. Creates drawings from observation (e.g., look at the features of their own face in a mirror as they draw a self-portrait; using a magnifying glass observe and draw the patterns formed by veins on leaves, shapes and texture of bark on tree trunks or spirals on seashells)
b. Creates images that represent their responses to real experiences (e.g., a family vacation, a field trip)
c. Creates images from their imagination (e.g., an imaginary character, creature, or place)
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Outcomes
VA.CP.4
Describe and apply a variety of materials, technologies and processes to create images
Indicators
This is evident when a student:
drawing:
a. Experiments with a variety of tools for making marks and effects in drawing on different surfaces (e.g., use wet and dry media on different types of paper)
collage:
b. Creates collage with a wide range of natural and processed materials using water-based glues (e.g., paper, leaves, sand, seeds, strings and glue to create a landscape collage)
mixed media:
c. Uses different media together to make art (e.g., use paint in combination with other media such as crayon, salt or tissue paper)
painting:
d. Explores a variety of colour media and their effects (e.g., adding a wash of water over water-soluble felt pens; letting dyes run together to achieve mixed colours or painting inside shapes with acrylic paint for a floral painting)
printmaking:
e. Explore the technique of simple relief prints with found objects (e.g., vegetable or leaf prints, monoprints or glue line prints; arranging the shapes in a symmetrical pattern)
fabric & fibers:
f. Experiments with textiles to create artworks (e.g., weave on a simple loom, tread a needle, make a simple decorative stitch on coarse fabric)
models & crafts:
g. Creates 3D objects using a variety of natural and processed materials (e.g., use clay to create pinch pots or organic forms that are inspired by nature; using techniques such as stacking, gluing, taping, tying, cutting, folding, tearing and weaving, create artwork such as a mobile/ diorama for a sea theme; papier mache to create artworks such as a mask)
digital media:
h. Uses digital media and software programs to make art (e.g., create a simple image on a computer and alter it by using the copy and paste functions to create multiple images)
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Sub-strand 2: Reflecting, Responding and Analysing
Outcomes
VA.RA.1
Reflect on and respond to a variety of artwork and art experiences
Indicators
This is evident when a student:
a. Describes personal preferences and art experiences (e.g., It looks like a painting. Someone has done this with fingers, string and brushes. The dark colour of the paper makes the paint stands out)
b. Suggests reasons for the use of art elements and principles in their own and others’ work (e.g., colour choices in pictures to create desired emotional effect, such as warm colours for a beach or a variety of dark scary colours and textures for a scary mask; explain how the artist has used flowing lines to depict smoothness or peacefulness)
c. Identifies and evaluates their strengths, their interests, and areas of improvement in their own artwork (e.g., use T charts with “This time I…’ ‘Next time I will…’, ‘What I like …’ ‘What I would change…’; focus on questions such as “What is interesting about the work you have made?”, “What do you feel you have done well and what would you do differently next time to improve?”)
Sub-strand 3: Exploring History and Cultural Context
Outcomes
VA.HC.1
Understand and value arts from a variety of cultures and contexts
Indicators
This is evident when a student:
a. Identifies examples of visual arts within their home, at school, in their community (e.g., clothing, photographs, ceramic platter, road signs, billboards and murals)
b. Lists reasons people make and use visual art (e.g., for beauty and enjoyment, to communicate an idea, to illustrate a story, to decorate functional item, to express a memory, to express cultural identity, advertising)
c. Describes works of art from a variety of cultures, times and places (e.g., after looking at a selection of images of masks from different cultures, make comparisons and discuss materials as well as possible functions of mask)
d. Demonstrates an awareness of subject matter (e.g., landscape, portrait, still life), signs and symbols seen in their everyday lives and in artworks (e.g., symbols and shapes related to school, travel, and the arts; sports or institutional logos)
Grade 3 Syllabus Details
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GRADE 3
Strand – 1: Drama
Sub-strand 1: Creating & Presenting
Outcomes
DR.CP.1
Identify and apply the elements of drama in the creation of original and scripted pieces.
Indicators
This is evident when a student:
a. Develops the characters, plot, and setting in classroom dramatizations and/or formal productions.
b. Experiments drama elements such as sound, props, costumes and scenery in basic directing.
c. Applies the concept of beginning, middle, and end of a drama to explore concepts learnt in other subject areas (e.g., act out the life cycle of a flowering plant).
d. Plays the role of the main and sub characters of a drama.
e. Expresses the sequence of events in a dramatization.
f. Shows how voice (voice, diction, pace and volume) may be used to explore multiple possibilities for a live reading. Examples: “I want you to go.” “I want you to go.” “I want you to go.”
g. Identifies genres such as mystery, comedy, tragedy, historical drama.
Outcomes
DR.CP.2
Develop acting skills that allow him or her to portray a variety of characters in performing monologues, scenes and plays in staged productions and in informal classroom presentations.
Indicators
This is evident when a student:
a. Varies voice when dramatizing and retelling stories.
b. Uses variations of movement, gesture, and vocal pitch, tempo, and tone for different characters.
c. Maintains concentration and focus in drama activities.
d. Writes and performs dialogues and short scenes involving characters, problems, and solutions.
e. Role-play community related events (e.g., eid celebration).
f. Accepts others ideas in planning, directing and evaluating classroom drama activities and incorporate learnt material from other subject areas
g. Sustains the context of a given dramatic situation.
h. Arrange the performing space to communicate mood and time depicted in the script.
i. Incorporates the 5 W’s (who, what, where, when, why) when planning and creating dramatizations of stories from current events or other subject areas.
j. Identifies technological means of creating different effects (e.g., the use of background music).
k. Incorporate observations of life and personal experience in dramatic activities and playmaking.
l. Explains the message or moral of a work of dramatic presentation.
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m. Compares and contrasts situations and characters from real life with those created for a dramatic performance.
Sub-strand 2: Reflecting, Responding and Analysing
Outcomes
DR.RA.1
Reflect upon, describe and analyze their own theatrical work and the work of others.
Indicators
This is evident when a student:
a. Discuss and explain reasons for particular emotional responses to classroom dramatizations and dramatic performances.
b. Makes suggestions for alternative endings.
c. Uses the vocabulary of drama such as persuasion, motivation, dramatic pause, stage areas, props, blocking.
d. Practice appropriate audience behavior (e.g., not talking during the show, respecting others around you, listening carefully, not disrupting the show).
e. Suggests reason why they liked a certain dramatic performance.
f. Analyzes and describe strengths, weaknesses and areas of improvement of their own dramatic performance.
Sub-strand 3: Exploring History and Cultural Context
Outcomes
DR.HC.1
Discuss and evaluate the purpose of different folk stories and critically analyse and compare stories from different cultural and historical settings.
Indicators
This is evident when a student:
a. Dramatizes events from various cultures and Maldivian history.
b. Identifies and compares similar characters and situations in stories and dramas from and about various cultures
c. Discusses how theatre reflects life.
d. Researches a Maldivian folk story and write a script with teacher guidance
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Strand – 2: Music and Movement
Sub-strand 1: Creating & Presenting
Outcomes
MU.CP.1
Sing a variety of music expressively with appropriate pitch, tone quality, diction, and posture.
Indicators
This is evident when a student:
a. Sings songs with attention to pitch, diction, tone quality, and posture.
b. Sings expressively with varied dynamics and appropriate phrasing.
c. Sing songs from a variety of cultures including those of the school and community.
d. Sings rounds and songs with ostinatos.
e. Follows the cues of a conductor (with regard to tempo).
Outcomes
MU.CP.2
Play melodies and rhythms on classroom instruments with correct technique, appropriate dynamics, and a steady beat, alone and in groups while following a conductor
Indicators
This is evident when a student:
a. Echos melodic and rhythmic patterns.
b. Plays given pitch patterns on a mallet instrument, keyboard, or recorder.
c. Plays instruments in a group with a steady beat, appropriate dynamics, and correct technique.
d. Names and identifies musical instruments of different cultures(selected)
e. Plays short melodies on pitched percussion instruments.
f. Plays ostinato accompaniments on pitched and non-pitched classroom instruments, independently and with others.
g. Follows the cues of a conductor.
Outcomes
MU.CP.3
Create short melodies and accompaniments using traditional and electronic resources.
Indicators
This is evident when a student:
a. Composes rhythmic and melodic phrases according to teacher guidelines utilizing classroom instruments and available electronic resources.
b. Notates/records using traditional or available electronic means.
c. Composes a melody to match given lyrics with teacher guidance.
d. Creates lyrics to match a given melody.
Sub-strand 2: Reflecting, Responding and Analysing
Outcomes
MU.RA.1
Read, write, and perform rhythmic
Indicators
This is evident when a student:
a. Reads and perform quarter, eighth, half, dotted half, sixteenth, and whole notes, and quarter, half, and whole rests in meters of two, three, and four using
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and melodic patterns, utilizing relevant examples from repertoire.
rhythm syllables.
b. Notates quarter, eighth, half, dotted half, sixteenth, and whole notes, and quarter, half, and whole rests using iconic or standard notation.
c. Reads and performs expanded pitch patterns and simple songs using solfège and letter names of the treble clef.
d. Identifies and explain the dynamic markings forte, mezzo forte, piano, mezzo piano, crescendo and diminuendo (decrescendo).
e. Identifies and explain the musical symbols for fermata, octave, and D.C. al fine.
Outcomes
MU.RA.2
Use movement and symbols to describe music.
Indicators
This is evident when a student:
a. Identifies and describe AB, ABA, and rondo forms using movement and symbols.
b. Identifies representative orchestral instruments and their families by sight and sound as well as instruments of other cultures.
c. Discusses and demonstrate appropriate listening behavior for various types of performances.
d. Explains personal preferences for various styles of music using appropriate terminology.
e. Listens to and discuss or write about two contrasting compositions using appropriate terminology.
f. Establishes and apply criteria for evaluating various types of musical performances.
g. Identifies and demonstrate appropriate behavior when performing music.
Sub-strand 3: Exploring History and Cultural Context
Outcomes
MU.HC.1
Discover music associated with special occasions and investigate roles of musicians and choreographers in media.
Indicators
This is evident when a student:
a. Identifies and investigate the use of music for special occasions and celebrations.
b. Describes a variety of music and dances of other cultures they have seen in the media, at live performances and social gatherings, or in the classroom.
c. Discusses the role of musicians and choreographers in the media.
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Strand – 3: Visual Arts
Sub-strand 1: Creating & Presenting
Outcomes
VA.CP.1
Explore and use a combination of art elements to create artworks
Indicators
This is evident when a student:
line:
a. Identifies and uses line expressively (e.g., curly lines for wind in the sky, soft, curvy lines for flowers; facial expressions using line in cartooning; after looking at ways lines are used expressively in arts works such as ‘Starry night by Vincent van Gogh, ‘Tall reflection’ by Ahmed Suja, create an artwork using lines expressively)
shape and form:
b. Describe ways shape combinations are used to communicate (e.g., multiple shapes used in drawing complex objects)
c. Identifies symmetrical shapes and forms (e.g., shapes and forms in buildings)
colour:
d. Identifies warm colours (e.g., red, orange, yellow) and cool colours (e.g., blue, green, purple)
e. Creates an expressive painting using warm or cool colours (e.g., yellow: happy, red: angry: blue: peace/ cool)
texture:
f. Differentiates between real visual or illusory texture (e.g., smooth surface of a ceramic work versus drawing of rough tree bark [e.g., in artworks such as ‘Nikagas’ by Hassan Ziyad] or lines that look like fur)
g. Creates artwork using real or illusory texture (e.g., impasto: applying thick, textured paint to make the surface rough)
value:
h. Experiments with value (e.g, varying the pressure of pencil, mixes colours with white to make a range of warm and cool tints)
space:
i. Identifies foreground, middle ground, background and horizon line in artworks (e.g., in photographs, in paintings such as ‘Old Male’/ ‘Landscape’ by Hussain Afeef, ‘Sailing by Ahmed Naeem)
j. Uses foreground, middle ground, background and horizon line to give illusion of space and depth (e.g., create a landscape/ seascape/ cityscape that shows the illusion of space and depth)
k. Investigates positive and negative space
Outcomes
VA.CP.2
Demonstrate an understanding of composition, using
Indicators
This is evident when a student:
pattern and rhythm:
a. Recognises random, alternating, and regular patterns in everyday objects (e.g.,
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the principles of design (pattern and rhythm, variety, balance, proportion and contrast)
textiles, ceramics) and in art (e.g., works by M. C. Escher- tessellation, patterns in Islamic art)
b. Creates patterns (e.g., use repetition of colour, line or shapes throughout an image that communicates a story)
proportion:
c. Compares and contrasts scale between objects (e.g., objects near seems big with more details, and objects faraway are smaller in size with less detail)
balance:
d. Identifies asymmetrical balance in natural and human-made objects (e.g., windblown trees, some contemporary additions to buildings) and in artworks
e. Creates artwork to show asymmetrical balance
contrast:
f. identifies and creates contrast in artworks (e.g., use contrast in a painting, such as a red apple amongst green, a collage with a big circle amongst small circles)
Outcomes
VA.CP.3
Creates artworks based on the natural and built environment or that have the community as their subject
Indicators
This is evident when a student:
a. Investigate the natural or built environment through observation drawing (e.g., look at a seascape and draw them in cool colours; an important place such as Hukurumiskii/ market)
b. Expresses their responses to classroom or community issues (e.g., draw a picture/ poster that conveys messages on topics such as friendship, traffic safety, caring for the environment, problem of litter, climate change, endangered species)
c. Creates images from their imagination (e.g., (e.g., imaginary object/ landscape/ seascape/ creature/ animal)
Outcomes
VA.CP.4
Describe and apply a variety of materials, technologies and processes to create images
Indicators
This is evident when a student:
drawing:
a. Experiments with a variety of tools for making marks and effects in drawing on different surfaces (e.g., use marker, acrylic or fabric paint to make a design on ceramic tiles, wood, cloth etc)
collage:
b. Creates collage with a wide range of natural and processed materials using water-based glues (e.g., use different textured and colour paper, and glue to create artworks on a theme or idea)
mixed media:
c. Experiments with different media together to make art (e.g., use paint and then crayon when the painting is dry)
painting:
d. Experiments with a variety of colour media and their effects (e.g., adding
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a wash of ink to a shape and drawing over the top of the ink when dry with crayon to build up textures; paint areas of a still life with opaque, thick paint and areas with thin transparent washes)
printmaking:
e. Explore the technique of simple printmaking with found objects (e.g., make stamps by cutting shapes out of foam, monoprints, collagraphs; create a paper marbeling)
fabric & fibers:
f. Experiments with textiles to create artworks (e.g., sew a variety of simple decorative stitches or use simple weaving techniques, fix a button using needle and thread)
models & crafts:
g. Creates 3D objects using a variety of natural and processed materials (e.g., make insect shapes and habitat features, using wood, twigs, raffia, husks, and other natural materials to explore science concepts; create a clay model of a landscape/ zoo)
digital media:
h. Uses digital media and software programs to make art (e.g., edit photographs using a computer program and display it as a slide show for a class exhibition)
Sub-strand 2: Reflecting, Responding and Analysing
Outcomes
VA.RA.1
Apply the critical thinking strategies to analyse, reflect on and respond to a variety of artwork and art experiences
Indicators
This is evident when a student:
a. Explains personal ideas and feelings about artworks and art experiences (e.g., express thoughts and ideas about an artwork while in role as the artist in a peer artist interview
[e.g., “The materials I used to create this artwork were ____.
The artwork tells about ______.
I want people to feel ______when they see my artwork”])
b. Explains art elements, principles, materials, technologies and processes used in their own and others’ work (e.g., I used the colours purple and green in this painting because___”; after looking at an artwork answer the following questions with a peer‘: Is it a painting, collage or a computer made image? What materials were used? What type of lines, shapes and colours have been used?’ , ‘What does the shape, lines & colour represent?’)
c. Identifies and evaluates their strengths, their interests, and areas of improvement in their own artwork (e.g., verbally explain what they like about the artwork and what they would change in the artwork; keep an art journal to record what they think they have done well in their artworks, or learned about in their artworks, as they complete them; use the strategy of matching word and image to share their feelings about an art work or its creation)
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Sub-strand 3: Exploring History and Cultural Context
Outcomes
VA.HC.1
Understand and value visual arts from a variety of cultures and contexts
Indicators
This is evident when a student:
a. Give examples of how visual arts can express the identity of a community (e.g., national symbols, sports team logos, cultural symbols)
b. List and discuss reasons people make and use visual art (e.g., for beauty and enjoyment, to communicate an idea, to illustrate a story, to decorate, to express a memory, to express cultural identity, advertising, to entertain, to give information, to give direction etc)
c. Compare and contrast artworks from a variety of cultures, times and places (e.g., compare and describe artworks based on a similar themes such as depiction of nature, of people doing things together, or of people at work that were created at different time periods)
d. Demonstrates an awareness of subject matter (e.g., landscape, portrait, still life), signs and symbols seen in their everyday lives and in artworks (e.g., symbols different cultures use to portray common themes like crown representing royalty, arrow or spear symbolizing hunt, dove representing peace, heart representing love)
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Planning, Teaching and Assessment Examples
Sample Lesson Plan – Grade 1 (Creative Arts)
Subject: Creative Arts Grade: 1 Duration: 2 periods
(1 double period)
Strand: Visual Arts Sub-strand: Values relating to self
Key Competencies:
Understanding & Managing Self (identity)
Shared Values:
Values relating to self
Prior Knowledge:
Explored ideas about themselves
Used drawing media
Talked about their own and other’s drawings
Looked at other artists’ work and talked about what they think or feel about it
Materials Needed:
Images of children in a range of media, including photographs, family albums, advertisements, magazines
portraits and self-portraits of different artists, eg “Self-portrait with straw hat” by Vincent van gogh, Mona Lisa by Leonardo Da Vinci, “ Self-portrait ” by Frida “The Little dancer” by Edgar Degas, “Boy with a green cap” by Henri, Robert , “Girl with a cage” by Berthe Morisot, Senecio by Paul Klee, “The Gardner by Arcimboldo and “Mother“ by David Hockney
dressing up clothes
mirror
empty picture frame (approximately 40 x 50 cm)
Sub-strand 1: Creating & performing
Learning Outcomes / Indicators:
VA.CP.3 Creates artworks based on ideas, feelings, imagination, observations, personal experiences and interests
Creates images in response to something they observed
VA.CP.4 Describe and apply a variety of materials, technologies and processes to create images
Drawing:
Uses a variety of tools for making marks and effects in drawing on different surfaces (e.g., coloured pencils and chalk pastels on coloured paper)
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Painting:
Experiments with paint of different consistencies such as transparent and thin paint or opaque and thick paint (e.g., use different paints such as water colour, poster colour, oil paint and inks to achieve different effects such as transparent washes of colour over an oil pastel drawing of a fish)
Sub-strand 2: Reflecting, Responding & Analysing
VA.RA.1 Reflect on and talk about a variety of artwork and art experiences
Describes the art elements and principles used in the artworks Identifies and evaluates their strengths, their interests, and areas of improvement in their
own artwork
Duration Teaching & Learning Resources / Material needed
Differentiated Instruction
10 mins Introduction:
Talk about selected images of children, raising questions in which the clothes worn, the pose and the activities shown, convey ideas about the children.
Show some self- portraits. Talk about selected self-portraits, focusing on how artists have conveyed ideas about themselves, eg how do the artists show themselves? As a painter? As a mother? As a friend? As a person with status? Ask students suggest why portraits are made, eg to record an important time in a person’s life, to project a powerful image of the person, to portray individuals as wealthy, knowledgeable or hard working. Ask if the person in each painting could speak, what the students think they would say?
Images of children in a range of media, including photographs, family albums, advertisements, magazines
portraits and self-portraits of different artists, eg “Self-portrait with straw hat” by Vincent van gogh, Mona Lisa by Leonardo Da Vinci, “ Self-portrait ” by Frida “The Little dancer” by Edgar Degas, “Boy with a green cap” by Henri, Robert , “Girl with a cage” by Berthe Morisot, Senecio by Paul Klee, “The Gardner by Arcimboldo and “Mother“ by David Hockney
70 mins Developmental Activities: Investigate mark making using ICT
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Duration Teaching & Learning Resources / Material needed
Differentiated Instruction
Explain that paintings of people are called portraits. Discuss the meaning of portrait and self-portrait. Explain that some artists paint pictures of other people (portraits) and some paint pictures of themselves (self-portraits).
Stand behind an empty frame and adopt the pose and the expression of the people in the Van Gogh and Da Vinci portraits. What are you doing? (sitting, painting etc.) How do you feel? (this activity helps students begin to understand how people have been represented by the artist in a portrait and that the subject’s pose and expression helps tell us about the person)
Have students think about the techniques the artists use. Ask students how they would paint their own portrait (self-portrait). Discuss how an artist might paint a self-portrait (using a mirror or photograph)
Focus the student’s attention on one self-portrait. Ask them to describe:
- the person or people and the objects they are holding, wearing, etc (the content and subject)
- the main shapes and colours, etc in the image (the visual elements and the composition)
- how the image is made. Is it a photograph? A painting? A print? (materials and process used)
- how the image makes them feel about the person portrayed. What sort of a person is this? What is the person doing? What does the image tell you about the person? (the ideas and meaning)
Ask the students to look at and describe each other’s appearance, eg: their height, shape, colour of skin and hair, hair type, facial features. Have students list all the features of the face.
Get students to investigate a range of drawing media and the marks they can make eg try out techniques for showing textures of hair, smoothness of the skin, patterns on the clothing.
Have students draw their own face from memory using crayons, pencils, or oil pastels. Demonstrate how to apply the media (crayon or pastel) thickly. Refer to the listed words describing facial shapes and textures to help
dressing up clothes
mirror
empty picture frame (approx 40 x 50 cm)
glue
black glaze paper
tools, including flood fill and spray tools. They could use these effects to make portraits showing feelings such as anger, fear or joy.
Explore the shape and form of the head and create a three dimensional clay model of themselves.
Students who cannot express much can use strategies such as thumbs up, thumbs down to rate their artworks.
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Duration Teaching & Learning Resources / Material needed
Differentiated Instruction
guide the students when they are drawing. They focus upon details such as shape and position of nostrils, nose, eyes and eye lashes, mouth, ears and face.
Reflecting, Responding and Analysing
Have students share their first attempt with the class. Get them to guess who the picture was based on evidence and ask them how they know it. Get students to talk about what they think and feel about their own and others’ artwork, the successful part of their painting and explain why they think these parts are successful and what they might want to change or improve
Closure:
Exhibit the artists’ prints and students’ self-portraits (it can be arranged and pasted to make a mural.
Links within the subject strands
Drama: making and performing
Links with other Key Learning Areas:
Health & PE: Growth and development Social Sciences: ourselves, individual uniqueness
Assessment:
(Key assessment opportunities art marked)
Informal discussion Informal assessment of student skill by observation
Extension option:
Represent themselves by selecting and making an arrangement of the objects that they value, e.g., toys, clothes, books, games, recording their observation and making a painting.
Create a life-size drawing of themselves, by tracing them on large sheets of paper and decorate it by drawing the things of their interest or patterns found in their clothes, or things related to them.
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Create a self-portrait using a computer software (such as paint), and investigate mark making using ICT tools, including flood fill and spray tools. They could use these effects to make portraits showing feelings such as anger, fear or joy.
Explore the shape and form of the head and create a three dimensional clay model of themselves
Teacher reflection:
Personal note of what went well and what needs to be improved. This is to be filled by the respective teacher soon after the lesson.
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Sample Lesson Plan – Grade 1 (Music)
Subject: Music Grade: 1 Duration:
Topic: Singing and Speaking Voice
Key Competencies:
Making Meaning
Relating to people
Shared Values:
Values relating to others
Key Concepts:
Singing voice and speaking voice
Vocabulary:
Pitch timbre
Lesson Objectives:
Student will use their voices in different ways
Student will identify speaking and singing voice
Student will describe the voices they hear
Outcome:
Develop awareness of the different music element by singing a varied repertoire of songs.
Prior Knowledge:
Exposure to different sounds in their daily lives, such as sounds of nature, the community, and home environment
Indicators:
use voice in different ways;
choose how to use voice to make different sound effects;
decide which elements of music can be used to make a performance interesting;
tell the difference between speaking voice and singing voice;
make a good singing sound
Duration Teaching & Learning Resources / Material needed
Differentiated Instruction
Introduction:
Whole Class
Introduce the poem, “Ears Hear”, having students speak the descriptive words for the sounds which are identified (buzz, roar, hiss, etc.).
Have students listen for a sound they would like to make and experiment individually.
Teacher Prompts
How does your (tongue, teeth, lips) help you to make the sound of a…bee, etc?”
Ears hear
Doggie song
Grandma Moses
Melodic contour map
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Duration Teaching & Learning Resources / Material needed
Differentiated Instruction
Name one way you could describe a lion’s roar, bird’s tweet, etc.” (such as loud, rough, high, etc.)
Have students select a sound from the poem to share with a partner and identify each others’ sounds.
Read the poem with space (learning silences) for student demonstrations of the sounds.
Developmental Activities:
Whole Class Activate Prior Learning
Build a repertoire of sounds by asking students to imagine familiar sounds and where they have heard those sounds.
Generate categorical lists of sounds grouped by the source of the sounds…zoo, home, beach etc.).
Teacher Prompts
What familiar sounds do you hear when…
- You go to the beach?
- You play in the school ground during break?
- You get up in the morning?” etc.
What is the difference in the sound of a… e.g., bus/car, cat/cow, etc.?
Try being a kind gentle lady, a mean grouch, etc., and describe how their voices might differ.
Whole Class
Teach the song, “Grandma Moses”, with the teacher demonstrating by singing the song and speaking the parts of the text where it indicates what the Dr. actually said.
Teacher Prompts
How does this song make you feel? Why?
Have students sing the sung parts of the song only while the teacher speaks the spoken text.
Have the class sing the parts of the song in their heads (internalize) and
- Speak out loud only the spoken words
Plan different ways and means of involving individual students. Some will be comfortable using their voices in a variety of ways. Others may be reluctant, but can remain engaged by clapping the steady beat, for example.
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Duration Teaching & Learning Resources / Material needed
Differentiated Instruction
(internalizing the sung portions) then; and
- Sing out loud only the melodic (sung) parts (internalizing the spoken words).
Have the class speak the Doctor words while the teacher sings the song.
Divide the class in two and have one half perform the singing parts while the other performs the spoken parts. Switch.
Individual children can speak the Dr.’s words using their own “Dr. voice.”
Teacher Tip
Have children place their hands flat on their upper chests while they speak the spoken parts and then when they sing the melodic parts. They should be able to feel the chest vibrations when they speak, coming to the conclusion that their speaking voices are their chest voices.
The singing voice can often be felt at this age by placing the fingers on the top of the head. Because the singing voice requires development of head tone, it is often referred to as the “head voice”.
Closure:
Through further brainstorming generate other lists of sounds based on the qualities of sound, such as high/low, smooth/rough, fast/slow, etc.
Have children enact the song, “Grandma Moses”, with students singing and speaking the roles and then create a melody map,
Enact other songs, such as “Old MacDonald” with children replicating the different animal sounds.
Old Mac Donald had a farm
EE-I, EE-I O,
And on that farm he had a (name of animal)
EE-I, EE-I O,
…sing the remainder of the song out loud while individuals make the animal sounds. As they learn a song well and gain experience in internalizing, make it a bit more challenging by leaving out more and more.
Play “Doggie Doggie”. Instead of having the “doggie” guess who has the bone, have the child
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Duration Teaching & Learning Resources / Material needed
Differentiated Instruction
with the bone sing “I have your bone” while the “doggie” remains facing away from the class. The “doggie” then determines who has his bone on voice recognition.
Teacher Tips
This singing game has excellent learning opportunities:
- Vocal timbre (tone) recognition;
- Developing the singing voice; and
- Use of so-mi and so-la-mi--the first three solfege syllables introduced.
Assessment:
Teacher, through observation, will assess students' ability to describe and perform a variety of sounds with their voices.
Students self-assess and teacher assesses the students' ability to differentiate between their singing and speaking voice and to use a singing voice (head tone) when performing simple songs.
Peer: describe the tone colour/timbre of each other’s voice, e.g., How did you know it was (name) who stole your bone?
Teacher: observe, record, and/or provide feedback on students’ - in-tune singing (pitch) - ability to hear different vocal timbres - ability to explain the different timbres, e.g., How did you know it was (name) who stole
your bone?
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Sample Lesson Plan – Grade 3 (Creative Arts)
Subject: Creative Arts Grade: 3 Duration: 2 periods
(1 double period)
Strand: Drama
Key Competencies:
Understanding and Managing self
Shared Values:
Values relating to self
Prior Knowledge:
Name different feelings
Differentiate between the types of feelings
Can read simple sentences
Materials Needed:
Different situations/scenarios written on cards.
E.g., 01: Scenario one: It’s your birthday; your mom has given you a birthday surprise party. You are very happy. Mom is excited about the party but very tired.
Eg 02: You are walking on the road with your dad, you see an accident. You are very scared, dad is very curious to find out what happened.
Feeling cards. (pictures)
Reading materials (Any reading text where they can express feelings through voice and body language)
Sub-strand 1: Creating &Presenting
Learning Outcomes/ Indicators:
DR.CP.1: Identify and apply the elements of drama in the creation of original and scripted pieces.
Uses voice and movement to express mood, feelings, and emotions.
Sub-strand 3: Exploring history and cultural context
DR.RA.1 Reflect upon, describe and analyze own theatrical work and the work of others
Talk about different emotions from a story narration or a dramatic performance. Describes what they like about a dramatic performance
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Duration Teaching & Learning Resources / Material needed
Differentiated Instruction
10 mins Introduction:
Show feeling cards and ask students to name the feelings
Have students hold their hands down on their desks.
Ask the students pretend to wear masks. The teacher asks them to put on a mask which shows no feeling. (The robot mask.) The teacher explains that as humans this is impossible to have no feelings, but with drama we can “make believe” or act "as if" it is real.
Tell the students that it is important to isolate the feelings on their faces.
Next Ask students to put on a happy, sad, angry, and frightened mask Without talking. After these four masks, ask students for feelings that have not been done. Help them if they do not respond. Other feelings might be: greed, surprise, pride, jealousy, etc. Only do two or three more.
Feeling cards
Reading materials
Situation cards
70 mins Developmental Activities:
The teacher reads a selection from a reading text with no feeling, then with anger, and sadness, etc. Students will quickly understand that feeling changes the meaning of words.
Talk to students about the use of the voice to express feelings.
Ask students’ to read a text with feelings.
Teacher puts on a pretend mask; eg: happy, sad, angry, scared etc. and say ‘hello’ to the students reflecting the feeling expressed by the mask.
Ask student’s to put on the mask to mimic the teacher and say the word “hello” to reflect the mask.
Ask students to stand in a semi-circle. The teacher explains that they will now "isolate" feeling in another part of their bodies. This time instead of the face, they will use their hands. When the teacher says a feeling, the class has a count of three to make their hands show the feeling. Each student must take the feeling off their face.
The teacher points out different qualities of the hands which express the feeling, e.g: if angry: tight fist, if sad close fist but not tight, happy
A4 sheet
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Duration Teaching & Learning Resources / Material needed
Differentiated Instruction
open fist etc.
Make pairs ask students to read the given dialogue.
Using their whole body and voice to express the feelings in the dialogues. (reading and dramatizing)
Reflecting, responding and analyzing
Ask students to talk about the partners acting, feelings and voicing and what they liked about it or what they didn’t like about.
Closure:
To conclude play a game, "What’s My Feeling?" Ask three or four students create a feeling statue in front of the entire group (show a feeling using the whole body). They must come to life and express their feelings for at least 30 seconds, using no sounds. Students can guess what the feeling is.
Links with other Key Learning Areas:
English: Reading using appropriate body language, voice level and tone to enhance meaning
Differentiated Instruction:
Students who cannot read can be paired with a student who can or the teacher can read out the situation to the students.
Assessment:
(Key assessment opportunities are marked)
Informal discussion Informal assessment of student skills by observation
Teacher reflection:
Personal note of what went well and what needs to be improved. This is to be filled by the respective teacher soon after the lesson.
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Glossary
This syllabus generally defines and explains significant terms as they are used.
Art works: Artwork is used as a generic term for a work in each of the four Arts subjects. For example
artworks in:
Dance include dances for performance, choreographed dances in any style
Drama include devised or scripted drama in any style for performance
Music include composition, improvisation, arrangement of music in any style for performance
Visual Arts include two dimensional works, for example, paintings, photography; three dimensional works, for example, sculpture
Artists: Artist is used as a generic term for the maker of an artwork
For example artists in:
Dance include choreographers, dancers, designers
Drama include actors, directors, playwrights, designers
Music include composers, performers, arrangers
Visual Arts include painters, sculptors, designers
Aesthetic specific artistic awareness, or a deep appreciation of the meaning of an artistic experience through intellectual, emotional and sensual response to a work of art
in Dance, standards of appropriateness and competency relevant to the genre/style/time/place
in Drama, involves subjective responses to non-verbal, affective and verbal devices which can be representative of genre/style/time/place
in Music, involves the subjective responses by which music is perceived and judged, which can be relevant to genre/style/time/ place
in Visual Arts, the philosophical theory or set of principles governing the idea of beauty at a given time and place
DRAMA
Audience: People watching a drama
Blocking: The planning and working out of the movements of actors on stage.
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Characters: A personality or role an actor/actress re-creates.
Comedy: Professional entertainment consisting of jokes and sketches, intended to make an audience laugh
Costumes: Clothing worn by an actor on stage during a performance.
Dialogue: The conversation between actors on stage
Diction: The pronunciation of words, the choice of words, and the manner in which a person expresses himself or herself
Directing (stage): The art and technique of bringing the elements of theatre together to make a play
Dramatic play: Children’s creation of scenes when they play “pretend”
Emotions: A strong feeling deriving from one’s circumstances, mood, or relationships with others
Endings: An end or final part of the drama
Entrance (stage): The coming of an actor or performer on to a stage
Events: A thing that happens or takes place, especially one of importance
Exit (stage): Used as a stage direction in a play to indicate that an actor leaves the stage
Folklore: The traditional beliefs, customs, and stories of a community, passed through the generations by word of mouth
Genre: In literary and dramatic studies, genre refers to the main types of literary form, principally tragedy and comedy. The term can also refer to forms that are more specific to a given historical era, such as the revenge tragedy, or to more specific sub-genres of tragedy and comedy, such as the comedy of manners
Gestures: An expressive movement of the body or limbs
Hero: A person, typically a man, who is admired for their courage, outstanding achievements, or noble qualities
Historical drama: Drama in which stories are based upon historical events and famous people
Mime: a form of theatre performance in which actions and characters are suggested using gesture, movement, and facial expression without words or sounds.
Mystery: Something that is difficult or impossible to understand or explain
Narration: The action or process of narrating a story
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Offstage: Not on the stage and so not visible to the audience
Onstage: On the stage and so visible to the audience
Pace: Speed of speech or movement
Pacing: The tempo of an entire theatrical performance
Pantomime: Acting without words through facial expression, gesture, and movement.
Pause: A break in speaking: period of silence
Pitch: The highness or lowness of voice
Plot: Storyline of a drama
Props: Real life objects that characters use in drama
Role-play: The acting out or performance of a particular role
Scene: Section of a drama, set in one place at one time
Scenery: Resources used to create the setting where a drama takes place e.g. backcloth, flats, rostra, furniture
Set (1): Scenery used to show where a drama takes place
Set (2): To place a drama in a certain time or place
Stage: The area where actors perform.
Story telling: a performance in which a story is presented through action, dialogue, and narration
Tableau: A silent and motionless depiction of a scene created by actors
Technologies: equipment that helps to create, present, explain, document, analyse, view, interpret, or learn about dramatic work (for example, puppets, masks, lighting, props, sounds, costumes, recording equipment).
Tempo: The speed at which a passage of music is or should be played
Tone: Change of voice to express emotion
Tragedy: A drama about unhappy events and with a sad ending
Villain: a character whose evil actions or motives are important to the plot
Volume: describes how loud or soft the voice or sound is
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MUSIC AND MOVEMENT
Accelerando symbol used in musical notation indicating to gradually quicken tempo.
Accent make a particular part more important
Accidental sharp, flat, or natural sign.
Accompaniment subordinate harmonic and/or rhythmic material supporting a principal melody
Adagio a tempo having slow movement; restful at ease.
Allargando gradually slower and broader
Allegretto slightly slower than allegro
Allegro lively, rather quick
Andante rather slow, at a moderate pace.
Andantino generally a little quicker than andante
Band large ensemble consisting mainly of wind instruments
Bar a vertical line drawn through one or more staves to indicate a measure. Bar also means measure (e.g., a four-bar phrase).
Bass a voice, instrument, or part in the low register.
Beat the unit of time in metric music. In time signatures, the upper numeral indicates the number of beats per measure.
Brass wind instruments which produce tone by vibration of the lips,
Canon a composition in which each part has exactly the same melody throughout the piece, starting at different points. The strictest form of imitation.
Chant general term for liturgical song similar to plainsong.
Choir vocal ensemble, usually small church choruses. Also applied to groups in an orchestra: e.g., brass choir, woodwind choir.
Chord a combination of three or more tones.
Chorus a large vocal ensemble.
Conductor One who directs a group of performers, the conductor indicates the tempo, phrasing, dynamics, and style by gestures and facial expressions.
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Concerto a composition for one or more solo instruments with orchestral accompaniment, usually written in three movements.
Crescendo gradually getting louder
Da Capo a sign at the end of a movement indicating that the player must return to the beginning. abbreviation: D.C.
Da Capo Al Fine return to the beginning and play to the word "fine"
Decrescendo gradually getting softer
Diminuendo gradually getting softer
Double Bar two vertical lines drawn through one or more staves to indicate a major sectional division or the conclusion of a composition.
Duo two, in two parts
Duple Meter two or four beats to the measure.
Dynamics levels of soft and loud.
Eighth Note one eighth the value of a whole note
Ensemble a performing group consisting of two or more players or singers.
Ferma resolute, steady
Fermata a pause or hold
Fermato firmly, resolutely
Fortissimo as loudly as possible
Fine the end, often in phrases like al fine (to the end)
Flat a symbol placed in front of a note to indicate lowering that note by one half step
Forte or f (usually): strong; i.e., to be played or sung loudly
Forte Piano or fp (usually): strong-gentle;
Fortissimo or ff very loud
Fortississimo or fff as loud as possible
Half Note one half the value of a whole note
Harmony pleasing combination of two or three tones played together in the background while a melody is being played.
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Interlude piece of instrumental music played between scenes in a play or opera.
Interval the distance in pitch between two notes.
Introduction the opening section of a piece of music or movement.
Largo broadly; i.e., slowly
Legato Smoothly in a connected manner
Lentissimo Very slowly
Lento slowly
Major diatonic scale with half steps between the third and fourth and between the seventh and eighth tones of the scale. Also, a triad consisting of a major and a minor third.
Melody consecutive tones; the linear or horizontal element of music.
Meter the measuring of time in music according to a specific number of beats to the measure
Minor a diatonic scale with a half step between the second and third notes of the scale; the upper tetrachord of a minor scale is variable, resulting in natural, harmonic, and melodic forms of the minor scale. A triad consisting of a minor and major third.
Measure the period of a musical piece that encompasses a complete cycle of the time signature, e.g., in 4/4 time, a measure has four quarter-note beats
Medley piece composed from parts of existing pieces, usually three, played one after another, sometimes overlapping.
Mezzo half; used in combinations like mezzo forte (mf), meaning moderately loud
Mezzo Forte half loudly; i.e., moderately loudly
Mezzo Piano half softly; i.e., moderately softly
Mezzo Soprano a female singer with a range usually extending from the A below middle C to the F an eleventh above middle C.
Moderato moderate; often combined with other terms, usually relating to tempo; for example, allegro moderato
Natural a symbol (♮) that cancels the effect of a sharp or a flat (see in this list)
Octave interval between one musical pitch and another with half or double its frequency. 12 semitones equals an octave.
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Orchestra a large instrumental ensemble.
Opera a drama set to music for soloists, chores and orchestra.
Ostinato obstinate, persistent; i.e., a short musical pattern that is repeated throughout an entire composition or portion of a composition
Overture a instrumental prelude to an opera
Pentatonic Scale musical scale having five notes. For example: the five black keys of a keyboard make up a pentatonic scale
Percussion essentially rhythmic instruments such as drums, cymbals, gongs, and triangle.
Phrase a musical unit, often four measures in length, which concludes with a cadence.
Pianissimo extremely soft
Piano An instruction in sheet music to play softly. Abbreviated by a “p”.
Pitch the vibration frequency of a tone.
Pitched Instrument Is a percussion instrument used to produce musical notes of one or more pitches.
Quarter Note one fourth the value of a whole note
Recital A solo concert with or without accompaniment.
Refrain A repeating phrase that is played at the end of each verse in the song.
Rhythm the time element in music which is determined by accent and/or duration of tones.
Rondo A musical form where the principal theme is repeated several times. The rondo was often used for the final movements of classical sonata form works.
Scale a system of adjacent notes on which melody and harmony are based.
Semitone The smallest pitch difference between notes (in most Western music)
Sequence a recurrent melodic pattern repeated at successively higher or lower intervals.
Sixteenth Note one sixteenth the value of a whole note
Sharp A symbol indicating the note is to be raised by one semitone.
Slur A curve over notes to indicate that a phrase is to be played legato.
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Soprano The highest female voice.
Solfège Is a music education method used to teach pitch and sight singing
Staccato Short detached notes, as opposed to legato.
Stanza a verse of a song
Steady Beat is an unchanging continuous pulse, this is different from the rhythm patterns of a specific song
Staff made up of five horizontal parallel lines and the spaces between them on which musical notation is written.
Symphony three to four movement orchestral piece, generally in sonata form.
Tempo generally, the speed of music; the rate of beats as indicated by such terms as allegro, presto, adagio, lento, and andante.
Timbre Tone color, quality of sound that distinguishes one verse or instrument to another. It is determined by the harmonies of sound.
Time Signature A numeric symbol in sheet music determining the number of beats to a measure.
Tone The intonation, pitch, and modulation of a composition expressing the meaning, feeling, or attitude of the music.
Tonic The first tone of a scale also known as a keynote.
Triad Three note chords consisting of a root, third, and fifth.
Treble a relatively high-register part, indicated by the G clef or treble clef.
Tune A rhythmic succession of musical tones, a melody for instruments and voices.
Tuning The raising and lowering a pitch of an instrument to produce the correct tone of a note
Unaccompanied a solo part, passage, or vocal ensemble without accompaniment.
Unpitched Percussion Instruments
an unpitched percussion instrument is a percussion instrument played in such a way as to produce sounds of indeterminate pitch, or an instrument normally
Unison two parts singing or playing the same note.
Variation the modified repetition of a theme or melody without the loss of it's entire identity.
Vocal music to be performed by the human voice or voices.
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Whole Note the basic unit of note values
Wind Instruments instruments which produce tones by a vibrating column of air when blown; woodwinds and brass.
Woodwind Instruments wind instruments which generate tone by a vibrating reed (e.g., oboes, clarinets, saxophones, bassoons) or by a whistle-type mechanism (flutes, recorders).
VISUAL ARTS
Assemblage: an artwork that is made by constructing found objects generally in relief or three dimensional works.
Art elements: line, shape and form, colour, value, space and texture
Art materials: resources used in the creation and study of the visual arts (e.g., paint, canvas, fiber, charcoal, crayons, wood, clay, film, metal)
Balance: a principle of design concerned with the arrangement of one or more of the elements so that they give a sense of equilibrium in design and proportion (e.g., balance of shapes or colours, lightness and darkness). Balance includes:
symmetrical balance: the image is equal on both sides of an imaginary line (e.g., a butterfly, a human face)
asymmetrical balance: each side of the image are different but equal (e.g., a large shape on one side and several small shapes on the other)
radial balance: the design radiates from a central point (e.g., a wheel, a cross-section of a piece of fruit)
Batik: a colour design or composition created by waxing sections of a piece of cloth before dyeing, so that the waxed section remains uncoloured
Cityscape: a picture of the outside, with the city or buildings being the most important part
Colour: Has three attributes: hue, intensity and value. Depends on a source of light to be defined
Collage: an image or design created by sticking materials such as paper, card, fabric, printed materials and string to a base
Contrast: a principles of design, refers to the use of several elements (e.g., large and small shapes, light and dark colours) to engage the viewer’s attention
Cool colours: colours suggesting coolness (e.g., blue, green, violet) and which appear to recede in a painting
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Digital artworks: types of artworks made with digital technologies such as a digital video recorder and/or scanner and computer.
Emphasis An outstanding or interesting area of an artwork created by the use of contransting elements (e.g., strong colour, dark shape, distinct texture)
Figure Drawing: drawing the whole body of a person
Focal point: the element or object in a work of art on which the viewer’s attention is focused
Foreground: the area of a picture that appears closest to the viewer. It is often at the bottom of the picture plane
Form: Form refers to three dimensional (3-D); encloses volume
Found objects: everyday objects that can be used, for example in a collage or to create stamps for print-making
Geometric shapes/ forms:
a geometric shape/ form is precise and has hard, precise edges (e.g., circle, square, triangle, and rhombus, sphere, cone, cube, cylinder and pyramid etc)
Horizon Line: the “line” at which the sky and the earth appear to meet
Hue: the common name of a colour (e.g., red)
Landscape: a picture of the outside, with the landforms being the most important part.
Line: A visual path left by a moving point. It may be a continuous mark on a surface or implied by the edges of shapes and forms
Media: materials and tools used by artists
Middle ground and background:
the part of a composition that appears to be farther and farthest away from the viewer.
Mixed media: the use of various media in a single composition
Mood: the way in which the art work makes the viewer feel
Movement Direction of the visual path taken by the eye through an artwork; created by the arrangement of line, shape and colour
Motif: a singular distinctive design or figure that recurs in variations throughout a work
Organic shapes: free flowing shapes which have irregular contours such as a puddle or ink blot e.g., leaves, flowers, clouds etc
Overlapping placing one shape in front of another to give a three-dimensional effect in a composition
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Painting is a type of art in which wet media such as tempera or watercolor paints is applied to a two-dimensional surface, such as paper, canvas, wood, etc.
Pattern is created through repetition of shapes, colours, lines, textures, and forms. There are formal patterns (with obvious rhythm, like the pattern on a chessboard) and informal patterns (with no obvious rhythm, like the pattern formed by pebbles on a beach)
Portfolio a systematic, organized collection of a student’s work
Portrait an artwork that shows a specific person or animal. Often shows only the face
Positive & negative shape
positive shape is the object. Negative shape is the space around the shape.
Primary colours the three basic colours (red, yellow and blue) that cannot be mixed from other colours but can be used to mix all the other hue (colours)
Principles of design pattern and rhythm, balance, proportion, variety, contrast, emphasis and unity and harmony
Printmaking the transfer of an inked image from one surface (plate or block) to another (usually paper)
Proportion: the size relationships of one part to the whole and of one part to another
Reflection: personal and thoughtful consideration of an artwork; an aes¬thetic experience; the creative process
Relief printing: printing from a block whose design or image stands out in relief
Repetition & pattern One or more elements are repeated in an artwork to create rhythm and pattern
Rhythm: A type of visual movement in an artwork, usually created by the arrangement of line, shape and colour
Scale: relative size, proportion. Used to determine measurements or dimensions within a design or work of art
Sculpture: three-dimensional artworks
Secondary colours: colours that are mixes of two primary colours: orange, made from red and yellow; green, made from yellow and blue; and violet, made from blue and red
Shade: color with black added to it
Shape: Two-dimensional that encloses an area; can be organic or geometric
Space: Area around or within objects; it can be two or three dimensional
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Still life: an arrangement or a work of art showing a collection of objects
Symbol: a simplified drawing that stands for a figure or object
Symmetrical: refers to an arrangement of parts to produce a mirror image
Technique: the method or procedure used to create an artwork
Tessellations: positioning images in a symmetrical way without overlapping or leaving any gaps. Repeating an image as both the positive and negative shapes
Texture: quality of a surface (e.g., roughness, smoothness); its effects can be visual (simulated) or real/ tactile (actual)
Tint: colour lightened by the addition of white
Unity: Feeling of harmony between all parts of an artwork
Value: Qualities or variation of lightness or darkness of a colour (i.e., dark colours are low in value, light colours high in value)
Warm colours: colours suggesting warmth (e.g., red, orange, yellow), which appears to advance in a composition
Wash: a thin, transparent layer of paint
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