grade: 4 subject: life skills creative arts · pdf filefat activity/form learner’s mark...

FAT Activity/Form Learner’s

mark Learner’s %

Performing Arts: Dance and Music Performance

TOTAL

GRADE: 4 SUBJECT: LIFE SKILLS –

CREATIVE ARTS

TERM ONE FORMAL ASSESSMENT TASK (FAT) 1

Name: _____________________________________________________________

Class: ________________________________ Date: _______________________

School: __________________________ Teacher: _______________________

Gr 4: FAT LS – Creative Arts: Performing Arts: Term 1 Page 1

LIFE SKILLS: CREATIVE ARTS

FORMAL ASSESSMENT TASK: PERFORMING ARTS

DANCE AND MUSIC

GRADE 4 TERM 1

NOTE TO THE TEACHER:

The Formal Assessment Task has been developed as a step by step guideline to learners.

The activities are to be done in class, during the first term. It is important that teachers

mediate the various steps of the task with learners to ensure active, creative and critical

participation by all learners.

In this activity you will be exposed to the following:

Locomotor and non-locomotor movements that will be done on your own and also

together in groups.

Short rhythm patterns using percussion instruments or body percussion.

Rhythmic patterns combining locomotor movements with sound.

Movement sentences using props.

1. Choose any of the above animals to create your movement sentence and a short

rhythmic pattern. Your movement sentence will show the unique way in which your

animal moves.

2. While developing your movement, consider the natural movements and sound effects

that are common to the animal your have chosen.

3. On your own, use suitable locomotor and non- locomotor movements to create a

movement sentence of 16 counts. Your teacher will guide you to explore a wide

variety of movements before you make your selection of appropriate movements.

Look at the table below as a reminder of some of the movements.

Gr 4: FAT LS – Creative Arts: Performing Arts: Term 1 Page 2

LOCOMOTOR MOVEMENTS NON-LOCOMOTOR MOVEMENTS

jump, skip, gallop, crawl, roll, slide, run,

run, shuffle, drag, sail, swim, fly, etc.

turn, pull, bend, stretch, twist, push,

stretch, shrink, grow, shake, rattle, swing,

reach up, etc.

4. Now add a short rhythmic pattern, using the note values you have learnt in class and

add body percussion or percussion instruments to enhance the movement sentence.

5. Rehearse this movement sentence with the rhythmic pattern.

6. Now choose a prop as an extension of the animal chosen that will be an indication of

the animal you chose.

7. Group with the other learners who have chosen the same animal and join the

movement sentences together with the rhythmic pattern. You could adapt your

dance and rhythmic pattern to accommodate everyone’s ideas when you join all the

elements.

8. Now it is time to perform your combined movement sentence and short rhythmic

pattern to the class! Make sure that you are well-prepared and know exactly what

your steps are and how they combine with the rhythmic pattern.

Gr 4: FAT LS – Creative Arts: Performing Arts: Term 1 Page 3

The following rubric will be used by your teachers to formally assess your performance:

Criteria

10-8 7-6 5-3 2-0

Use of locomotor & non

locomotor movements

using imagery

Confidently performed

locomotor & non-locomotor

movements with creative use of

imagery

Demonstrates understanding of locomotor & non-

locomotor movements with use of imagery

Performs some locomotor &

non-locomotor movements and attempts to use

imagery

Lacks understanding of locomotor & non-

locomotor movements and

lacks use of imagery

Created short rhythmic

patterns using body

percussion/ instruments

Performed creative rhythmic

patterns with clear

understanding of note values

Performed a short rhythmic pattern with an

understanding of note values

Demonstrate short rhythms

with some understanding of note values

A short rhythmic pattern but lacks understanding of

note values

Performed movement

sentences using props

Movement sentence creatively

performed using prop with ease

and appropriately

Movement sentence

adequately performed,

demonstrated using the prop appropriately

Attempted to perform the movement

sentence using the prop at

times

Poor demonstration of

movement sentence with

very little use of the prop

Working individually and

in unison

Learner confidently works

alone and co-operatively in the

group

Learner works as an individual and forms part of the

group

Learner shows at times the

ability to work alone and in a

group

Learner struggles to work alone and

in a group

Subtotals:

TOTAL /40

Gr 4: FAT LS – Creative Arts: Performing Arts: Term 1 Page 4

INTEGRATED LEARNING AND ASSESSMENT STRATEGY

The learning and assessment processes are integrated. Assessment is continuous

and formative as the teacher will observe the progress of the learner and give

guidance towards the final performance. The final performance is assessed formally

by the teacher by means of a rubric.

Assessment Form Assessment

Method

Assessment

Technique

Assessment

Instrument

Informal: Formative Self/peer/teacher

assessment

Observation of

development of a

movement

sentence.

Class list (just to be

ticked off)

Informal: Formative Self/peer/teacher

assessment

Observation of

development of

rhythmic pattern.

Class list (just to be

ticked off)

Informal: Formative Self/peer/teacher

assessment

Use of a prop in an

imaginative way.

Class list (just to be

ticked off)

Formal: Summative Teacher Performance of

movement sentence

combined with a

rhythmic pattern.

Rubric

DISTRIBUTION OF COGNITIVE LEVELS

REMEMBER AND

UNDERSTAND

APPLY AND ANALYSE EVALUATE AND CREATE

Dance and Music concepts:

locomotor and non-

locomotor movements, use

of props, rhythmic patterns,

note values, percussion and

melodic instruments.

Application of concepts in a

performance of a music

movement sequence and

rhythmic patterns.

Continuous critical reflection

and application to improve

and enhance the

performance.

Create and perform a

movement sequence and

rhythmic patterns

(According to Revised Bloom’s Taxonomy, 1990)