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