Dance: reflection  (Page 2/3)

Make a list of the many dances you know of in South Africa.

Describe and/or demonstrate each dance to your class.

If possible bring to class something unique about the dances you have written down, e.g. music, costume, pictures, musical instruments, make-up, etc.

Write down the following about the dance you have chosen.

Name of dance:

What to bring along:

Name of music:

History of the dance:

Assessment

Assessment

LO 2

REFLECTING The learner will be able to reflect critically and creatively on artistic and cultural processes, products and styles in past and present contexts.

We know this when the learner:

DANCE

2.1 takes an active role in a class discussion about interpretations and reactions to a dance seen live or on television; pays attention to the use of design elements, the purpose and the style of the dance;

2.2 identifies and describes the many kinds of dances in South Africa.

DRAMA

2.3 reflects on drama (television, radio, community or classroom) in terms of:

• recognising key moments in a drama;
• identifying themes, ideas and moods;
• explaining why particular techniques were used;
• being sensitive to the social and cultural contexts;

MUSIC

2.4 recognises the letter names of notes on lines and in spaces on a treble staff and their difference in pitch;

2.5 recognises crotchet, minim and quaver note values and rests in a short melody;

2.6 recognises and describes the different timbres of voices in choral music;

2.7 listens to a variety of selected songs and identifies the genre (e.g. Blues, Pop, Kwaito, Classical, Traditional, Free-Kiba, Opera, Musicals, Malombo, Kwassa-Kwassa, Techno, Soukous), and offers opinion on the style;

VISUAL ARTS

2.8 differentiates between various art forms such as drawing, painting, architecture, sculpture, design, craftwork, and graphic media;

2.9 responds to images and craft objects used in popular culture, pictures and photographs in terms of purpose, content, form, contrast and meaning.

Memorandum

ACTIVITY 1

In this module the learner must be able to reflect on and offer opinions on dance processes, products and concepts.

The learner must take an active role in a class discussion about interpretations and reactions to a dance seen live or on television and pays attention to the use of design elements, the purpose and the style of the dance.

The main emphasis must be placed on developing the learners’ knowledge of the many dimensions of the art of dance. In the context of performing dances, by making reference to theatre dance examples students can become acquainted with the public notion of what constitutes skilfully-executed dance movements through experience of dances performed by professionals.