IMPUESTO DE DEGUELLO DE GANADO MENOR Y MAYOR

The researcher decided to take the original outline of course material for the Performing Arts (see Addendum A) and structure it differently. Exactly the same wording and headings were used, but she changed the layout for the Performing Arts for Grades R – 3 from a page per term that was set out in a “portrait” (vertical) page setup (Addendum A), to one page that includes all four terms’ course outline over a year for each grade using a “landscape” (horizontal) layout (Addendum B).

The researcher eliminated information from the original document for her own use, to ensure that the focus stays on the three streams of the Performing Arts: As can be seen in Addendum A, the original outline of the course material for the Performing Arts (Dance, Drama and Music) is set out together with the Visual Arts under “Creative Arts”. Each term (one, two, three and four) is organised on a page under the heading “Term 1 Grade 1”, “Term 2 Grade 1”, et cetera. Firstly, the Creative Arts are set out with the time allocation per term in hours, as well as the recommended resources for presenting the course outline of the Creative Arts.

The next point on the original document,70 is an explanation that the course outline for the Creative Arts (Performing Arts and Visual Arts) can also be presented by using topics from the outline for Life Skills71 as context. Next is a new section of bullets under the heading “Performing Arts – 10 hours”. This part of the Performing Arts is divided into two sections: “Creative games and Skills”, followed by a number of bullets stating the course outline, as well as “Improvise and Interpret’, also followed by the course outline set out with bullets. The section on “Visual Arts – 10 hours”, is also divided into two sections: “Create in 2D” and “Create in 3D”, also both followed by bullets stating the course outline for the Visual Arts. This original layout is the same for the Creative Arts throughout all the Grades in the Foundation Phase.

70 _{Please refer to Addendum A for the following section, because the researcher used this page as the example}

for the process of gathering data.

71 _{The researcher suspects that this must not be “Life Skills” as quoted from the CAPS document (DBE,}

2011b:34), but rather be used as stated in the introduction of the document under “Topics” (DBE, 2011b:14), where it is mentioned that the topics of the study areas Beginning Knowledge and Personal and Social Well- being can be integrated into different study areas in Life Skills.

77 To ensure that the researcher adhered to the research objective it was necessary to compile her own outline of course material by only using the Performing Arts in the layout. As mentioned previously, the same wording and headings were used, but the researcher wanted to see if she could structure all the information on one page in order to make it easier to read for the research purpose. The horizontal structure of the course outline could cover all the information she needed on a single page and even though the words were small, Table 4.1 visually worked for her:

78 Table 4.1: The Outline to be covered over a year in the Grade 1 Performing Arts classroom

GRADE 1

Creative games and skills

Improvise and interpret

Term 1

(DBE, 2011b:34)

• Warming up body parts such as ‘playing the piano’, ‘washing body’, ‘shaking off water ’, etc. • Safe environment: finding own and sharing space with no bumping

• Locomotor movements: walking, skipping and running forwards and backwards • Non-locomotor movements: bending knees, shoulder and wrist circles

• Warming up voice: breathing exercises and creative games such as blowing out candles, etc. • Body awareness exploring space and direction such as below, behind, above, using bodies or obstacles • Keeping a steady beat with changes in tempo whilst clapping or moving in time to music such as walking in fours, skipping in twos

• Cooling down the body and relaxation: e.g. ‘candle melting’, ‘balloon deflating’

• Exploring shape and weight using action words and movements such as crooked, narrow, wide, feathery, pulling a heavy box, etc. • Singing indigenous songs using appropriate movements and dramatisation

• Simple improvisation around familiar experiences in own family and community such as the ‘birthday party’, ‘umdlalo’, playing ‘pophuis’, etc.

• Dramatisation: making up short stories of no more than a few sentences, based on a box of interesting objects - an object is selected, and imagined to be alive

Term 2

(DBE, 2011b:35)

• Warming up the body: circling the hands and ankles, making shapes with the body such as large and small, wide and narrow

• Freeze games focusing on control, eye focus and use of space

• Locomotor movements: hopping, jumping and galloping forwards and sideways • Axial movements: twisting, swinging the arms and side bends

• Exploring beginnings, middles and endings of songs, stories and movements

• Copying of movements, rhythms and movement patterns such as follow the leader, walking, skipping, clapping

• Isolate body parts through movement such as pointing and flexing the feet, etc.

• Vocal exercises such as rhymes, tongue twisters and songs with focus and clarity in vocal exercises • Cooling down the body and relaxation: games such as ‘rocking a baby’, ‘swaying’, etc.

• Role play (stepping into the shoes of somebody else) • Developing short sentences of dialogue such as a conversation between the elephant and the mouse

• Movements appropriate to a role in different situations, e.g. during a meal, a classroom, a bus

• Singing songs using contrasts such as soft and loud, fast and slow

Term 3

(DBE, 2011b:36)

• Warming up the body: e.g. leading with the nose, elbow, knee

• Combining locomotor and non-locomotor movements such as run-run-turn, run-forward-shrink-stretch-up • Mime actions showing emotion using visualisation such as eating my favourite food, opening a gift • Games focusing on numeracy and literacy such as number songs and rhymes, making letter shapes through movement

• Listening skills through music games using different tempo, pitch, dynamics, duration

• Cooling down the body and relaxation: using imagery or words such as ‘shrink slowly’ and ‘grow slowly’

• Choosing and making own movement sentences to interpret a theme with a beginning and an ending

• Clapping rhythms in three or four time. Moving to music in three or four time.

• Dramatising a make-believe situation based on a South African poem, song or story guided by teacher

Term 4

(DBE, 2011b:37)

• Warming- up the body: using different levels such as high: picking an apple, low: crawling and medium: crouching

• Locomotor movements: hopping, jumping, galloping, running and skipping with a partner and changing directions

• Non-locomotor movements: combining twisting, swinging the arms, side bends and jumps • Clapping games with a partner developing focus and co-ordination

• Listening to music and describing how it makes you feel using words such as happy, sad, etc. • Cooling down the body and relaxation: ‘feel like a feather and float through the sky’, etc.

• Representing objects and ideas in movement and sound such as: making a machine, a magic forest, ambulance, individually and in groups

• Classroom performance incorporating a South African song/poem/story with movement and dramatisation

79 Through structuring each grade on a page (or two), the researcher was able to create an overview of the course outline per year for each grade (as can be seen in Addendum B). This already gave a way to recognise the prominence of progression, integration and skills, addressed in the outline, with a single glance. This format was therefore also the framework used for the rest of the analysis process.