Download Grade 7 Dance, Drama and myths

Educator and Tagging Information
Learning Area:
Arts and Culture
Resource Name:
Arts and Culture
Assessment Exemplar Number:
AC7.4
Item/s:
8
Phase:
Senior Phase
Grade:
7
Tags:
Myths, dance-drama, storytelling, illustrating stories, mounting artwork, Baseline Assessment,
Formative Assessment, Summative Assessment
Assessment Type:
Baseline, Formative, Summative
Assessment Form:
Question/answer, performance, peer assessment, self-assessment, storytelling, drawing/painting,
construction
Copyright for included material:
None
Duration
7 x 30 minutes
Learning Outcome(s) and Assessment Standard(s):
Learning Outcome 1: Creating, Interpreting and Presenting
The learner will be able to create, interpret and present work in each of the art forms.
Assessment Standards
We know this when the learner
Dance:
1.3 Creates and presents dance sequences that focus on and challenge, amongst others, human
rights issues such as social and cultural attitudes.
Drama:
1.2 Uses exploration of human rights issues in South Africa as a basis for group improvisations
that:
o show understanding of basic dramatic structure (who, what, where, when);
o show characters drawn from observation, imitation and imagination;
o incorporate some dramatic elements such as grouping, shape and climax to communicate
meaning and feeling.
Visual Arts:
1.1 Creates art, craft or design works commenting on human rights issues, and which
demonstrate:
o an ability to experiment at an elementary level with a wide range of materials, techniques,
tools and skills;
o the ability to identify and use symbols and patterns.
1.2 With guidance, selects, prepares and mounts own artworks from their individual portfolio for
class presentation.
Learning Outcome 3: Participating and Collaborating
The learner will be able to demonstrate personal and interpersonal skills through individual and
group participation in Arts and Culture activities.
Assessment Standards
We know this when the learner
Composite:
3.1 Transforms personal experiences into forms of expression.
3.2 Uses art activities to express individual and collective identities.
Drama:
3.1 Works sensitively in a group to explore and develop scenes around personal and social
issues, experimenting with alternative solutions to problems.
Learning Outcome 4: Expressing and Communicating
The learner will be able to analyse and use multiple forms of communication and expression in Arts
and Culture.
Assessment Standards
We know this when the learner
Drama:
4.1 Researches and presents an example of indigenous performance, such as praise poetry or
folk tales.
Visual Arts:
4.1 Investigates and presents the origins, purpose and role of signs, national or traditional
symbols, statues, heritage sites, body adornment, artworks, dress or architecture.
Teaching Context:
Read a Greek myth, devise and perform a dance-drama, self- and peer assess it, create an
indigenous African myth, illustrate it, mount it
Learning Space:
Assessment
Hyperlinks:
To be completed later.
Number of questions for exemplar:
6
Rating:
Easy questions:
Questions 1, 6b
Medium questions:
Questions 3, 4
Difficult questions:
Questions 2, 5, 6a
Assessment Task
Performing myths
Part One: What is a myth?
1. What is a myth?
[2]
2. Why do people tell myths?
[3]
3. Are myths the same as scientific explanations? Give an example to help you explain what you
mean.
[5]
Part Two: Perform a myth
Read the following myth:
Demeter was goddess of the Earth. With her daughter, the beautiful Persephone, she kept the trees
and plants green and fruitful. The weather was pleasant and warm. People were happy in the
sunshine, harvesting food and living comfortably.
However, Hades, the god of the Underworld, happened to see Persephone playing in the warm
sunshine among beautiful flowers, and he fell in love with her. Hades was jealous of the way in
which Persephone could make flowers bloom and trees bear fruit. So he kidnapped Persephone
and took her from the Earth into his Underworld.
When Demeter found that her daughter was gone, she wept and lamented. She commanded the
trees to lose their fruit and leaves. Flowers and grass withered and died. The Earth became a cold
and unfriendly place. The Earth was dying. People wept and called on Zeus, the god of all the gods,
to help return the Earth to its once fruitful and warm splendour.
Zeus took pity on the people and commanded his brother, Hades, to return Persephone to her
mother. Hades truly loved Persephone and did not want to lose her. However, he told Zeus that if
Persephone had not eaten any food while in the Underworld, she could return freely to Earth.
Hades quickly returned to the Underworld and tricked Persephone into eating six seeds from a
pomegranate, the fruit of the Underworld.
Persephone was brought to Zeus for questioning. Sadly, Persephone confessed that she had eaten
six pomegranate seeds. Hades was triumphant! Persephone was his forever! But Zeus realised that
the Earth was devastated and all would die, unless Hades relented. So a compromise was struck.
For half of the year, Persephone would remain in the Underworld with Hades. For those six months
it would be cold on Earth, with no fruits and flowers. It would be Winter. For the other six months of
the year, Persephone would return to her mother on Earth. For those six months, the Earth would
be warm, beautiful and fruitful. It would be Summer.
 Your teacher will divide the class into groups.
 Each group will present a drama, with dance movements, based on the myth of
Persephone to explain the changing seasons.
 Pay attention to the rubric to see how you will be assessed.
Rubric for assessing performance of a myth
Criteria
Story analysed into characters and plot moments.
4
3
2
1
4
3
2
1
Script is written in the correct structure with dialogue and stage
directions correctly formatted.
Script is neatly presented as a polished and professional
document.
Learners rehearsed in an ordered, serious and constructive
manner with no fooling around.
Each learner played a role in the finished drama as well as in the
production process.
The drama was performed professionally; words had been
learned and the production ran smoothly.
Characters were well defined and characterisation was apt and
seriously tackled in depth.
Special effects, costume and props were aptly chosen to
enhance the drama.
Dance movements had been creatively incorporated into the
drama.
The drama was entertaining and original; it was a successful
piece of theatre worthy of being performed in front of an
audience.
Total
/40
Part Three: Peer assessment of performance of a myth
Rubric for peer assessment of performance of a myth
Criteria
The group worked well together.
The performance suited the original story.
The dance and special effects were exciting and creative.
The performance was polished and well rehearsed.
This was an entertaining piece of theatre that was well worth
watching.
Total
/20
Part Four: Own assessment of performance of a myth
Rubric for own assessment of performance of a myth
Criteria
I participated in developing this drama in a positive and
constructive way.
I listened to the concerns, ideas and suggestions made by other
people in my group with sensitivity.
I was willing to use the ideas of others, even if they were not
what I personally wanted.
I took full responsibility for leaning my words and dance routines
so that the performance was successful.
I think this was an entertaining piece of theatre that was well
worth watching.
Total
/20
4
3
2
1
Part Five: Summer and winter solstices
The summer and winter solstices are the days of the year that are the middle of summer and
winter. In South Africa, the winter solstice falls on 21 June, while the summer solstice falls on 21
December.
The Xhosa people refer to the solstices as the injikolanga, the turning back of the sun.
 Write your own myth which explains the injikolanga.
Rubric for assessment of writing a myth
Criteria
The story has a clear structure – introduction, middle and
conclusion.
The story explains the injikolanga in a creative and entertaining
way.
There are interesting characters in the story.
4
3
2
1
There is realistic dialogue and descriptive narrative in the story.
Language is well used, varied vocabulary and good grammar.
Total
/20
Part Six: Illustrate your story
 Draw a picture on an A5 sheet of paper to illustrate your story.
 You should make use of colour in your picture.
 Mount the artwork on an A4 sheet of cardboard which is complementary in colour to the
main colour used in the artwork itself.
Rubric for assessment of illustration for a myth
Criteria
4
The picture is completed on an A5 sheet of paper and is mounted
on an A4 sheet of paper in a neat and professional manner.
Colour is well used in the illustration; the mounting board is
complementary in colour to the main colour used in the artwork.
The artwork illustrates the story in a creative and appropriate
manner.
The artwork shows the learner’s ability to use the basic elements
of art such as line, shape, etc.
The artwork is pleasing to the eye and attractive; care has been
taken to be neat and attentive to detail.
Total
/20
3
2
1
Suggested Solutions
Question Possible
number
marks
1.1
2
1.2
3
1.3
5
2
3
4
5
6
40
20
20
20
20
Solution
A myth is a story told by people to explain a natural phenomenon or
experience.
People are naturally inquisitive about why things happen. Some of our
experiences and the phenomena around us are very hard to explain.
Myths attempt to explain complex ideas or phenomena in simple, creative
ways. They help people look at things around them with understanding.
Myths are not the same as scientific explanations. Myths are creative and
draw on cultural indigenous knowledge, stories, superstitions and ancient
beliefs to explain things. Science relies on proven facts. For example, the
changing seasons can be explained by science due to the fact that the
earth rotates on its axis and orbits the sun. At certain times of the year,
certain areas on the earth are tilted further away from the sun and the
result is they are cooler – winter. Places receiving more sunlight are
warmer – summer. However, myths might explain this natural
phenomenon by telling a story about the sun god being displeased with
humans and withdrawing his power and warmth from the earth for a
certain time.
(Learners may use various examples)
See rubric below.
See rubric below.
See rubric below.
See rubric below.
See rubric below.
Appendix of Assessment Tools
Rubric for assessing performance of a myth
Criteria
Story analysed into characters and plot moments.
Script is written in the correct structure with dialogue and stage
directions correctly formatted.
Script is neatly presented as a polished and professional
document.
Learners rehearsed in an ordered, serious and constructive
manner with no fooling around.
Each learner played a role in the finished drama as well as in the
production process.
The drama was performed professionally; words had been
learned and the production ran smoothly.
Characters were well defined and characterisation was apt and
seriously tackled in depth.
Special effects, costume and props were aptly chosen to
enhance the drama.
Dance movements had been creatively incorporated into the
drama.
The drama was entertaining and original; it was a successful
piece of theatre worthy of being performed in front of an
audience.
Total
/40
4
3
2
1
Rubric for peer assessment of performance of a myth
Criteria
The group worked well together.
4
3
2
1
4
3
2
1
4
3
2
1
The performance suited the original story.
The dance and special effects were exciting and creative.
The performance was polished and well rehearsed.
This was an entertaining piece of theatre that was well worth
watching.
Total
/20
Rubric for own assessment of performance of a myth
Criteria
I participated in developing this drama in a positive and
constructive way.
I listened to the concerns, ideas and suggestions made by other
people in my group with sensitivity.
I was willing to use the ideas of others, even if they were not
what I personally wanted.
I took full responsibility for leaning my words and dance routines
so that the performance was successful.
I think this was an entertaining piece of theatre that was well
worth watching.
Total
/20
Rubric for assessment of writing a myth
Criteria
The story has a clear structure – introduction, middle and
conclusion.
The story explains the injikolanga in a creative and entertaining
way.
There are interesting characters in the story.
There is realistic dialogue and descriptive narrative in the story.
Language is well used, varied vocabulary and good grammar.
Total
/20
Rubric for assessment of illustration for a myth
Criteria
4
The picture is completed on an A5 sheet of paper and is mounted
on an A4 sheet of paper in a neat and professional manner.
Colour is well used in the illustration; the mounting board is
complementary in colour to the main colour used in the artwork.
The artwork illustrates the story in a creative and appropriate
manner.
The artwork shows the learner’s ability to use the basic elements
of art such as line, shape, etc.
The artwork is pleasing to the eye and attractive; care has been
taken to be neat and attentive to detail.
Total
/20
3
2
1