Introduction to Creative Art - ICA1501 Assignment 3 2024
QUESTION 1
Your school principal has asked you to present a showcase for Heritage Day at your school. She
wants learners not only to create artwork suited for the event but also to present an art discussion
to help create cross-cultural appreciation. You have decided to let your Grade 5 Creative Arts
class discuss African textiles according to art elements and principles, as well as the history of
the fabric, as part of the showcase. • Explain how you will facilitate the lesson where learners
will evaluate different tribes’ fabric and report on the visual qualities (Elements of art and
principles of design) of each in preparation for the showcase. • Include images that you will use
in class, of the textiles chosen, which tribe they represent and why they were chosen as part of
preparing learners for the showcase. (10)
Answer
To facilitate the lesson where learners will evaluate different tribes' fabrics and report on the
visual qualities (Elements of Art and Principles of Design) in preparation for the Heritage Day
showcase, I would:
Introduce the lesson by explaining the purpose - to explore the visual elements and design
principles evident in traditional African textiles as part of the showcase. Emphasize the
importance of cross-cultural appreciation.
Present a series of images showcasing textiles from different African tribes/regions. For each
textile, provide information on the tribe/region it represents and why it was chosen (e.g. unique
patterns, colors, techniques).
Guide learners through analyzing each textile using the Elements of Art (line, shape, color,
texture, value) and Principles of Design (balance, rhythm, emphasis, proportion, variety,
harmony). Ask questions to prompt learners to observe and discuss these visual qualities.
Have learners work in small groups to select one textile, research its history and cultural
significance, and prepare a brief presentation highlighting the visual elements and design
principles they observed.
Facilitate the group presentations, encouraging cross-cultural discussion and appreciation among
the class.
The textiles chosen could include:
Kente cloth from Ghana - known for its vibrant, interwoven patterns
Shwe Shwe fabric from South Africa - distinctive indigo-dyed patterns
, Adire textile from Nigeria - intricate resist-dyed designs
Ndebele blankets from South Africa - bold geometric patterns and colors
QUESTION 2 Refer to the CAPS Life Skills Intermediate Phase Grades 4-6 document in
myModules ICA1501. In accordance with the CAPS curriculum for Creative Arts, • describe and
discuss the key areas within performing arts. • outline all four topics of these areas. • concisely
discuss the content you would teach to a Grade 5, Creative Arts class for the following topic:
Read, interpret and perform – learning the language of the art form, and interpreting and
performing artistic products in the classroom. Ensure that your discussion is paraphrased and
reflects your comprehension of the prescribed content in the topic. (15)
The key areas within performing arts in the CAPS Creative Arts curriculum for Grades 4-6 are:
Drama
Dance
Music
Improvisation and Creation
For the topic "Read, interpret and perform - learning the language of the art form, and
interpreting and performing artistic products in the classroom", the content you would teach to a
Grade 5 Creative Arts class includes:
Exploring and understanding the basic elements of the art form (e.g., in drama - character, plot,
setting, mood; in dance - body, space, time, energy; in music - melody, rhythm, harmony)
Learning the vocabulary and conventions of the art form (e.g., in drama - stage directions,
improvisation, characterization; in dance - choreographic devices, types of dance; in music -
musical notation, instrument families)
Interpreting and analyzing artistic products (e.g., reading and discussing a short play, watching
and critiquing a dance performance, listening to and describing a musical composition)
Practicing the skills needed to perform or create artistic products (e.g., in drama - improvising a
short scene, in dance - creating a movement sequence, in music - performing a simple song)
The aim is for learners to develop a foundational understanding of the language, elements, and
techniques of the performing arts, and to apply this knowledge in creating and interpreting
artistic works.
QUESTION 1
Your school principal has asked you to present a showcase for Heritage Day at your school. She
wants learners not only to create artwork suited for the event but also to present an art discussion
to help create cross-cultural appreciation. You have decided to let your Grade 5 Creative Arts
class discuss African textiles according to art elements and principles, as well as the history of
the fabric, as part of the showcase. • Explain how you will facilitate the lesson where learners
will evaluate different tribes’ fabric and report on the visual qualities (Elements of art and
principles of design) of each in preparation for the showcase. • Include images that you will use
in class, of the textiles chosen, which tribe they represent and why they were chosen as part of
preparing learners for the showcase. (10)
Answer
To facilitate the lesson where learners will evaluate different tribes' fabrics and report on the
visual qualities (Elements of Art and Principles of Design) in preparation for the Heritage Day
showcase, I would:
Introduce the lesson by explaining the purpose - to explore the visual elements and design
principles evident in traditional African textiles as part of the showcase. Emphasize the
importance of cross-cultural appreciation.
Present a series of images showcasing textiles from different African tribes/regions. For each
textile, provide information on the tribe/region it represents and why it was chosen (e.g. unique
patterns, colors, techniques).
Guide learners through analyzing each textile using the Elements of Art (line, shape, color,
texture, value) and Principles of Design (balance, rhythm, emphasis, proportion, variety,
harmony). Ask questions to prompt learners to observe and discuss these visual qualities.
Have learners work in small groups to select one textile, research its history and cultural
significance, and prepare a brief presentation highlighting the visual elements and design
principles they observed.
Facilitate the group presentations, encouraging cross-cultural discussion and appreciation among
the class.
The textiles chosen could include:
Kente cloth from Ghana - known for its vibrant, interwoven patterns
Shwe Shwe fabric from South Africa - distinctive indigo-dyed patterns
, Adire textile from Nigeria - intricate resist-dyed designs
Ndebele blankets from South Africa - bold geometric patterns and colors
QUESTION 2 Refer to the CAPS Life Skills Intermediate Phase Grades 4-6 document in
myModules ICA1501. In accordance with the CAPS curriculum for Creative Arts, • describe and
discuss the key areas within performing arts. • outline all four topics of these areas. • concisely
discuss the content you would teach to a Grade 5, Creative Arts class for the following topic:
Read, interpret and perform – learning the language of the art form, and interpreting and
performing artistic products in the classroom. Ensure that your discussion is paraphrased and
reflects your comprehension of the prescribed content in the topic. (15)
The key areas within performing arts in the CAPS Creative Arts curriculum for Grades 4-6 are:
Drama
Dance
Music
Improvisation and Creation
For the topic "Read, interpret and perform - learning the language of the art form, and
interpreting and performing artistic products in the classroom", the content you would teach to a
Grade 5 Creative Arts class includes:
Exploring and understanding the basic elements of the art form (e.g., in drama - character, plot,
setting, mood; in dance - body, space, time, energy; in music - melody, rhythm, harmony)
Learning the vocabulary and conventions of the art form (e.g., in drama - stage directions,
improvisation, characterization; in dance - choreographic devices, types of dance; in music -
musical notation, instrument families)
Interpreting and analyzing artistic products (e.g., reading and discussing a short play, watching
and critiquing a dance performance, listening to and describing a musical composition)
Practicing the skills needed to perform or create artistic products (e.g., in drama - improvising a
short scene, in dance - creating a movement sequence, in music - performing a simple song)
The aim is for learners to develop a foundational understanding of the language, elements, and
techniques of the performing arts, and to apply this knowledge in creating and interpreting
artistic works.
