Summary VAP2601 STUDY NOTES

VAP2601 STUDY NOTES.able of Contents LEARNING UNIT 1 .................................................................................................................... 9 INTRODUCTION TO CREATIVE ARTS TEACHING ................................................................. 9 1.1 Planning and developing visual expression through a practical creative arts situation 12 1.2. Different forms of creative arts ............................................................................................... 13 1.3 Roles of a competent creative arts teacher.......................................................................... 13 1.4 Teaching creative arts ............................................................................................................. 14 LEARNING UNIT 2 ...................................................................................................................17 VISUAL ART EDUCATION .......................................................................................................17 2.1 The rationale for art education ............................................................................................... 19 2.2 Important aspects of the rationale for teaching art.............................................................. 20 2.3 Art education ............................................................................................................................. 21 2.4 Elements and principles of art ................................................................................................ 22 2.5 Creativity in art: ......................................................................................................................... 23 2.6 Create in 2D and 3D ................................................................................................................ 25 2.7 Visual literacy and aesthetic awareness ............................................................................... 26 2.8 Teaching methods and strategies.......................................................................................... 26 2.9 The role of the art teacher....................................................................................................... 27 2.10 Motivation and teaching aids in the art classroom .......................................................... 27 2.11 The arts classroom ............................................................................................................... 28 2.12 Assessment methods .......................................................................................................... 29 2.13 African art history.................................................................................................................. 30 2.14 Modern South African artists .............................................................................................. 30 LEARNING UNIT 3 ...................................................................................................................33 PERFORMING ARTS: DRAMA ................................................................................................33 3.1 The rationale for drama education ......................................................................................... 35 3.2 Teaching methods, strategies and activities ........................................................................ 36 3.3 Practical considerations for teaching drama ........................................................................ 36 3.4 Lesson design ........................................................................................................................... 36 3.5 Assessment methods .............................................................................................................. 37 3.6 African drama history ............................................................................................................... 37 LEARNING UNIT 4 ...................................................................................................................40 MUSIC ......................................................................................................................................40 4.1 The rationale for music education.......................................................................................... 41 VAP2601/501 3 4.2 Music knowledge: ..................................................................................................................... 42 4.3 Music skills ................................................................................................................................ 44 4.4 Notation ...................................................................................................................................... 45 4.5 Creating music in the creative arts classroom..................................................................... 45 4.6 Integrating music activities. ..................................................................................................... 46 4.7 Assessment in music ............................................................................................................... 47 4.7.1 CAPS and assessment in music ........................................................................................... 47 4.7.2 Formative assessment ........................................................................................................ 47 4.7.3 Summative assessment ....................................................................................................... 48 4.8. African Music ............................................................................................................................. 49 LEARNING UNIT 5 ...................................................................................................................52 DANCE EDUCATION ...............................................................................................................52 5.1 The rationale for dance education ......................................................................................... 54 5.2 The aim, purpose and value of dance education ................................................................ 55 5.3 Main contributors and approaches to dance education ..................................................... 56 5.4 Theoretical orientation ............................................................................................................. 56 5.5 Dance elements, theory and literacy ..................................................................................... 56 5.6 Teaching methods and strategies.......................................................................................... 57 5.7 Assessment in dance education ............................................................................................ 57 5.8 African dance history ............................................................................................................... 58 5.9. African music ............................................................................................................................. 59 LEARNING UNIT 6 ...................................................................................................................61 INCLUSIVE ARTS EDUCATION ...............................................................................................61 6.1 What is inclusive education? .................................................................................................. 62 6.2 The effect of disabilities in the art classroom ....................................................................... 63 6.3 The art teacher’s role in the inclusive arts classroom......................................................... 65 6.4 Adaptations to accommodate inclusivity and arts learners’ needs................................... 65 LEARNING UNIT 7 ...................................................................................................................67 LESSON PLANNING ................................................................................................................67 7.1 What is meant by planning a lesson? ................................................................................... 68 7.2 The practical planning of a lesson ......................................................................................... 69 7.3 The subject-specific lesson plan ............................................................................................ 69 VAP2601/501 4 1 Introduction and Welcome Welcome to the module Visual and Performing Arts. I hope that your journey with me through this module will be an exciting one, and that it will inspire you to become the kind of arts teacher that schools need. If you are already that kind of teacher, then I hope this module will make you an inspiration to other teachers and your learners. When you have mastered this module, you will realise the importance of putting your knowledge of the visual as well as the performing arts into practice. Be adventurous and creative, and think out of the box. I have designed this module to inspire and equip you to meet the challenges you will have to face in an arts classroom. Do not see this module in isolation because it relates to other modules in this programme. Please do all the activities. Prepare yourself by thinking how you will teach these aspects of the arts. This wrap-around guide must be used in conjunction with your prescribed textbook. YOUR PRESCRIBED BOOK IS: Creative Arts Education René M Odendaal & Thelma de Jager Van Schaik 2017 (2nd edition) ISBN – 978 0 627 03391 9 It is recommended that you study the prescribed chapters in the prescribed text book and the relevant units in this wrap-around guide simultaneously. VAP2601/501 5 2. What do we expect from you at the end of this learning experience 2.1 Purpose The module purpose is to help you to gain an understanding of the role of the teacher as an arts learning programme developer and the need to apply your theoretical knowledge in practice. For this reason, this course has been developed in a very practical way. You should also be able to apply effective teaching strategies to successfully teach the arts, and be aware of the needs of learners in a multilingual, multicultural classroom. You should be able to critically consider what you do in the classroom to develop your potential and to grow in all fields of the arts. With the aid of this study guide and your prescribed textbook, this course will also guide you in your intellectual, scientific and professional development. 2.2 Outcomes The course content should enable you to:  understand the nature of arts and culture development as a body of knowledge and a process of discovering knowledge  facilitate arts and culture literacy among intermediate and senior phase learners in the context of contemporary society and economy  be a competent arts and culture teacher in the intermediate phase  use different teaching strategies  plan and present a lesson on your own  use CAPS as an integral part of the prescribed arts curriculum VAP2601/501 6 2.3 Additional outcomes  Explain basic aesthetic literacy.  Identify the components of arts and culture teaching.  Explain the place and role of aesthetic educators and the school in an education system.  Describe the educational and classroom practices in the arts and culture classroom.  Demonstrate your understanding of the critical issues of assessment in arts and culture teaching.  Illustrate learning programmes, teaching strategies and methods. 2.4 The approach to teaching and learning in this module You will be studying independently most of the time. Therefore, the tutorial letters are there to guide you through the learning material, help you to master the outcomes and, ultimately, prepare you for the formal assessment. Since this is a blended module, you should become familiar with the following myUnisa tools: Learning units: The study material for this module is divided into six topics. Each topic is discussed in a learning unit. As you work through each learning unit, it is essential for you to determine whether or not you understand the ideas presented in it. You can test your understanding in several simple ways:  Identify the main ideas in the learning unit.  Generate possible questions on the learning unit.  Construct examples to illustrate the ideas presented in a section.  The best way to test your understanding of the ideas that you have to assimilate in this module, is to apply them to real situations when you do your practical teaching. VAP2601/501 7 3. STRUCTURE OF THE MODULE This module is structured into six units of work dealing with various chapters in the prescribed book as well as with the different aspects of creativity according to CAPS. Learning unit 1: Chapter 1: General Learning unit 2: Chapters 2 and 3: Art Learning unit 3: Chapter 4: Drama Learning unit 4: Chapters 5 and 6: Music Learning unit 5: Chapter 7: Dance Learning unit 6: Chapter 8: Inclusive education within the arts Each learning unit sets specific learning outcomes for the chapter in the prescribed book as well as activities to be done throughout each unit. Also consult the glossary at the back of your prescribed text book. This wrap-around guide makes use of a variety of teaching techniques that includes dialogues, scenarios, case studies, debates and mind maps to make you think. It also gives structure to the teaching in this module. It is written in an inductive manner, which means that you will arrive at the answers yourself. Activities are for your own use; do not submit them to your lecturer. Some advice: get a hardcover book to do these activities in. Reference to “your book” in this study guide means your own book for your own use and preparation. Do not send it in to be marked. This guide is written in the format of a conversation and, as with all good conversations, works best if you participate in the conversation. In fact, your activity work is the most important part of the guide. Another very important requirement of our conversation about the content of this module is that you reflect on and understand what you read. It is important to know that (contrary to rote learning) true understanding develops in layers. Think how we get to know things. When we are introduced to a new idea, it seems strange and confusing at first. It is only once we think, talk, read and write about it on a regular basis that its full significance becomes clear. VAP2601/501 8 If you neglect to do the activities, you will skip the major part of the learning experience which is to develop your understanding of particular concepts. A vital learning skill is the ability to plot your own progress. This is only possible if you keep a record of your understanding throughout the module. You may then return to earlier work and see how your understanding has changed. Consequently, your guide is a very important part of your learning strategy. It will become a record of how your thinking has evolved. 4 CLOSING REMARK I hope that you will enjoy your online studies and that you will be just as excited about the arts as I am once you have finished this module! I am eager to be your partner in this exciting endeavour. I trust that you will enjoy your studies and do well in the examination. If you experience any problems with your studies, you are welcome to contact me. VAP2601/501 9 LEARNING UNIT 1 INTRODUCTION TO CREATIVE ARTS TEACHING You are required to study all sections of chapter 1 in the prescribed book. The arts consist of the:  Visual arts (art)  Performing arts (drama, music and dance) Overview of this learning unit: Learning unit 1 will give you a general understanding of chapter 1 in your prescribed book. Units 1 and 7 and chapter 1 deal with teaching the arts. This is an exciting field of study and you will find relevant information for the situation you work in. Take one step at a time, and make sure that you understand the meaning of unfamiliar words that you encounter. Learning unit 1 explores the practical creative arts situation, and explains the different forms of art and the various roles of a competent art teacher. It also spells out how to plan and apply multiple sources of knowledge relevant to teaching the visual and performing arts in the intermediate phase. VAP2601/501 10 From a bird’s-eye view, chapter 1 clarifies the practical position of a competent arts teacher. It also describes how to plan a lesson in the arts, something which you will need to do throughout this course. You may also revise this learning unit after you have studied all the units and gained more knowledge about the different art forms in order to implement the theoretical knowledge about each art form. As you work through each part of this chapter and the relevant learning unit, you should link the information to the assessment criteria. You will find activities in this learning unit. Do them in the book that you keep for this purpose. These activities are not for submission, but will be your own record of your journey through these modules. Learning outcome You will have to distinguish between creative arts and creativity, and between the different art forms. You should also be able to identify the roles and competencies of a creative arts teacher and, lastly, plan a lesson correctly to teach effectively. On completion of this unit, you must be able to:  explain visual expression  describe how to plan by using multiple sources of knowledge relevant to teaching visual and performing arts in the intermediate phase  explain the use of multiple sources of knowledge in teaching the arts in the intermediate phase  describe the roles of a competent creative ARTS teacher  discuss the advantages of teaching the ARTS effectively  plan a lesson  demonstrate an understanding of CAPS art topics In the first learning unit, you will read that a teacher needs to:  understand the influence of different approaches to the arts  interpret the CAPS curricula pertaining to the arts  choose appropriate teaching strategies for the different forms of art  interpret and apply the curriculum  comprehend the practical aspects of teaching the arts This provides an indication of WHY a teacher needs to know "creativity" through understanding a creative arts situation and the different forms of creative arts for effectively teaching this subject. VAP2601/501 11 You will also have to know how to plan a lesson. A lesson plan is included on the last page of this study guide. Activity 1.1 Now write in your book your understanding or definition of the word “creativity”. ("Book" refers to your own book. Don't submit it because it is for your own use.) The way in which you define “creativity” is based on your prior knowledge and worldview. Definitions reflect certain worldviews. Your personal convictions, background and attitude will be reflected in your definition. As your knowledge of creativity improves, you will adapt your personal definition of creativity. Revisit this activity from time to time to see whether it has changed or not. Activity1.2 Start a word list at the back of your book. Write down every word whose meaning you are unsure of as well as the terminology after each unit. Find every word’s meaning and write it down. You can also write your own comments regarding its meaning in order to help you to remember it. Add terms and words to this list for the duration of your course. You can also refer to the glossary at the back of your prescribed textbook. VAP2601/501 12 1.1 Planning and developing visual expression through a practical creative arts situation Study sections 1.2 to 1.4 in the prescribed book (pages 2 and 3). Visual expression refers to the ability of learners to express themselves freely. Visual creativity consists of the following elements: originality, sensitivity, spontaneity and creativity. These elements play an important role in creative expression and artistic pleasure. Furthermore, visual expression should be unrestricted and, although it may not be of any aesthetic value to the observer, give pleasure to the learner. You yourself do not have to be an artist. Not being artistic should not stop you from becoming an excellent arts teacher. Activity1.3 Read sections 1.3 and 1.4. in your prescribed book. . Redraw and complete the following table in your book: Creative arts Creativity  Find all the information provided for the term "creative arts" and write it down in the column on the left.  Find all the information provided for the term "creativity" and write it down in the column on the right. You will notice that the first paragraph gives the meaning of the term "creativity" and that the following paragraphs describe the term "creative arts". In your own words, describe the difference between these two concepts. Use short sentences to link the information in the two columns. VAP2601/501 13 1.2. Different forms of creative arts Study section 1.5 in the prescribed book (pages 4–5). It is important to know that there are different art forms, and to understand what each entails. Activity 1.4 Complete this table of the different art forms. Visual arts Dance Drama Music  In your book, explain the difference between the visual and the performing arts.  Write a paragraph in your book to motivate your answer. 1.3 Roles of a competent creative arts teacher Study section 1.6 in the prescribed book (pages 5–7). Activity 1.5 Values, skills and knowledge are necessary to be a competent teacher.  In your book, describe a competent arts teacher.  In the following table, briefly describe the roles and tasks of a competent creative arts teacher. VAP2601/501 14 Roles Tasks Example: Curriculum developer Must be able to adhere to the curriculum when new knowledge has to be presented. Now complete the table by adding other roles a competent teacher has to play and tasks he/she has to perform. Activity1.6 In your book, answer the following question. The competencies of a beginner teacher needs to be developed. Describe how beginner teachers need to evolve and become competent teachers. 1.4 Teaching creative arts Study section 1.7 in the prescribed book (pages 7–10). The national curriculum is the main guideline that a teacher has to follow in teaching creative arts. It recommends various teaching methods according to different learning styles. Activity 1.7 You may wonder how the CAPS (Curriculum and Assessment Policy Statement) document was drafted. Write a brief summary on the background to the drafting of the CAPS document . VAP2601/501 15 Activity1.8 Mind map 1. A mind map is a visual representation of information. It consists of a central idea in the middle and associated ideas arranged around it. The aim is to develop creative learners with an elementary content knowledge, and the terminology and skills necessary to participate in various art activities. 2. In your book, draw a mind map of the advantages of creative arts teaching. TERMINOLOGY Start with your terminology list at the back of your book and find the meaning of terms. Because every learning unit will have a terminology section, it will be in your own interest to start this list now. Activity 1.9 At the back of your book, write down and explain the following terminology:  creativity  forms of art  roles  teaching methods  national arts curriculum VAP2601/501 16  aims  objectives  lesson  art topics  work schedule  time  resources  facilities  assessment  reflection Enrichment activities: If you have access to the internet, visit the following websites. It is NOT compulsory, but these websites contain interesting information about this learning unit.