VISUAL AND PERFORMING ARTS - mopse.co.zwmopse.co.zw/sites/default/files/public/syllabus... · The Visual and Performing Arts is a learning area that seeks to develop the skills of

VISUAL AND PERFORMING ARTSINFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2)

SYLLABUS

2015-2022

MINISTRY OF PRIMARY AND SECONDARY EDUCATIONZIMBABWE

Curriculum Development Unit © All Rights ReservedP.O.BOX MP133 2015Mount PleasantHarare

Visual and Performing Arts Infant 05-10-16.qxp_Layout 1 13/10/2016 12:44 PM Page 1


i

MINISTRY OF PRIMARY AND SECONDARY EDUCATIONZIMBABWE

VISUAL AND PERFORMING ARTS

INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2)

SYLLABUS

2015-2022

Curriculum Development Unit © All Rights ReservedP.O.BOX MP133 2015Mount PleasantHarare

Visual and Performing Arts Infant 05-10-16.qxp_Layout 1 13/10/2016 12:44 PM Page i

iiINFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022

Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ii

Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv

1.0 Preamble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

1.2 Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

1.3 Summary of Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

1.4 Assumptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

1.5 Cross Cutting Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

2.0 Presentation of the Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

3.0 Aims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

4.0 Syllabus Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

5.0 Methodology and Time Allocation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

5.1 Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

5.2 Time Allocation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

6.0 Syllabus Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

7.0 Scope And Sequence Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Topic 1: History and Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Topic 2: Creative Processes and Performance . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Topic 3: Aesthetics Values and Appreciation . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Topic 4: Arts Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Topic 5: Enterprise Skills (Entrepreneurship) . . . . . . . . . . . . . . . . . . . . . . . . . . .12

8.0 Competency Matrix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

ECD (0-3 years): Topic 1: History of Arts and Culture . . . . . . . . . . . . . . . . . . . . . . . .14

ECD (0-3 years): Topic 2: Creative Process and Performance . . . . . . . . . . . . . . . . .16

ECD (0-3 years): Topic 3: Aesthetic Values and Appreciation . . . . . . . . . . . . . . . . . .18

ECD (0-3 years): Topic 4: Art Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

ECD (0-3 years): Topic 5: Enterprise Skills (Entreprenureship) . . . . . . . . . . . . . . . . .22

TABLE OF CONTENTS

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iiiINFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022

ECD A: Topic 1: History of Arts and Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

ECD A: Topic 2: Creative Process and Performance . . . . . . . . . . . . . . . . . . . . . .26

ECD A: Topic 3: Aesthetic Values and Appreciation . . . . . . . . . . . . . . . . . . . . . . .29

ECD A: Topic 4: Art Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

ECD A: Topic 5: Enterprise Skills (Entreprenureship) . . . . . . . . . . . . . . . . . . . . . .33

ECD B: Competency Matrix: Topic 1: History of Arts and Culture . . . . . . . . . . . .35

ECD B: Topic 2: The Creative Process and Performance . . . . . . . . . . . . . . . . . .38

ECD B: Topic 3: Aesthetic Values and Appreciation . . . . . . . . . . . . . . . . . . . . . . .41

ECD B: Topic 4: Arts Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

ECD B: Topic 5: Enterprise Skills (Entreprenureship) . . . . . . . . . . . . . . . . . . . . .46

Grade 1: Topic 1: History of Arts and Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48

Grade 1: Topic 2: The Creative Process and Performance . . . . . . . . . . . . . . . . . .51

Grade 1: Topic 3: Esthetic Values and Appreciation . . . . . . . . . . . . . . . . . . . . . . . .54

Grade 1: Topic 4: Art Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

Grade 1: Topic 5: Enterprise Skills (Entreprenureship) . . . . . . . . . . . . . . . . . . . . . .58

Grade 2: Topic 1: History Of Arts And Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

Grade 2: Topic 2: The Creative Process And Performance . . . . . . . . . . . . . . . . . .63

Grade 2: Topic 3: Aesthetic Values And Appreciation . . . . . . . . . . . . . . . . . . . . . . .66

Grade 2: Topic 4: Art Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68

Grade 2: Topic 5: Enterprise Skills (Entreprenureship) . . . . . . . . . . . . . . . . . . . . . .70

9.0 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72

9.1 Assessment Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72

9.2 Scheme of Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73

9.2.1 Practical . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73

9.2.2 Assessment Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74

9.2.3 Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75

9.2.4 Assessment Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76

9.2.5 Assessment Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77

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ivINFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022

The Ministry of Primary and Secondary Education would like to acknowledge:

l The National Visual and Performing Arts Syllabus Panel

l CHIPAWO – Arts Education for Development and Employment

l Teachers’ Colleges Representatives

l National Arts Council of Zimbabwe (NACZ)

l Universities Representatives

l Zimbabwe School Examinations Council (ZIMSEC)

l UNICEF –United Nations Children’s Fund

l UNESCO-United Nations Educational, Scientific and Cultural Organisation

l Publishers

ACKNOWLEDGEMENTS

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1INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022

1.0 PREAMBLE

1.1 IntroductionThe Visual and Performing Arts is a learning area that seeks to develop the skills of creativity,performance and originality. It involves music, dance, theatre and visual arts which leads toentrepreneurship. The syllabus is for Infant level and intends to help learners gainunderstanding and appreciation of visual and performing arts. It places visual and performingarts in its socio-economic, political and cultural context in order to help learners understandand appreciate their culture and society.The syllabus follows a developmental approach thatleads learners to grow into a mature relationship with Music, Dance, Theatre and Art throughprimary education.

1.2 RationaleZimbabwe is endowed with cultural diversity and therefore it is imperative for learners to acquirevisual and performing art skills and competencies as these are essential for national and self-identity , entertainment, employment creation, problem solving, critical thinking, creativity andself-discipline. Visual and Preforming Art embraces inclusivity as leaner are encouraged toappreciate their uniqueness and their products.

1.3 Summary of ContentThe Infant School Visual and Performing Arts syllabus covers theory and practical activities inareas such as: sculpture: history of arts and culture creative process and performance aestheticvalues and appreciate art technology and enterprise skills. This enables learners to be exposedto a wide diversity of visual and performing arts programmes that develop excellence, originality,confidence, self- identity, ability to communicate and identification of talents.

1.4 AssumptionsThe syllabus assumes that learners have innate abilities to:

➢ use their voices, gestures and sign language to express themselves➢ express themselves through movement➢ explore the basic elements and principles of design ➢ respond to stimuli through movement ➢ appreciate visual and performing arts➢ manipulate available resources in the environment

1.5 Cross Cutting ThemesThe Visual and Performing Arts learning area will encompass the following cross cuttingthemes:

➢ Heritage Studies➢ Climate Change and Environmental Issues➢ Human Rights➢ Children’s Rights and Responsibilities➢ Child protection➢ Financial literacy➢ Gender➢ Sexuality, HIV and AIDS Education➢ Disaster Risk Management➢ Collaboration

Visual and Performing Arts



2.0 PRESENTATION OF THE SYLLABUS

The syllabus is presented as a single document catering for Infant level of primary education.

3.0 AIMS

The syllabus aims to enable learners to:

3.1 become literate in visual and performing arts

3.2 Appreciate Zimbabwean history from pre-colonial, colonial andchimurenga/umvukela eras

3.3 value confidence, self-esteem and self-expression and practice skills necessaryfor creative expression

3.4 incorporate the use of technology in visual and performing arts

3.5 develop psycho-motor skills through visual and performing arts

3.6 value copyright in Visual and Arts performing Arts.

4.0 SYLLABUS OBJECTIVES

By the end of the infant cycle, learners should be able to:

4.1. perform in a chosen area of arts with consistency, artistry, technical ability andproficiency

4.2. attain creative skills that progress towards literacy in dance, theatre, visual art andmusic

4.3. express ideas and feelings through music, dance, theatre and visual arts

4.4. acquire basic enterprise skills in music, dance, theatre and visual art

4.5. solve problems creatively through imaginative thinking

4.6. develop natural abilities and potential to acquire techniques in visual andperforming arts

4.7. Protect own and other people’s work

4.8. familiarise with characteristics of theme-based works of Zimbabwean dance,music, theatre, and visual art based on the themes of family, community andschool from various historical periods

4.9. recognise works of dance, music, theatre, and visual art as a reflection of societalvalues and beliefs of Unhu/Ubuntu/ Vumunhu in the past and present

4.10. determine the impact of significant contributions of individual artists in dance,music, theatre, and visual art from diverse cultures throughout history

4.11. recognise the significant contributions of individual artists in dance, music, theatre,and visual art from diverse cultures throughout Zimbabwean history

4.12. evaluate the impact of technology and innovation in music, theatre, dance andvisual art




5.0 METHODOLOGY AND TIME ALLOCATION

In this syllabus, some of the learner centered and multisensory methods and approaches thatcan be used to learn Visual and Performing Arts at infant level are suggested below; Principlesof indvidualisation, concreteness, unification and stimulation should enhance implementationof these methods.

5.1 Methodologya) Animationb) Notationc) Song and danced) Story tellinge) Group workf) Games g) Integrated learnigh) Simulation i) Resource methodj) Educational tourk) Gallery walk l) Discussionm) Survey method n) Problem solving o) Experimentationp) Researchq) Poems and Rhymes

5.2 Time AllocationThe suggested time allocation to cover the content adequately is as follows:


Level Time

Toddlers 3 lessons x 5 minutes per week

ECD A & B 4 lessons x 20 minutes per week

Grade 1 & 2 8 lessons x 30 minutes per week

6.0 SYLLABUS TOPICS6.1. History and culture

6.2. The creative processes and performance

6.3. Aesthetic values and appreciation

6.4. Arts technology

6.5. Enterprise skills




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5INFANT (EARLY CHILDHOOD DEVELOPMENT- GRADE 2) SYLLABUS 2015-2022





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9.0 ASSESSMENT

9.1 Assessment ObjectivesBy the end of the course, learners should be able to:

9.1.1. describe the value of music, dance, art and theatre in Zimbabwean culture

9.1.2. identify pre-colonial, colonial, chimurenga and post-colonial songs

9.1.3. compose songs or pieces for different occasions.

9.1.4. play musical instruments

9.1.5. create poetic works linked to different occasions

9.1.6. apply the elements and principles of design

9.1.7. dance, mime and perform to a variety of traditional and contemporary music linked to Zimbabwean culture

9.1.8. construct, paint and decorate artifacts used in visual and performing arts

9.1.9. design dance sequences (choreography) from songs taught in class

9.1.10. identify dances, songs and artifacts of other cultures

9.1.11. describe aesthetic values through visual and performing arts

9.1.12. demonstrate entrepreneurial, Unhu/Ubuntu (soft skills) through visual andperforming arts

9.1.13. analyse finished artworks and performances

9.1.14. express themselves creatively through visual and performing arts

9.1.15. use visual and performing arts as a medium of communication

9.1.16. use visual and performing arts as a vehicle for the enhancement of communityconsciousness and national identity

9.1.17. identify careers in visual and performing arts

9.1.18. demonstrate an understanding of the elements and principles that govern thecreation of works of art in dance, music, theatre and visual arts

9.1.19. synthesise skills, media, methods and technologies that are appropriate tocreating, performing and presenting works of art in dance, music, theatre andvisual art and

9.1.20. evaluate the impact of technology in visual and performing arts.




9.2 Scheme of AssessmentVisual and Performing Arts will be assessed continuously by all teachers from ECD A to Grade 2. Learners will be assessed in the following areas:

9.2.1 Practicall singing

l drawing

l painting

l sculpture

l animation

l print making

l textile decoration

l dancing

l acting

l filming

l mixed media

l photography

l playing musical instruments

l manipulation of art materials and manipulation of properties and costumes

l listening skills

l composing

l creativity

l music reading

l art criticism

l enterprising skills

l aural skills

l story telling

l graphic design

l editing





9.2.

2A

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smen

t Pro

file

Pupils will be assessed continuously on the skills below.




9.2.

3Th

eory

9.2.3.1

Writing exercises

9.2.3.2

Picture reading

9.2.3.3

Drawing exercises




9.2.

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Key

: 1.Yes 2.No 3.Sometimes 4.With Assistance Please Tick one Appropriate Box

9.2.

5 A

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lChecklists lRating Scale lObservation Guide lExercises lTheory Tests



















Documents

VISUAL AND PERFORMING ARTS - mopse.co.zwmopse.co.zw/sites/default/files/public/syllabus... · The Visual and Performing Arts is a learning area that seeks to develop the skills of