CREATIVE ARTS
GRADE 4
TERM 2
2024
Teacher’s Manual
M van Wyk
SES
067 485 0839
1|P a g e
WEEK TOPIC CAPS CONTENT ACTIVITY DATE DH
COMPETED MONITORING
1 Create in 2D, Visual literacy Observe and discuss visual WORKSHEET NO 1
stimuli like photographs and real objects to
creative lettering identify and name all art elements in creative
and/or lettering and/or patternmaking Create in 2D,
creative lettering and/or patternmaking Art
patternmaking •
elements • Line, shape and colour used in own
Visual literacy creative lettering and/ or patternmaking •
Drawing, cutting and sticking shapes in series
Design principles Contrast used in own shapes
and sizes of creative lettering and/or pattern
Drawing and/or colour media Exploring a
variety of media and techniques
2 Create in 2D, Visual literacy Observe and discuss visual WORKSHEET NO 2
stimuli like photographs and real objects to
creative lettering identify and name contrast and proportion in
and/or creative lettering and/or patternmaking Create
in 2D, creative lettering and/or patternmaking
patternmaking • Art elements • Line, shape, colour used in own
Visual literacy creative lettering and/or patternmaking •
Drawing, cutting and sticking shapes in series
Design principles Contrast used in own shapes
and sizes of creative lettering and/or pattern
Drawing and/or colour media • Exploring a
variety of media and techniques • Add paint/
pastel/colour crayon to patterns and creative
lettering
3 Create in 3D, Create in 3D, mobiles or stabiles Art elements • WORKSHEET NO 3
Line, shape and colour used in own creative
mobiles or stabiles lettering and/or patternmaking • Drawing, WORKSHEET NO 4
cutting and sticking shapes in series Design
principles Contrast used in own shapes and
sizes of creative lettering and/or pattern
Spatial awareness Conscious use of space, e.g.
front, back and sides of objects for mobile to
be completed Drawing and/or colour media •
Exploring a variety of media and techniques. •
Appropriate use of tools
4 Create in 3D, Create in 3D, mobiles or stabiles Art elements • WORKSHEET NO 5
Line, shape and colour used in own creative
mobiles or stabiles lettering and/or patternmaking • Drawing,
cutting and sticking shapes in series Design
principles Contrast used in own shapes and
sizes of creative lettering and/or pattern
Drawing and/or colour media Exploring a
variety of media and techniques Spatial
awareness • Conscious use of space, e.g. front,
back and sides of objects for mobile to be
completed • Appropriate use of tools
5&6 Formal assessment Create in 3D, mobiles or stabiles Art elements FORMAL
Texture, shape/ form used in own construction
of mobile Design principles • Introduce ASSESSMENT
proportion, e.g. the size of one form in relation
to another in construction of own mobile •
Skills and techniques like pasting, cutting,
wrapping, tying and joining various recyclable MOBILE
materials Spatial awareness • Conscious use of 40 MARKS
space, e.g. front, back and sides of objects for
mobile to be completed • Appropriate use of
tools Practical formal assessment: Visual Art PRACTICAL ONLY
Create in 2D, creative lettering and/or
patternmaking OR Create in 3D, mobiles or
stabiles Create a variety 2D and 3D shapes to
create a mobile Assessment rubric: 40 marks
7 Warm up and play • Warm up • Imaginative breathing exercises • WORKSHEET NO 6
Creative games combining music and
Improvise and movement Improvise and create • Instruments PRACTICAL NO 1
create • Appreciate using found objects • Melodies to demonstrate
the difference in pitch and note values using
and reflect on
voice and found objects and natural
instruments in the range of 5th (doh to soh)
Appreciate and reflect on • Melodic musical
instruments in an African music piece • Classify
instruments as part of a family/ group: Name,
2|P a g e
appearance, how sound is produced, pitch
(high-low)
8 Warm up and play • Warm up • Rolling up and down the spine and WORKSHEET NO 7
body part isolations • Call and response games
Read, interpret and Read, interpret and perform Movement PRACTICAL NO 2
perform • sentences in 4/4, using units of action:
Travelling, stillness and gesture (levels,
Appreciate and directions, weight) in pairs, using call and echo
reflect on or meeting and parting Appreciate and reflect
on • Melodic musical instruments in an African
music piece • Classify instruments as part of a
family/group: Name, appearance, how sound is
produced, pitch (high/low)
9 Warm up and play • Warm up • Awareness of breathing in PRACTICAL NO 3
relaxation and movement • Rolling up and
Read, interpret and down the spine Read, interpret and perform
perform • Improvise Rhythmic patterns in meter (2/4, 3/4, 4/4)
using body percussion or percussion
and create instruments Improvise and create Sound
pictures based on themes (a thunderstorm, a
train journey) using voice, body and found or
made instruments
10 & Warm up and play • Warm up Directional games and rhythm games WORKSHEET NO 8
Improvise and create Continue from previous
11 Appreciate and week: • Sound pictures based on themes •
reflect on Movement responses to sound pictures (levels,
directions, rhythms and weights of movement)
3|P a g e
Notes to the teacher
Guide your learners to create a mobile. During the first week, we will explore basic drawing activities, as well as ensure your
learners have a sound understanding of what a mobile is.
• A mobile will be designed and created, incorporating patternmaking and the creative use of lettering.
• The word “mobile” means something that moves. So, a mobile in art is made up of pieces that move.
• It is very important to notice the different types of patterns in the environment e.g. in nature or in architecture
(OBSERVATION). Ask the learners to concentrate and look at all the unique aspects of the different patterns they see.
• Revise primary colours: These are colours that cannot be mixed by using other colours. They are blue, red, yellow.
• What are secondary colours? Orange, purple, green. How do I mix these colours?
EXAMPLES OF MOBILES
4|P a g e
WEEK 1 WORKSHEET NO 1
1. LET’S PRACTISE COLOUR
Add colour to the colour wheel.
LET’S PRACTISE SHAPES
Name each of the shapes in the table below.
Triangle oval Square Circle rectangle
5|P a g e
WEEK 2 WORKSHEET NO 2
Creative lettering.
In the open space on the right, you can now create your own, unique letter. You may use any letter of the
alphabet.
Use the whole space. (Pen or pencils)
Examples of Creative Lettering
6|P a g e
WEEK 3 WORKSHEET NO 3
Creative Lettering : Look at the examples given to you, then decorate the letter “B” by making use of
patterns and different types of lines. Use pens or pencils. Be creative and enjoy!
Look at the examples!
7|P a g e
WEEK 3
Notes to the teacher: Explain the following concepts to the learners.
• TINTS are colours mixed with white.
• SHADES are colours mixed with Black
Colours can be grouped in different ways.
• Colour has a psychological effect. Some colours can be described as
WARM e.g. red, orange and yellow. These colours seem to come towards
the viewer in space. They create a feeling of excitement.
• COOL colours are blue, green and lemon-green. They seem to recede
towards the back in a painting. They have a calming effect on one.
Colours have symbolic meanings. These meanings can differ in different cultures. A
colour usually have two opposite meanings e.g. red is a symbol of danger and love
8|P a g e
WEEK 3 WORKSHEET NO 4
1. Circle the three (3) primary colours.
Red White red yellow
Black
2. Circle the three secondary colours.
Pink orange purple Black Green
3. Colour evokes emotions, moods and feelings and symbolizes and transmits non-
verbal information (e.g. green = go, red = stop/ danger, etc.).
A Traffic Robot: What does each colour say?
Slow down stop Go
Red means you must……………………………
Orange means you must………………………………………
Green means you can……………………..
9|P a g e
WEEK 4 WORKSHEET NO 5
Identify patterns in nature.
Look at the examples of patterns in nature given to you.
In the spaces provided, draw your own butterfly and flower.
10 | P a g
e
WEEK 5 & 6
FORMAL ASSESSMENT TASK VISUAL ARTS : 3D
40 MARKS Make a Mobile
INSTRUCTIONS
1. There are many ways to create a framework for your mobile. Look at the
different examples below and decide how you will create your framework.
2. Decorate your framework. You may use ANY decorations that you made for
your mobile. Remember to balance the framework so that it does not hang
skew.
3. The mobile must be aesthetically pleasing.
11 | P a g
e
RUBRIC: BUILDING A MOBILE NAME OF LEARNER………………………….
MARKS OBTAINED
TEACHER
DH POST MODERATION
CRITERIA 4-5 2-3 1
Learner managed The framework is The framework is The framework is
to build a stable stable and very stable but it can not stable and is
framework. well built. improve. most likely to
break
Decorations The learner had an The decorations The learner made
original idea for are interesting and no effort.
the decorations. learners did some
Made a lot of effort effort.
to create them.
Balance The balance is There is balance There is no
100% and it does but it is not 100%. balance. The
not hang skew Sometimes hangs framework hangs
skew. skew.
Aesthetically The learner made The learner made The learner made
Pleasant a lot of effort. The some effort. The no effort. Not
mobile is mobile is aesthetically
aesthetically very aesthetically pleasant
pleasant. pleasant.
20 MARKS (20 X 2 = 40)
12 | P a g
e
WEEK 7 PRACTICAL NO 1
PERFORMING ARTS
Notes to the teacher:
A. Always start the lesson with a warm-up activity.
1. Body part isolations
We need to isolate different parts of the body to warm them up properly. This means to move
them while the rest of the body remains still and relaxed. The spine is the most important body
part to isolate and warm up, as everything else is attached to it. It needs to feel flexible.
Rolling up and down the spine
Note: Guide the learners, using the text below in a step by step process through the warmup.
Stand with your feet in line with your hips. Let your head grow heavy.
Now drop your chin to your chest and let your head and the rest of your spine drop down towards the
floor.
Keep your shoulders and arms relaxed.
Hang completely, with your legs bent slightly and your head as low as possible.
Then start to come up slowly.
Drop your tailbone, soften your knees and let your spine come up little bit by little bit.
Finally, allow your head to float up until you are standing tall again
SINGING ACTIVITY WITH BODY PERCUSSION.
Notes to the teacher:
Provided to you is the Link for the action song “The wheels of the bus”
Learners sing the song and make use of body percussion at the underlined words.
(For example – Clapping)
[Link]
The wheels on the bus go round and round
Round and round, Round and round
The wheels on the bus go round and round
All through the town.
13 | P a g
e
WEEK 7 WORKSHEET NO 6
BODY PART ISOLATION: All the parts of the body that must be warmed up. Complete
this activity by writing in the names of the different body parts.
ankles shoulders arms neck legs heaps
14 | P a g
e
WEEK 7 - 8 PRACTICAL NO 2
INSTRUCTIONS
In groups, learners sing the Hokey pokey Song.
Learners work out their own movements for the song.
The Song must be well rehearsed. The different groups will do their performances to
the rest of the class.
[Link]
HOKEY POKEY SONG WITH MOVEMENT
You put your left foot in
You put your left foot out
You put your left foot in
And you shake it all about
You do the hokey pokey
And you turn yourself
around
That’s what it’s all about!
You put right right foot in
You put your right foot
out
You put your right foot in
And you shake it all about
You do the hokey pokey
And you turn yourself
around
That’s what it’s all about!
15 | P a g
e
WEEK 8 WORKSHEET NO 7
Write down the names of 5 African Musical instruments. You may colour the
instruments.
…………………………………………………………………..
…………………………………………………………………….
…………………………………………………………………….
…………………………………………………………………….
……………………………………………………………………
16 | P a g
e
WEEK 9 – 10 PRACTICAL NO 3
Notes to the teacher:
Teach learners the following:
The whole note, the half note and the quarter note and their beats.
Learners then say the rhythm names and also clap the beats. Repeat until learners
can do it fluently.
Assist learners to say and clap the following Rhythmic patterns.
17 | P a g
e
Week 10 – 11 WORKSHEET NO 8
1. Complete the activity by writing in the correct name of each note.
Whole note Half Note Quarter Note
2. Circle only the Half notes.
Circle only the quarter notes
18 | P a g
e
19 | P a g
e
