Job bag: LS1_G5_CA_PA_lesson 9 - 10 Week 9 - 10 of 10

Subject: Life Skills Grade 5 Term: 1

Study area: Creative Arts - Performing Arts Duration: 3 hours Date:
Drama/ dance
Topic: Topic 1: Warm up and play
Topic 2: Improvise and create
Topic 3: Read, interpret and perform
Sub-topic: Topic 1: Content: - Mimed actions using the
• Concentration and five senses
focus, using travelling - Mime sequences around a
and freezing, to music central action
- Creative arts terminology:
Topic 2: • breathing
• Mimed actions, using • focus
the five senses (seeing, • Senses
hearing, tasting, • Time
touching, smelling) • level
• direction
Topic 3: • Force
Mime sequences
around a central action, using
the five senses and exploring
contrasts in time, levels,
directions and force

Topic 4
• Own and other's
performances and
processes using simple
creative arts
terminology
• Key terms: breathing,
focus, senses, time,
level, direction, force
Link with prior The use of props/ bringing Concepts: Mimed actions, using the five
knowledge: inanimate objects to life senses (seeing, hearing,
Traveling in own and tasting, touching, smelling)
shared space • Creative arts terminology:
Improvisation and breathing, focus, senses,
concentration. time, level, direction, Force
Link with future Mime sequences using Skills: • Focus: to work in a team
knowledge: sensory detail and teaches to keep a
emotional expression, and balance between
showing weight, size and listening and
shape contributing and that
involves a great deal of
concentration and focus.
 • Respect for personal
space
• Improvisation
techniques
• Non-Verbal
communication
• Body language
Specific Aims: • To guide learners to achieve their full physical potential
• To develop creative, expressive, innovative individuals
• To provide learners with exposure to experiences and basic skills in
drama
• To develop skills such as leadership, decision making and effective
communication
Enrichment: Groups can be given the Inclusivity: Learners with learning Barriers
opportunity to create more can have only one miming
than one miming sequence.
sequence. Learners with physical barriers
can be engaged with the
planning and arrangement of
the miming sequences
participation can extend to
facial expressions etc.
Teaching Steps: Learning Steps:
Teacher directed game.
"Catching the mosquito".

1. Warm Up 1. Warm up
Concentration and focus game Learners will follow the teachers
e.g. "Catching the mosquito". directions:
This game teaches the learners "Catching the mosquito".
to concentrate and focus 5 10
throughout the traveling and min The learners perform the following min
freezing game. The teacher exercise:
needs to demonstrate the steps
to the learners:

First Movement: First Movement:

2 Steps forward, 1 step left, 2 Steps forward, 1 step left, hand in
hand in the air, catch the the air, catch the mosquito, throw it
mosquito, throw it to the ground, to the ground, and stomp with the
and stomp with the right foot. right foot.
Repeat the same routine in Repeat the same routine in
reverse. reverse.

Second Movement: Second Movement:

2 Steps back, 1 to the right, 2 Steps back, 1 to the right, hand in
hand in the air, catch the the air, catch the mosquito, throw it
mosquito, throw it to the ground to the ground and stomp with the
and stomp with the left foot. left foot.
Teacher Prep:
- Audio equipment, cd’s
- Flash cards with the following words
on: (Creative arts terminology and
the five senses)
• breathing
• focus
• Time
• level
• direction
• The five senses (seeing,
hearing, tasting, touching,
smelling)

Introduction: Teacher leads the class

in a discussion on the art terminology 15 • Learners participate in the Art 20
using flash cards. Giving a detailed min terminology discussions. Copy min
discussion of the definition of each words and definitions into their
word. workbooks.

Place flash cards on the board for the

learners to copy it in their books.
• Breathing –
In movement and warmups, singing
and drama - Discuss how the
technique of breathing correctly will
impact miming performance.
• Focus –
To be aware of the group members
and their actions. How will it impact
on your movement?
• Time
Is used in all the art forms.
Music, Dance, drama and Visual
art. Music – has time signatures,
Dance has timing in
chorography, drama in the role
play time goes by e.g. morning
and evening scenes and in
Visual art time can be illustrated
in many ways.
• Level
Dance and Drama levels are
high (jumping or stretching for
the stars), middle (Standing up,
running or walking) or low
levels( sitting down, rolling and
or laying on the ground)
• Direction –
 Dance and drama uses direction
e.g. diagonal, front, left, back
right etc.
• The five senses (seeing,
hearing, tasting, touching,
smelling)

Warm up activity 1- "Catching the Warm up activity:

mosquito". Learners participate in a teacher directed
miming sequence.

Main Activity Main Activity

Read, interpret and perform Read, interpret and perform

Teacher leads the learners in a group Teacher plays a relevant piece of music in
work activity. This activity focuses on 20 the background. This must create a mood 40
the use of senses in a mime. Min of focus in the classroom. min
(Please remember that a mime is a
silent drama. Even though no sound is
made by characters, the actions and
gestures made by the characters
resembles the sense sound)

• Divide leaners in groups of 6-8 Group work activity:

learners per group. The learners follow the attached
• Give instructions on the role play instruction sheet and teachers directions.
each group will demonstrate. A group selected by the educator can
E.g. perform their “mosquito hunt” to the class.
- 2 of the members in the
group will mime a “tug of war” • By the abovementioned miming
action with an imaginary sequence, the learners were
rope. (sense – touch) sensitized to what they have to do.
- while the rest of the group
watch (sense – sight) in
amazement (remember to The learners will work in groups of 6-8
exaggerate your facial and create their own miming sequences 40
expression) keeping in mind to incorporate the five min
- One member suddenly acts senses and exploring contrasts in time,
as if he/she got bitten by a levels, directions and force and the newly
mosquito and tries to kill the learned terminology.
mosquito by slapping their
arm (Sense touch) Learners must make use of their own
- The member misses the examples and try to think out of the box
mosquito and the mosquito and improvise.
gets away, but then the
member runs after the
mosquito, following the
“sound” of the mosquito.
 (sense sound) Learners must remember to warm up
- In mid-air the member kills before their performances.
the mosquito by clapping • Through miming performances, the
his/her hands together. learners demonstrate concentration
(Sense sounds and touch) and focus by using traveling and
- The member who was busy freezing portraying the five senses
with the “tug of war” walks to and exploring contrasts in time,
character who killed the levels, directions and force.
mosquito, takes his/her • They demonstrate:
hands and smells (Sense - Understanding and respect for
smell) his/her hands and then personal and shared space.
use his finger to taste (sense - Improvisation techniques
taste) his/her hand to the - Non-Verbal communication
disgust of the onlookers. - Body language
Remind the learners that in mime you
always have to exaggerate your
movements and facial expression.

• By the abovementioned miming

sequence, the learners were
sensitized to what they have to do.
• Teacher instruct learners to create
and perform their own Sensitized
Mime. Assessment and performance
Groups to perform their mime role play to
Assessment: 10 the rest of the class. The rest of the class 20
Group Assessment: Learners perform min appreciate and reflect on own and other's min
their mime to the rest of the class performances and processes

Assessment Informal Form of Participation Assessment Checklist

strategy: Peer assessment tool:
Assessment :
Recommended CAPS
resources: NPPPPR
NPA
School hall, classroom or outdoors
Open space, audio equipment.
Flash cards
Reflection:
HOD input:

Teacher HOD
signature: signature:
Mime activity
Mime is: The use of only gesture and movement to act out a play or role, "a
mimed play". No sound must be made by characters, only the use of big
exaggerated movements to pretend that there was sound. Through exaggerated
movements and facial expression the character communicate to the audience what
is happening on stage.
Instruction sheet:
1. Learners must divide into groups of 6 or 8.
2. Read the roll play and allocate the roles to the group members.
3. The groups practice some exaggerated movements to demonstrate the
actions.
Role play:
- 2 of the members in the group will mime a “tug of war” with an imaginary
rope. (sense touch)
- while the rest of the group watches (sense – sight) in amazement
(remember to exaggerate your facial expression)
- One member suddenly acts as if he/she got bitten by a mosquito and tries
to kill the mosquito by slapping their arm (Sense touch)
- The member misses the mosquito and the mosquito gets away, but then
the member runs after the mosquito, following the “ zzz sound” of the
mosquito. (sense sound)
- In mid-air the member kills the mosquito by clapping his/her hands
together. (Sense sounds and touch) remember the character is not to
make the real sound. Through the actions of the other group members the
audience must “hear the loud bang sound”
- The member who was busy with the “tug of war” walks to character who
killed the mosquito, takes his/her hands and smells (Sense smell) his/her
 hands and then use his finger to taste (sense taste) his/her hand to the
disgust of the onlookers.
- The selected group will perform the role play to the class.

4. Each group develop their own Sensitized Mime and practice the mime.
5. The groups will now perform their own mime to the rest of the class.
6. Learners appreciate and reflect on own and other's performances and
processes

Group assessment rubric

Criteria:
Were the role players sufficiently warmed up?
Did the group demonstrate concentration and focus by
using exaggerated expression and movement?
Through a miming performances, did the group portray
the five senses?
Did the groups portray respect for personal and shared
space?
Is the group able to appreciate and reflect on own and
other's performances and processes?
Did the group use improvisational techniques in their
mime?
The group clearly demonstrated Non-Verbal
communication and correct body language throughout
their performance.