Tutorial Letter 501
IMPORTANT INFORMATION:
This tutorial letter contains important information about the module. Please read the tutorial letter
carefully.
Table of Contents
LEARNING UNITS
INTRODUCTION
RECOMMENDED READING
PURPOSE OF THE MODULE
EXPECTED OUTCOMES
STRUCTURE OF THE MODULE
ASSIGNMENTS AND HONESTY PLEDGE
LEARNING UNITS
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.
This wrap-around guide must be used in conjunction with your prescribed texts.
LEARNING UNIT 1: INTRODUCTION TO CREATIVE ARTS
Why the arts matter
A history of creative arts education in South African Primary Schools
The importance of creativity in the classroom
Different types of arts
The child in the intermediate phase
CAPS Curriculum
LEARNING UNIT 2 VISUAL ART EDUCATION
The formal Elements of visual art and how to write a formal analysis
Art forms and genres in art
,Some South African artists
Create in 2D and 3D, materials for the art room
How to organise your art room
LEARNING UNIT 3 PERFORMING ARTS
The Performing Arts and Common areas to Cover
Music – Learning areas and ideas to teach them
Music – Instruments
Drama – what children learn from drama
Drama warm ups and games
The right environment for drama and dance
Dance – what it offers children
What a dance class should entail
LEARNING UNIT 4 SKILLS FOR A TEACHER
Different assessment strategies and rubrics
How to plan a lesson
Working in an interdisciplinary way
LEARNING UNIT 5 INCLUSIVE EDUCATION
A multilingual classroom
A history of inclusive education in South Africa .......................................................
Barriers to learning
Learning Preferences
,YOUR recommended readings are
Solomon, L. & Kuzwayo, E. (1989). Khula Udweba: A Handbook About Teaching Art to
Children (ISBN: 9781919855530) published by African Institute of Art, Funda Centre : Soweto
Bruner, J. (1960) The Process of Education : Chapter 3: Readiness for Learning p33-54
Published 1960. A Harvard Paperback
Ken Robinson video:
Do schools kill creativity?
https://www.ted.com/talks/sir_ken_robinson_do_schools_kill_creativity?language=en
Teaching Arts in Primary School
Alter, F., Hays, T., & O'Hara, R. (2009). Creative arts teaching and practice: Critical reflections of
primary school teachers in Australia. International Journal of Education & the Arts, 10(9).
Retrieved [date] from http://www.ijea.org/v10n9/. (pdf available on Google scholar)
Hallam, S., Burnard, P., Robertson, A.,Saleh, C., Davies, V., Rogers, L. & Kokotsaki, D. (2009)
'Trainee primary school teachers' perceptions of their effectiveness in teaching music.', Music
education research., 11 (2). pp. 221-240.
Vermeulen, D., Klopper , C. & van Niekerk, C. (2011) South–South Comparisons: A Syntegrated
Approach to the Teaching of the Arts for Primary School Teacher Preparation in South Africa and
Australia, Arts Education Policy Review, 112:4, 199-205, DOI: 10.1080/10632913.2011.592472
Jansen van Vuuren, E. N. (2018). Arts across the curriculum as a pedagogic ally for primary
school teachers. South African Journal of Childhood Education
8(1) https://doi.org/10.4102/sajce.V8i1.477.
Mannathoko, M. C., Mamvuto, A. (2018). Teaching the Arts in the Primary School Curriculum:
What Strategies Imbue the Integrative Arts Subjects?. Studies in Art Education, 59(2), 145–
158.doi:10.1080/00393541.2018.1440149
Russell-Bowie, D. (2009). What me? Teach music to my primary class? Challenges to teaching
music in primary schools in five countries. Music Education Research, 11(1), 23-36.
, Morris, G. (2002). Reconsidering theatre-making in South Africa: A study of theatre in education
in Cape schools. Theatre Research International, 27(3), 289-305.
Social Justice and the Arts:
Spaull, N. (2013). Poverty & privilege: Primary school inequality in South Africa. International
Journal of Educational Development, 33(5), 436-447
Music education
Pooley, T. M. (2016) Extracurricular arts: poverty, inequality and indigenous musical arts
education in post-apartheid South Africa, Critical Arts, 30:5, 639-
654, DOI: 10.1080/02560046.2016.1262438
Tracy, T. (1999). Musical Instruments of South Africa. The Smithsonian Folklife pp 63-64.
Available at:
https://folklife-media.si.edu/docs/festival/program-book-articles/FESTBK1999_25.pdf
Purpose
This module’s 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 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 arts and education. With the aid of this study guide and your readings
and resources, you will be guided in your intellectual, scientific and professional development.
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 among intermediate phase learners
be a competent arts and culture teacher in the intermediate phase
use different teaching and assessment strategies
plan a term’s work and present a lesson on your own
understand different methods of assessment and when to use them
use CAPS as an integral part of the prescribed arts curriculum
Use the correct arts terms, know genres, know how to write a formal analysis
Know how to identify barriers to learning
Have an understanding of inclusive education and how to teach inclusively
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. You are strongly advised to look at the additional resources given
IMPORTANT INFORMATION:
This tutorial letter contains important information about the module. Please read the tutorial letter
carefully.
Table of Contents
LEARNING UNITS
INTRODUCTION
RECOMMENDED READING
PURPOSE OF THE MODULE
EXPECTED OUTCOMES
STRUCTURE OF THE MODULE
ASSIGNMENTS AND HONESTY PLEDGE
LEARNING UNITS
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.
This wrap-around guide must be used in conjunction with your prescribed texts.
LEARNING UNIT 1: INTRODUCTION TO CREATIVE ARTS
Why the arts matter
A history of creative arts education in South African Primary Schools
The importance of creativity in the classroom
Different types of arts
The child in the intermediate phase
CAPS Curriculum
LEARNING UNIT 2 VISUAL ART EDUCATION
The formal Elements of visual art and how to write a formal analysis
Art forms and genres in art
,Some South African artists
Create in 2D and 3D, materials for the art room
How to organise your art room
LEARNING UNIT 3 PERFORMING ARTS
The Performing Arts and Common areas to Cover
Music – Learning areas and ideas to teach them
Music – Instruments
Drama – what children learn from drama
Drama warm ups and games
The right environment for drama and dance
Dance – what it offers children
What a dance class should entail
LEARNING UNIT 4 SKILLS FOR A TEACHER
Different assessment strategies and rubrics
How to plan a lesson
Working in an interdisciplinary way
LEARNING UNIT 5 INCLUSIVE EDUCATION
A multilingual classroom
A history of inclusive education in South Africa .......................................................
Barriers to learning
Learning Preferences
,YOUR recommended readings are
Solomon, L. & Kuzwayo, E. (1989). Khula Udweba: A Handbook About Teaching Art to
Children (ISBN: 9781919855530) published by African Institute of Art, Funda Centre : Soweto
Bruner, J. (1960) The Process of Education : Chapter 3: Readiness for Learning p33-54
Published 1960. A Harvard Paperback
Ken Robinson video:
Do schools kill creativity?
https://www.ted.com/talks/sir_ken_robinson_do_schools_kill_creativity?language=en
Teaching Arts in Primary School
Alter, F., Hays, T., & O'Hara, R. (2009). Creative arts teaching and practice: Critical reflections of
primary school teachers in Australia. International Journal of Education & the Arts, 10(9).
Retrieved [date] from http://www.ijea.org/v10n9/. (pdf available on Google scholar)
Hallam, S., Burnard, P., Robertson, A.,Saleh, C., Davies, V., Rogers, L. & Kokotsaki, D. (2009)
'Trainee primary school teachers' perceptions of their effectiveness in teaching music.', Music
education research., 11 (2). pp. 221-240.
Vermeulen, D., Klopper , C. & van Niekerk, C. (2011) South–South Comparisons: A Syntegrated
Approach to the Teaching of the Arts for Primary School Teacher Preparation in South Africa and
Australia, Arts Education Policy Review, 112:4, 199-205, DOI: 10.1080/10632913.2011.592472
Jansen van Vuuren, E. N. (2018). Arts across the curriculum as a pedagogic ally for primary
school teachers. South African Journal of Childhood Education
8(1) https://doi.org/10.4102/sajce.V8i1.477.
Mannathoko, M. C., Mamvuto, A. (2018). Teaching the Arts in the Primary School Curriculum:
What Strategies Imbue the Integrative Arts Subjects?. Studies in Art Education, 59(2), 145–
158.doi:10.1080/00393541.2018.1440149
Russell-Bowie, D. (2009). What me? Teach music to my primary class? Challenges to teaching
music in primary schools in five countries. Music Education Research, 11(1), 23-36.
, Morris, G. (2002). Reconsidering theatre-making in South Africa: A study of theatre in education
in Cape schools. Theatre Research International, 27(3), 289-305.
Social Justice and the Arts:
Spaull, N. (2013). Poverty & privilege: Primary school inequality in South Africa. International
Journal of Educational Development, 33(5), 436-447
Music education
Pooley, T. M. (2016) Extracurricular arts: poverty, inequality and indigenous musical arts
education in post-apartheid South Africa, Critical Arts, 30:5, 639-
654, DOI: 10.1080/02560046.2016.1262438
Tracy, T. (1999). Musical Instruments of South Africa. The Smithsonian Folklife pp 63-64.
Available at:
https://folklife-media.si.edu/docs/festival/program-book-articles/FESTBK1999_25.pdf
Purpose
This module’s 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 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 arts and education. With the aid of this study guide and your readings
and resources, you will be guided in your intellectual, scientific and professional development.
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 among intermediate phase learners
be a competent arts and culture teacher in the intermediate phase
use different teaching and assessment strategies
plan a term’s work and present a lesson on your own
understand different methods of assessment and when to use them
use CAPS as an integral part of the prescribed arts curriculum
Use the correct arts terms, know genres, know how to write a formal analysis
Know how to identify barriers to learning
Have an understanding of inclusive education and how to teach inclusively
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. You are strongly advised to look at the additional resources given
