, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
1.1. The CAPS document emphasises integration between the Visual and Performing Arts.
Using the scenario of a classroom with limited resources, explain how a single classroom activity
could integrate these two art forms effectively. Focus on the teacher's role in facilitating this
integration and how it benefits the learner's holistic development.
Integrating Visual and Performing Arts in a Resource-Limited Classroom
Introduction
The Creative Arts curriculum, as outlined in the CAPS document, is designed to develop learners as
creative, imaginative individuals with an appreciation for the arts (ICA1501, Study Guide, p. 16).
The curriculum is structured around two parallel and complementary streams: visual arts and
performing arts (drama, dance, music) (ICA1501, Study Guide, p. 16). In a classroom with limited
resources, it might seem challenging to facilitate this integration. However, with thoughtful planning,
a single, well-designed activity can effectively combine these streams, promoting holistic learner
development. The teacher's role is pivotal in guiding this process, focusing on the experiential
journey rather than expensive materials.
The Integrated Activity: "The Story of the Mask"
A highly effective activity for integrating Visual and Performing Arts in a resource-limited context is
"The Story of the Mask." This activity can span several lessons and involves learners in creating
their own masks (Visual Arts) and then using them in a performance (Performing Arts).
Step 1: Visual Arts - Creating the Mask (Create in 2D and 3D)
The activity begins in the Visual Arts stream, focusing on the CAPS topic of "Create in 3D"
(ICA1501, Study Guide, p. 17). The teacher introduces the cultural and artistic significance of
African masks (ICA1501, Study Guide, p. 47).
Teacher's Role: The teacher's role is to facilitate the creative process rather than dictate the
outcome. The teacher can provide a brief historical context of African masks, explaining that
they often hold spiritual and religious meaning (ICA1501, Study Guide, p. 47). In a
resource-limited setting, the teacher guides learners to use readily available materials like
cardboard, paper plates, old newspapers, fabric scraps, string, glue, and natural items like
leaves or twigs. The teacher encourages learners to think about the elements of art, such as
shape and texture, and the principle of harmony through repetition and variety (ICA1501,
Study Guide, pp. 35-36). The teacher’s focus is on the process and the learner's personal
expression, not on creating a "perfect" product. The emphasis is on the "enjoyable, experiential
processes" rather than a "highly polished product" (ICA1501, Study Guide, p. 17).
1.1. The CAPS document emphasises integration between the Visual and Performing Arts.
Using the scenario of a classroom with limited resources, explain how a single classroom activity
could integrate these two art forms effectively. Focus on the teacher's role in facilitating this
integration and how it benefits the learner's holistic development.
Integrating Visual and Performing Arts in a Resource-Limited Classroom
Introduction
The Creative Arts curriculum, as outlined in the CAPS document, is designed to develop learners as
creative, imaginative individuals with an appreciation for the arts (ICA1501, Study Guide, p. 16).
The curriculum is structured around two parallel and complementary streams: visual arts and
performing arts (drama, dance, music) (ICA1501, Study Guide, p. 16). In a classroom with limited
resources, it might seem challenging to facilitate this integration. However, with thoughtful planning,
a single, well-designed activity can effectively combine these streams, promoting holistic learner
development. The teacher's role is pivotal in guiding this process, focusing on the experiential
journey rather than expensive materials.
The Integrated Activity: "The Story of the Mask"
A highly effective activity for integrating Visual and Performing Arts in a resource-limited context is
"The Story of the Mask." This activity can span several lessons and involves learners in creating
their own masks (Visual Arts) and then using them in a performance (Performing Arts).
Step 1: Visual Arts - Creating the Mask (Create in 2D and 3D)
The activity begins in the Visual Arts stream, focusing on the CAPS topic of "Create in 3D"
(ICA1501, Study Guide, p. 17). The teacher introduces the cultural and artistic significance of
African masks (ICA1501, Study Guide, p. 47).
Teacher's Role: The teacher's role is to facilitate the creative process rather than dictate the
outcome. The teacher can provide a brief historical context of African masks, explaining that
they often hold spiritual and religious meaning (ICA1501, Study Guide, p. 47). In a
resource-limited setting, the teacher guides learners to use readily available materials like
cardboard, paper plates, old newspapers, fabric scraps, string, glue, and natural items like
leaves or twigs. The teacher encourages learners to think about the elements of art, such as
shape and texture, and the principle of harmony through repetition and variety (ICA1501,
Study Guide, pp. 35-36). The teacher’s focus is on the process and the learner's personal
expression, not on creating a "perfect" product. The emphasis is on the "enjoyable, experiential
processes" rather than a "highly polished product" (ICA1501, Study Guide, p. 17).
