Initial Primary Teacher Education

Initial Primary Teacher Education

Expressive arts
Module 2

Malawi Institute of Education

i
Initial Primary Teacher Education

Expressive arts
Module 2

Malawi Institute of Education

ii
Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi Malawi

email: [email protected]
website: www.mie.edu.mw

© Malawi Institute of Education 2018

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system, or transmitted in any form by any means, electronic, mechanical,
photocopying, recording or otherwise, without the permission of the copyright
owner.

First edition 2018

iii
 Writers
Ivy Yvonnie Kondowe Chinangwa Domasi College of Education
Christina Makhasu Kika Machinga Teachers’ College
Wyson Banda Blantyre Teachers’ College
John L Mtenje Phalombe Teachers’ College
Ndongolera C Mwangupili Northern Education Division

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Acknowledgements
Ministry of Education, Science and Technology and Malawi Institute of Education
would like to thank all people who participated in various capacities, stages and
levels in the development, refining and final production of this module.

Special thanks go to the Director of Department of Inspectorate and Advisory

Services (DIAS), Mr Raphael Agabu and his staff, the Executive Director of Malawi
Institute of Education, Dr William Susuwele‐Banda and his staff, Coordinator of the
Initial Primary Teacher Education (IPTE) review process Mr Edward G Mtonga and
his team (Mr Anthony Malunga, Ms Loyce Chisale and Ms Catrin Anderer) for
coordinating the process of developing the module.

Ministry of Education, Science and Technology would also like to thank Afori
Waona L Chipungu, Carolyne Malowa Chirwa, Wilson Gunde, Deborah Tambulasi
Banda and Dr Grames Chirwa for reviewing the module.

Ministry of Education, Science and Technology acknowledges the technical and

financial support which was generously provided by German Technical
Cooperation (GIZ), United Nations Children’s’ Fund (UNICEF), United States
Agency for International Development (USAID), Food and Agriculture
Organisation (FAO) and Open Society Foundation.

Production team
Editing - Max J Iphani
Graphic designer - Anastazia Mbungulo
Editor-in-chief - Max J Iphani

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Foreword
Education is the lifeblood of a nation. It is a prerequisite for individual, community
and national development. Education prepares learners to play their roles effectively
in efforts to promote and sustain a country's socio-economic development.

Parents and guardians desire that their children develop into adults with sound
minds and healthy bodies, through the acquisition of appropriate knowledge, skills
and desirable attitudes to enable them to live productive and happy lives. Education
should, therefore, help learners develop high standards of conduct, attitudes and a
sense of responsibility.

The function of teacher education in Malawi is to prepare student teachers and those
already in the teaching service to help learners fulfill their potential and the
expectations of society. This can be achieved by helping learners acquire the right
knowledge, skills and attitudes to enable them to function as responsible citizens. In
line with this goal, the current primary curriculum was reviewed to ensure that it
focuses on the development of the whole child.

One of the shortfalls of the previous primary school curriculum was overloading
within subjects and across the curriculum. The reformed primary curriculum
addresses the issue of overloading by introducing learning areas. In order to align
the teacher education curriculum with the reformed primary curriculum, the
Ministry of Education through Malawi Institute of Education reviewed the primary
teacher education curriculum.

New modules for delivering the new IPTE curriculum were developed by subject
panels. We are grateful to all the professionals who took part in the curriculum
review process. It is the Ministry’s expectation that both teacher trainers and student
teachers will take the training seriously in order to achieve the country’s national
goals.

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Contents
Acknowledgements ……………………………………………….…………………. v

Introduction to the module …………………………………………………..……… viii

TOPIC 1 Teaching expressive arts ……………………………………………… 1

TOPIC 2 Teaching forms of arts depicting crosscutting issues …………………. 5

TOPIC 3 Teaching how to interpret art works ……….……………………...... 10

TOPIC 4 Teaching cultural artistic activities ………….…………..…………… 15

TOPIC 5 Teaching expression and communication skills through physical,

sporting and artistic activities ……………………….………………. 28

TOPIC 6 Teaching eradication of discrimination and prejudice in

physical, sporting and artistic activities …………………………….. 38

TOPIC 7 Teaching traditional means of expression and communication in sports

and arts……………………………………………….………………. 45

TOPIC 8 Holistic teaching of physical, sporting and artistic activities ……… 53

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Introduction
The purpose of primary teacher education is to produce and continually develop
competent and responsive teachers who effectively deliver quality education to all
learners under prevailing conditions and demands in primary schools and promote
their desire for life-long learning. IPTE endeavours to educate teachers in sufficient
numbers, continually develop their professionalism so that they are able to
effectively and efficiently deliver quality and relevant education to primary school
learners.

National goals for primary teacher education

The national goals of primary teacher education in Malawi are to produce teachers
who are:
 academically well grounded and professionally competent
 flexible and capable of adapting to the changing needs and environment of the
Malawian society
 capable of adhering to and maintaining the ethics of the teaching profession
imaginative in adapting, creating and utilising locally available resources suitable
for the needs of their pupils

Rationale
Expressive arts is an integration of music, dance, creative arts, drama and physical
education. One main reason for the integration of these subjects is that they have
similar fundamental principles. Expressive Arts will equip student teachers with
skills, knowledge, values and attitudes in order to teach effectively. It also helps
students to develop holistically.

Teacher education philosophy

The following has been the guiding principle during the design and development of
the IPTE curriculum.

To produce a reflective, autonomous, lifelong learning teacher, able to display moral values
and embrace learners’ diversity.

The philosophy is expected to be pursued during the implementation of the

curriculum and when supporting teachers after their qualification.

IPTE program structure

The duration of the teacher education is two years. The general outlook of the two
years is as follows:

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Year 1 Year 2
Term 1 Term 2 Term 3 Term 1 Term 2 Term 3
In college, In college Out in teaching Out in teaching In college. In college,
learning learning practice schools, practice with special with special
subject matter subject practising schools, emphasis on emphasis on
with a special content with teaching. practising reflection, subject
focus on special focus teaching. inclusion and content,
methods for on methods further policies and
lower classes for upper practice on frameworks
classes teaching
methods

Unique features
The features of the reviewed curriculum are as follows:
 The curriculum design is based on reflective and practice principles.
 Early grade teaching methodologies are distinct.
 The delivery of the subject matter (courses) follows the modular approach.
 Student teachers will be allowed to practice teaching mainly in the lower classes
(Standards 1 to 4). However, they may be given the opportunity to practice
teaching in upper classes (Standards 5 to 8).
 Cross cutting issues such as assessment for learning, ICT, inclusive education,
gender and critical thinking are integrated.

IPTE subject matrix

The new curriculum has adopted the reflective practitioner model of teacher
education which connects reality and theory and integrates content and pedagogy in
teaching and learning. In this structure, student-teachers will be in college for two
terms of year 1 and be in primary schools for teaching practice in the third term of
year one and the first term of second year. Students will be back to college in terms 2
and 3 of year 2 to continue learning subject content, reflecting on their experiences
during teaching practice and then wind up their studies.

This curriculum has adopted a modular design and contains eleven subjects. These
are Chichewa, English, Mathematics, Education Foundation Studies, Agriculture,
Social Studies, Life Skills, Science and Technology, Expressive Arts, Religious
Studies and Human Ecology. In this modular design, a set of topics with related
content forms a module in a subject. A module consists of 40 contact hours.

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Although the programme is modular, four subjects, Chichewa, English, mathematics
and education foundation studies, will be offered throughout the two years while
the remaining subjects will be spread across the two years.

IPTE outcomes based curriculum

An outcomes-based curriculum is focused on students' achievement. To achieve the
outcomes, students are introduced to new knowledge in the context of their existing
knowledge so that they can develop new understandings. The process of learning is
integral to the final product. The products are the outcomes, which student teachers
achieve in terms of teaching competencies and must be clearly stated before they
begin teaching. The achievements made at college however will only be truly
beneficial when student teachers transfer the knowledge, skills and desirable
attitudes beyond college and view learning as a life-long process. This is essential to
keep pace with transition from college to practical classroom experiences.

There is need for student teachers to acquire knowledge, skills and desirable values
and attitudes to enable them to implement the primary curriculum. Student teachers
should be fully conversant with education foundation studies and subjects taught in
schools.

Learning areas and core elements

A learning area is an organized body of required knowledge, skills, values and
desirable attitudes that serve as a foundation for future learning. Each learning area
has a rationale from which core elements are derived. The IPTE curriculum
comprises eleven learning areas namely agriculture, science and technology,
mathematics, expressive arts, Chichewa, English, education foundation studies,
social studies, life skills education, religious studies and human ecology. Each
learning area has four or more core elements.

Teacher education core element outcomes

Teacher education core element outcomes are descriptions of the competencies to be
acquired by the student teacher for successful teaching.

Progression of learning areas into subjects in the primary senior

phase
Student teachers should know that during infant and junior phases, teaching and
learning will centre on learning areas instead of isolated subjects. However, the
curriculum will revert to subjects in the senior phase in line with the secondary
school curriculum. For this reason, student teachers will study both learning areas
and subjects.

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IPTE assessment procedures
In Outcomes-Based Education (OBE), assessment is an important part of the teaching
and learning process. The main purpose of assessment is to facilitate learning by
constant monitoring of the progress of individual learners. The process is on-going
and it uses clearly defined criteria with a variety of tools, methods and techniques in
different situations and contexts. This helps to gather valid and reliable information
on the learners' achievement of outcomes.

Assessment in primary teacher education in Malawi comprises two major

components: continuous and summative assessment. Both modes involve
assessment tasks that measure the student teachers’ achievement of knowledge,
skills, values and attitudes. These tasks include oral presentations, practical tasks,
reports, research, tests and examinations.

In the reviewed curriculum, the weighting of continuous assessment in the final

grade will be 60% continuous assessment and 40% summative assessment.

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TOPIC 1 Teaching expressive arts

Time: 4 hours As indicated in Topic 1 in Module 1,

you were expected to select methods
Introduction to make learners active and creative
You have taught expressive arts for and at the same time to develop
two terms during teaching practice. In various skills in learners. Some of
the course of doing so, you had these methods are mix, freeze, pair;
different experiences, including some future’s wheels; author’s chair, jigsaw, one
challenging ones. You also used stays three strays, walk around talk
different strategies to overcome the around, bus stop, mind mapping, ball
challenges. Some strategies may have bearing and card collecting and
worked well, while others may not. clustering. Some of the skills that can
In this topic, you will have an be developed through learning
opportunity to reflect on your teaching expressive arts in learners are as
experiences of teaching expressive arts follows:
and the strategies you used to Creativity
overcome the challenges you may Learners develop creativity as they are
have had. engaged in various activities such as
composing songs, designing different
Success criteria artistic items and developing plays
Student teachers must be able to: and dance steps.
 reflect on their teaching practice Confidence
experiences while teaching Learners develop confidence because
expressive arts they are involved in different artistic
 analyse the strategies they used to activities such as singing, dancing and
overcome the challenges performing drama.
encountered during their teaching
of expressive arts Problem solving
Learners develop problem solving
Background information skills as they are involved in the
Reflection in teaching is about looking
production of different artistic items.
back at how you taught. This process
For example, in producing different
helps teachers identify successes as
artistic items, learners have to decide
well as challenging experiences in
on the type of suitable raw materials
their teaching. Reflection enables the
for producing the different artistic
teacher to identify alternative
items as well as how to process the
solutions to challenges encountered
raw materials to come up with quality
during his/her teaching of the lesson.
artistic items.

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Non-verbal communication matter helps you to teach the topics in
Learners develop non-verbal a subject more effectively. The last
communication skills through artistic two terms gave you an opportunity to
and sporting activities. put the theory of teaching expressive
arts into practice. You will now reflect
Collaboration on your experiences of teaching the
Most sporting and artistic activities subject during your teaching practice.
require working cooperatively or as a
team to be performed effectively. As Activity 1 Reflecting on experiences
learners get involved in team sports, of teaching expressive arts
for example, football, netball and other Your lecturer will ask you to be in
team sports, they develop skills groups to do the following:
working collaboratively. 1 Reflect on your teaching practice
in terms 3 and 4 and identify your
The strategies and methods which you successful and challenging
were expected to use in your teaching teaching experiences.
practice were also needed to enable 2 Discuss the strategies you used to
you to cater for learner diversity. As involve all learners of different
indicated earlier in Topic 1, in Module learning abilities during your
1, Expressive arts can also be used to expressive arts lessons.
provide successful learning 3 Explain how the strategies you
experiences for learners with different used to achieve inclusive
kinds of needs. Learners therefore education promoted the
should be encouraged to focus on their involvement of learners with
talents and abilities while also sharing different learning abilities in your
them with others. Expressive arts lessons.
4 Discuss other strategies you can
Tasks use to involve all learners, both
There are two tasks in this topic. boys and girls and those of
Task 1 Reflecting on experiences of different learning abilities in your
teaching expressive arts expressive arts lessons.
In the first term of your first year of
your studies, you were introduced to Tip
different approaches in the teaching of You should be aware of the skills in
expressive arts. You need to use expressive arts which inherently
different methods in your lesson promote inclusive education in
presentations to motivate learners. learners. You should therefore
You learnt that the choice of methods use those skills to involve learners
you can use in your expressive arts with different abilities in your
lessons is dependent on the content expressive arts lessons.
being taught, the needs of the students
and your own resourcefulness and
creativity. Knowledge of the subject

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Task 2 Analysing strategies used to b. Discuss various other types of
overcome challenges physical challenges of learners
encountered during teaching and you can involve them
practice actively in physical and
In Term 1, you looked at possible sporting activities.
challenges you were likely to face
during teaching practices. You may 2 Study the lesson plans you used in
have faced some of the challenges you teaching expressive arts during
anticipated. Other challenges were your teaching practice, and analyse
related to you as a teacher while others the strategies which you adopted to
were related to the school. deal with the challenges which you
In Term1, you looked at possible encountered during your teaching
solutions to the challenges that you of expressive arts during your
were likely to encounter in teaching teaching practice.
expressive arts. During the teaching 3 Discuss other strategies which you
practice, you probably discovered can use to deal with the challenges
practical solutions to the problems you you encountered during teaching
encountered practice.

Activity 1 Analysing strategies Summary

used to overcome the In this topic, you have looked at
challenges during different strategies to address different
teaching practice challenges that teachers experience in
teaching expressive arts. It is important
Your lecturer will ask you to be in
that you use different strategies to address
groups and:
challenges in the teaching of expressive
1 Read the story below about the arts in order to make the teaching of the
need for including learners with subject effective. You have also learned
physical challenges in physical and how to use skills which inherently
sporting activities in expressive promote inclusive education to involve
arts lessons and answer questions learners with different abilities in your
on the story. expressive arts lessons.
Phunziro, a student teacher was
teaching a practical lesson on football. Assessment and reflection
There was one learner, Chiutsi, with a 1 From your teaching practice, what
physical challenge. He was using a do you think makes an effective
wheel chair. Phunziro told this learner expressive arts teacher?
to sit outside the football playing field 2 How can you achieve an inclusive
and take care of his colleague’s books. expressive arts classroom?

a. Assuming you were Phunziro, Glossary

how would you involve Chiutsi Inclusive education: education that
in the lesson? takes care of
learner

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 diversity in the https://royalhigh.wordpress.com/curriculu
classroom m/faculties/expressive-arts-2.retrieved
Collaboration: working 13/6/2018
together
blog.
References Americansforheart.org/2012/11/…/
Malawi Institute of Education (2017). the-top-10-skills-childern-learn-from-
IPTE expressive arts Module 1. Domasi: the-art. Retrieved 13/06/2018
Malawi Institute of Education

4
TOPIC 2 Teaching forms of art depicting crosscutting
issues
 identify appropriate resources in
teaching forms of art depicting
Time: 5 hours
crosscutting issues
Introduction
Forms of art affect emotions and  use appropriate teaching, learning
feelings of people and in so doing and assessment methods for
enrich their lives. The school, being a teaching forms of art depicting
place where the child spends a lot of crosscutting issues
time as he/she grows, has to expose  conduct lessons on forms of art
the child to enriching experiences depicting crosscutting issues
through the curriculum. Through art
we communicate our feelings and our Background information
innermost creativity. Art depicts the Forms of art are media for artistic
social, material and cultural richness expression. There are various forms of
of a country, among others. We art like music, dance, drama, painting,
express ourselves and explore our drawing, ceramics (pottery), sculpture,
problems in the world around us. Art, photography and films. One major
therefore, ought to depict crosscutting characteristic of a form of art is that it
issues affecting the child and the should be appealing to the senses as it
society. There are many crosscutting expresses the feelings and emotions of
issues that affect Malawi. Some of the artist to his/her audience. One way
these issues are gender, HIV and this is done is by depicting
AIDs, environmental degradation, crosscutting issues affecting the
corruption, democracy, child abuse society. The story within a form of art
and poverty. has to communicate a message from
This topic will enlighten you on the artist to the audience. Of course,
several crosscutting issues which affect such a message is interpreted
you directly or indirectly. It will also differently by different people. That is
help you become part and parcel of the the beauty of art.
society in which you live. Learning forms of art enables you to
teach them effectively. In teaching art
Success criteria forms, it is important to provide
Student teachers must be able to: learners with actual examples of the
 create different forms of art forms. Learners should also be given
depicting crosscutting issues chance to create and perform a variety
 perform different forms of art to of forms of art.
communicate messages on
crosscutting issues Tasks
There are five tasks in this topic.

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Task 1 Creating different forms of
art on crosscutting issues
Forms of art can be categorised into
two, namely, performing arts and
visual arts. Performing arts is a form of
creative activity performed in front of
an audience. Dance, music and drama
are the major examples. Arts like Tips
paintings, drawing, ceramics, You can bring to class different posters
sculptures and posters are visual arts. with a variety of messages on
Visual arts use resources like pencil, crosscutting issues. The posters can
pen, charcoal, oil colours, posters, guide the learners on various cross
water colours and a surface to cutting issues on which they can base
communicate artist’s ideas, feelings their songs.
and emotions. Learners should learn
all these forms of arts.
Task 2 Performing different forms of
Activity 1 Discussing different forms art on crosscutting issues
of art on crosscutting Through different forms of art, artists
issues communicate messages on cross-
Your lecturer will ask you to: cutting issues. Some of the forms of art
1 Brainstorm examples of different that depict such issues are songs,
forms of performing and visual arts dances and drama.
depicting crosscutting issues. What is a song? It is a piece of music
2 Discuss the crosscutting issues with words. It usually combines
depicted in performing and visual melody and vocals. It does not
forms of arts you identified. necessarily require having written
3 Analyse the crosscutting issues instrumental pieces. Dancing, on the
included in senior classes’ primary other hand, is moving rhythmically to
school instructional materials. music, typically following a set
sequence of steps. Songs and dances
Activity 2 Creating different forms are natural in African societies.
of art with learners in Singing and dancing is part of life in
primary school the African society. Drama is an
On your own: imitation of life presented in the form
1 Ask learners to sing songs they of a play. The play may have sections
know. such as acts, scenes, stage directions,
2 Discuss the message from the lines and props for characters taking
songs. part in the plot of a story. In drama,
3 Ask them to compose their own character is central in its production.
songs with different crosscutting
issues with the same tune of the
songs they know.

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Activity 1 Researching on 2 Isolate resources for teaching
performing different forms of art depicting crosscutting
forms of art issues.
Your lecturer will ask you to: 3 Develop a poster on any one
1 Carry out research on popular crosscutting issue which you can
Malawian artists in music, dance, use to teach in a senior class.
drama and physical and sporting 4 Develop an observation checklist
activities for assessing learners’ work
2 Discuss the reasons why the produced in this topic.
artists you have come up with
from your research are popular in
the country. Tips
3 Explain the ways through which Use expressive arts syllabus, learners’
the popular artists have book and teachers’ guide for Standard
contributed to the development of 5.
Malawi as a country.
Task 4 Using appropriate teaching,
Tips learning and assessment
You can use the internet to research on methods for teaching forms
popular Malawian artists. of art depicting cross cutting
issues
Teaching forms of art that depict
Task 3 Identifying appropriate crosscutting issues requires the
resources in teaching forms involvement of learners in the actual
of art on crosscutting issues creation of the forms. Using their
The community has enough resources experience can assist in discovering
which the teacher can employ in how crosscutting issues are depicted
developing lessons on this topic. The in their society. The teacher ought to
school may have different posters be more of a facilitator than the centre
which can be brought to class. The of the creation of the forms of art. A
teacher and learners know a variety of teacher ought to have an observation
songs sung in different situations and checklist to check how much children
events. These could be some of the know. The checklist will ensure how
resources that can be used in this topic. much children know of different
situations and events being depicted in
Activity 1 Preparing resources for the artwork.
teaching forms of art on
crosscutting issues Activity 1 Using appropriate
Your lecturer will ask you to: teaching, learning and
1 Suggest and develop resources assessment methods for
that can be used in teaching teaching forms of art on
crosscutting issues on each of the crosscutting issues
topics identified.

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1 Develop a tool that can be used to 1 Develop a lesson plan in which
assess learners in a performance. learners will perform a play on
The assessment should consider crosscutting issues in any of the
the following: senior classes.
a. the relevance of the 2 Use the lesson plans to micro-teach
crosscutting message 3 Peer evaluate the lessons.
b. the art form
c. appropriateness in terms of the Summary
age of the learners in the In this topic, you have explored the
senior level. teaching of visual and performing
2 Discuss how the teaching, learning forms of art on crosscutting issues.
and assessment methods could be Various examples of forms of art have
used in the class been outlined and activities on how
they could depict crosscutting issues
Task 5 Conducting lessons on forms have been suggested.
of art on crosscutting issues
For effective teaching and learning, Assessment and reflection
use appropriate instructional materials 1 Explain ways in which various
such as syllabuses, teacher’s guides forms of art depict crosscutting
and learner’s books in preparing for issues in the society.
lessons in all the three levels. It is also 2 Describe relevant resources you
important to use a variety of teaching, would use in teaching forms of art
learning and assessment methods and depicting crosscutting issues.
resources. 3 How can you assess learners in a
Teaching requires preparation of drama performance?
resources. Teaching forms of art is, 4 Develop a checklist to assess a
therefore, not an exception. However, play based on:
teaching this topic is in itself a creation a. the crosscutting message
of resources that can be used in b. the creativity in the artistic
various situations. That is essentially work or performance.
what creativity is all about. With the 5 From what you have learnt in this
resources made, a teacher has to put topic, suggest any key tips for
the learners in a creative situation. The effective teaching of crosscutting
various resources for a form of art issues in expressive arts.
must be made available for the 6 Discuss some of the challenges
learners. The teacher must also be you would face in the teaching of
creative and resourceful to improvise forms of art depicting crosscutting
the resources. issues in each of the three primary
school sections.
Activity 1 Preparing and presenting
lessons on forms of art on Glossary
crosscutting issues Forms of art mediums for artistic
Your lecturer will ask you to: expression.

8
Performing arts form of creative Cameron K M et al (1992). The
activity performed enjoyment of theatre.
in front of the New York:
audience MacMillan
Visual arts are arts like Publishing Company
paintings, Malawi Institute of Education (2007).
sculptures and Expressive arts
posters teachers’ guide for
Plot the manner in Standard 4. Domasi:
which a story has MIE
been told in a play Malawi Institute of Education (2007).
or book Expressive arts
teachers’ Guide for
References Standard 5. Domasi:
IPTE (2008). Expressive arts students’ MIE
book. Domasi: MIE
Cohen R (1994). Theatre. California: For further reading
Mayfield Publishing Billing Pemberton, RN and Clegg, JD
Company (1968). Teaching drama. London.

9
TOPIC 3 Teaching how to interpret artworks
numerals which are merely art
Time: 4 hours symbols. The art symbols may differ
from one society to another. Symbols
Introduction are well understood by the people
Different societies have symbols which who use them. Art symbols can be in
are interpreted differently by those the form of drawings, carvings, letters,
who use them. People are able to writings, songs and gestures. It is
communicate through these symbols. important to teach children how to
The fundamental principle is that a interpret art. In addition, knowledge
symbol has only the meaning that of the meaning of traditional art
people have given it. symbols can assist learners to know
In this topic, you will learn about the history of their communities and
teaching interpreting artworks and its culture.
importance. This knowledge will help When teaching interpreting artworks,
you and your learners to interpret you should use artistic ways to
various art symbols and then produce the art symbols. Some of the
appreciate the use of such symbols in a ways include sewing, carving, drawing,
society. painting and weaving.

Success criteria Tasks

Student teachers must be able to: There are five tasks in this topic.
 explain the meaning of various art
symbols Task 1 Explaining the meanings of
 explain the importance of various various art symbols
art symbols Art symbols in different societies or
 identify appropriate resources in communities have different meanings.
the teaching of interpreting art For example, a red rose may symbolize
works love or compassion. Similarly, national
 apply appropriate teaching, flags of different countries have art
learning and assessment methods symbols which have historic
for teaching interpreting art works importance. For example, the Malawi
 conduct lessons on how to flag has the rising sun which has a
interpret artworks meaning. Also different institutions
and organizations like the Malawi
Background information Defense Force, Police, Prison Service,
In our everyday life, we use symbols schools and hospitals use art symbols
to communicate with others what is on flags or logos.
happening in the surrounding.
Symbols are things that stand for other
things. For example, people are able to
communicate through letters and

10
Activity 1 Explaining the meaning of ones or create your own new
art symbols symbols
Your lecturer will ask you to be in
groups and: Activity 1 Describing the importance
1 Explore your college premises and of art symbols
identify art symbols used for Your lecturer will ask you to:
communication. 1 Explain the art symbols that are
2 Present the art symbols you have used to communicate various
found. messages in the community.
3 Give the meaning of each art 2 Conduct research to find out the
symbol. role of art symbols in the
4 Explain how each art symbol is community.
produced.
Interpreting art symbols used in the
Task 2 Describing the importance of community
art symbols It is good to teach learners how to
Art symbols are very important interpret artworks to help them
because they: appreciate the use of art symbols. It is
 communicate messages: some art important to note that the meaning
symbols send different messages attached to an art symbol is culturally
for example, a green cross informs specific.
you about a hospital nearby
 give identity: You identify a tribe
or nation by its language. Each
society has its own art symbols
which it uses for example English
words are different from
Chichewa words
 add beauty to the item or
situation: some symbols add b.
beauty to the item such as the a.
rising sun on the Malawian flag
makes the flag look more beautiful
 differentiate one item from
another: some items can have
similar pattern but the symbols on
them may differentiate them. For
example Malawi flag and Kenya
flag have similar pattern however,
they have different symbols c.
 help to develop creativity and Figure 1
imagination: you can develop new
patterns and symbols from old

11
 resources in teaching
interpreting artworks
When teaching interpreting artworks,
use appropriate resources in order to
promote, reinforce and make the
process of teaching and learning
realistic. It also facilitates the teaching
of concepts in the lesson. In addition to
providing a variety of experiences to
learners for observing, touching and
evaluating, resources also make
teaching and learning interesting.
Figure 2
You need to understand teaching and
learning resources before you can
Activity 2 Interpreting art symbols
select and use them in a lesson. This
used in the community
knowledge will enable you to use
Your lecturer will ask you to:
appropriate resources for the topic as
1 Study fig 1 and 2 above to answer
well as those that will suit all your
the following questions:
learners.
a. State the meaning of each of the
art symbols illustrated in figure
Activity 1 Identifying appropriate
1 above.
teaching and learning
b. Explain the meaning of each of
resources in teaching
the art symbols found on the
interpreting artworks
court of arm for the Malawi
Your lecturer will ask you to:
government.
1 Brainstorm the resources for
teaching interpreting art symbols
in primary schools.
Activity 3 Interpreting art symbols
2 Select suitable resources for
On your own, ask learners to:
interpreting artworks.
1 Explain the importance of art
symbols in the community. Tips
2 Describe the roles of different art  Use appropriate senior primary
symbols used in the community. school instructional materials to do
the activity
Tips
 Use appropriate teaching, learning
Use appropriate primary instructional
and assessment resources when
materials and ICT tools when
preparing to teach the topic
preparing the lessons for the learners
Task 4 Using appropriate teaching,
Task 3 Identifying appropriate
learning and assessment
teaching and learning
methods for teaching
interpreting art symbols

12
Teachers use various methods Tips
appropriate for learners including  Use appropriate senior primary
those with special educational needs school instructional materials to do
so that they learn better and develop the activity.
critical thinking. Some of the methods  Use appropriate teaching, learning
are brainstorming, group work, mix and assessment resources when
freeze pair, role play, author’s chair preparing to teach the topic.
and question and answer. You need to
learn and understand the guidelines, Task 5 Conducting lessons on
strengths and limitations of each interpreting artworks
method so that you can select and use It is important that you use different
them appropriately in teaching teaching skills during the delivery of
interpreting artworks. lessons. The teaching skills will enable
you to teach effectively.
You need to develop and use It is important to prepare before
appropriate assessment tools for presenting lessons. Use appropriate
teaching interpreting artworks. This primary instructional materials for
will enable you to measure the type of expressive arts for the infant, junior
educational outcome to be fulfilled. and senior sections. These include
Some of the assessment tools include teachers’ guides and learner’s books.
performance tests, paper and pencil This will help you to deliver lessons
tests, portfolios, checklists, progress effectively.
charts and rubric

Activity1 Preparing and presenting

lessons on interpreting
Activity 1 Identifying methods for artworks
teaching interpreting Your lecturer will ask you to:
artworks 1 Prepare a lesson plan on
Your lecturer will ask you to identify interpreting artworks for senior
suitable methods for teaching section.
interpreting artworks in senior 2 Use the lesson plan to micro teach.
primary. 3 Evaluate the lessons

Activity 2 Identifying assessment Tips

tools for assessing  Use appropriate primary
interpreting artworks instructional materials to design a
Your lecturer will ask you to develop lesson for senior primary for
suitable teaching, learning and Activity1.
assessment tools for assessing  Use appropriate teaching, learning
interpreting artworks in the senior and assessment resources and
primary section. methods when preparing and
presenting the lessons.

13
 4 Having gone through the topic
Summary interpreting artworks, what
In this topic, you have learnt about challenges do you think you are
teaching interpreting artworks. You likely to face when presenting
have learnt the meaning of art symbols lessons?
and their importance. You have also
learnt appropriate resources and Glossary
methods for teaching interpreting Art symbols: things that represent
artworks and conducted lessons on the other things
same. This knowledge will enable you Court of arms: art symbol that
to interpret art symbols across identifies a country
different societies within and outside Logo: art symbol that
Malawi and teach your learners more identifies an
effectively. institution or an art
symbol
Assessment and reflection
1 Explain any three reasons why art References
symbols are important to Malawi Institute of Education (2009).
Malawian societies. IPTE expressive arts module 3. Domasi:
2 Analyze the art symbols found on MIE.
Malawi court of arms. Malawi Institute of Education (2008).
3 Describe the meaning of any two IPTE expressive arts Students’ book.
logos found on any two institutions Domasi: MIE.
of your choice. Malawi Institute of Education (2008).
Expressive arts teachers Guides for
Standards 1- 8. Domasi: MIE

14
TOPIC 4 Teaching cultural artistic activities

Time: 8 hours  conduct lessons on cultural artistic

activities
Introduction
Cultural artistic activities help people Background information
acquire beliefs, customs, values, laws Artistic activities or performances such
and wisdom. Some of the cultural as dancing and singing are used in
practices through which these cultural cultural practices to inculcate cultural
values and beliefs are passed on values as well as to entertain people.
include initiations, marriages and Moreover, artistic activities bring
installation of chiefs, which act as rites people together. As people interact in
of passage from one generation to socio-cultural activities, they share
another. ideas, which may lead to social
In this topic, you will learn how to development. However, some of the
teach cultural artistic activities. The cultural practices are not good because
topic intends to explain how you can they may have negative impact on
teach various artistic skills including individuals and societies.
contemporary dancing styles based on It is important for you to be aware of
traditional dances, cultural values, cultural artistic activities practiced in
beliefs and practices, composing music communities where learners come
in staff and tonic sol-fa notation, from. When teaching this topic, you
teaching and learning and assessment need to incorporate cultural activities
approaches in teaching cultural artistic to help learners develop positive
activities, and preparing, presenting attitudes towards their culture.
and evaluating lessons.

Success criteria Tasks

Student teachers must be able to: There are five tasks in this topic.
 create contemporary dancing styles
Task 1 Creating contemporary
based on traditional dances
dancing styles based on
 compose songs depicting different traditional dances
cultural values A contemporary dance is a style of
expressive dance which can combine
 identify appropriate resources in
elements of several dance genres such
teaching cultural artistic activities
as ballet. Unlike conventional or
 apply appropriate teaching and traditional dances, contemporary
learning and assessment methods in dances do not necessarily require any
teaching cultural artistic activities fixed rules. The dancers need not
follow specific dance techniques. This
means that the dancers are free to

15
perform according to how they feel the negative cultural influences as they do
music. This makes contemporary not depict our cultural values.
dancing styles more fluid (allow freer Generally, the youth rarely participate
movement) than conventional dancing in cultural dances. They are slowly
styles, which usually follow fixed rules losing their cultural identity.
or techniques. Moreover, cultural dances are also
losing their identity and history.
Benefits of contemporary dancing
Young people tend to think that
styles
performing cultural dances is boring
Contemporary dancing styles involve
and old-fashioned. They view them as
playing with balance, floor work, fall
outdated and only suitable for the old
and recovery and improvisation. Thus,
generation.
learning these dancing styles can
activate imagination and creative self- However, combining foreign dancing
expression, help in the use of gravity styles with traditional dancing style is
and transitions on the floor and a good idea because this can help to
develop versatility and improvisation inculcate the spirit of imagination and
In the context of Malawi, creativity in learners. It may be
contemporary dances are modern and difficult for primary school learners to
come from other lands. Can you use contemporary dancing styles in
suggest some of these foreign dances? traditional dances because
You may have suggested dances such customarily, they are used to
as kwasakwasa, kwaito, ndombolo, and performing these dances following
reggae. The dancing styles are different particular dancing styles. Nonetheless,
from indigenous dances. Some learners have experience in
contemporary dances involve rigorous contemporary dance styles in other
shaking and twisting of the waist, performances such as R and B in
flexible and quick foot movements. which they perform according to their
feelings and emotions. Using their
experiences would assist them to
combine contemporary dancing styles
with traditional dance styles.

Activity 1 Creating contemporary

dancing styles based on
traditional dances

Your lecturer will ask you to:

1 Choose any traditional dance and
analyse its dancing styles.
2 Perform the dance according to its
styles in groups.
Nowadays, many Malawians love
modern dances, especially the young
generation, although they may have

16
3 Improvise the chosen traditional Tips
dance with contemporary dancing
 Allow learners to choose their own
styles
familiar traditional dance.
4 Create your own dance with its
 Allow the class to comment on the
own dancing styles.
produced dances and their
Tips dancing style.
 Use dance attire, where possible.  Allow learners with special
 Demonstrate the dance and then educational needs to take part in
perform it with others. the activities by adapting the
 Adapt the activity for learners with activities according the nature of
special educational needs their impairments.

Activity 2 Practising contemporary Task 2 Composing songs on

dancing styles based on different cultural values
traditional dances Every society or community has a
culture. Culture reflects people’s way
On your own ask learners to: of life in terms of belief and value
1 Perform a familiar traditional dance systems. These aspects of culture
following its normal dancing styles. define as well as guide people’s
behaviour in a society.
2 Change the dancing style of the
traditional dance into your own Cultural beliefs and practices are
dancing style. important because they can reinforce
both good as well as bad behaviours
3 Explain how you felt about in the among people. You need to be aware
dancing styles of the first and of the positive and negative influences
second performances. of cultural practices on individuals,
4 Create a dance with your own the society and the environment. In
dancing styles. Malawi, for example, primary school
learners sweep their classrooms and
5 Perform the dance with others school grounds every morning of a
school day. This practice can reinforce
positive behaviour in school children
in terms of environmental sanitation.
However, certain cultural practices
such as early marriage can have
negative consequences on the
individual or the society.

African societies use cultural practices

to inculcate wisdom, customs, beliefs,
laws and values in people. For
example, traditionally, ethnic groups

17
in Malawi, especially in rural areas, written are called staff or stave.
use initiation as a rite of passage from
childhood to adulthood. During such
cultural activities, the elders sing
songs carrying important advice to
young people about how they should
behave. In this case, music is used as a
means to teach, preserve and to pass
on moral values to the young.

You need to learn how to compose

Musical notes are written on the five
songs on different cultural values. To
lines and four spaces. Sometimes notes
do that, you need to have basic
go beyond the five lines and four
knowledge and skills in writing and
spaces. Ledger lines are drawn to
reading rhythms as well as in putting
show continuation of the song either
words to rhythms in staff and sol-fa
above the staff or below as shown
notation. This knowledge and the
below.
accompanying skills will help you to
Ledger lines
write and sing songs, even those that
other people compose.

Writing music using staff and tonic

sol-fa notations Ledger lines
Different notation systems such as
staff notation, tonic sol-fa notation and
Clef or stave
graphic notation can be used in music
At the beginning of the five lines, there
writing. However, in this sub-topic,
appear two types of symbols, either
you will learn about staff and tonic
the treble/G clef or the bass/F clef.
sol-fa notations.
These symbols help one to identify
Staff notation where the letters are on the staff.
Musical notes are named after the first Below is the treble or G clef and how it
seven letters of the alphabet: A B C D is written on the staff.
E F and G. Each letter represents a
musical note. These notes can be
higher or lower than each other. The
notes are either higher or lower than
The treble clef or G clef and how you may
each other when they are written on
write it on the staff
the staff or stave. The five lines and
four spaces on which musical notes are
When there is a treble clef or G clef
these are the letters on the staff and
spaces:

18
 pitches on the staff. Each repetition of
a given note at a higher or lower pitch
produces what is called an octave (a
musical distance that covers eight
When there is the bass clef or F clef notes, with the first note being equal in
symbol at the beginning of the staff, tone to the eighth note). Nevertheless,
the lines and spaces have different they are different in pitch, with the
meaning. Below is the bass or F clef first note being lower in pitch than the
and how it is written on the staff. eighth. In this case, a note is either
octave above or octave below. Such a
progressive movement of pitches on
the staff, going from one pitch to
another creates a scale.

_------- Scale
A scale is a stepwise arrangement of
pitches either in ascending or
descending order. The pitches may be
Ledger lines one-step or half step apart from each
other. For instance, C D EF G A BC is
The grand staff the C scale; G A B C D E F G is the G
The grand staff is scale. There are several types of scales
represented by two used in music such as chromatic,
Ledger
staves, the upper having diatonic and pentatonic scales.
lines
treble clef and the lower However, in this course, we are going
having the bass clef to look at diatonic and pentatonic
separated by a middle C. scales only.

Middle C

From the middle C, the pitches follow

A section from piano keys showing
alphabetically upward or downward
arrangement of musical scale
as shown above.
A diatonic scale has eight notes, with
‘Doh’ appearing twice, at the
With reference to the grand staff
beginning and end of the scale (Do Re
above, you can see that the same note
Mi Fa So La Ti do) as shown in the
occurs more than once at different

19
diagram above. The diatonic scale A flat : This lowers a note by a half
exists in a major and minor scale. In a step. A flat is also a semi-tone.
major scale, the movement from the
first note to the eighth is always like A natural : This brings the note
this: Whole step, Whole step, Half back to its normal position.
step, Whole step, Whole step, Whole
step, Half step (WWHWWWH). For
example, in C major scale the
movement is:

C D EF G A BC

Do Re Me Fa So La Ti Do

W WH W WWH

The movement in a diatonic minor

scale is as follows: Whole step, Half
step, Whole step, Whole step, Half Some examples of how sharps and
step Whole step, Whole step flats are written on the staff
(WHWWHWW). To read any piece of music on the staff,
A pentatonic scale has five pitches, the following things can show us the
with ‘Doh’ appearing once in the series key: the staff, the clef signs and sharps,
(Do Re Mi So La). In this scale, the or flats.
fourth and seventh notes are omitted. Rules to follow the key (doh)
Key signature To identify the key of a piece of music
This is a sign that is placed at the written on the staff you have to:
beginning of the staff after the clef  identify the name of the line or
sign. The key signature helps to space on which the sharp or flat is
identify the location of ‘doh’ in the placed on the staff
music written on the staff. In other
words, key signature indicates the  if it is a sharp move a half step
scale in which music on the staff forward and if it is a flat move
should be played. Thus, the key three steps backwards
signature fixes the actual pitches in  if there are more than one sharps,
their right positions as the composer go to the last sharp, and then move
intends them to sound. a half step forward to get where
Key signature concepts and symbols ‘doh’ is located.
The following are key signature  if there are more than one flat, go
concepts and symbols: to the last flat, and then move back
to the last but one flat. This is
A sharp : This raises a note by a where ‘doh’ is located.
half step. A sharp is a semi-tone.

20
 if there are no sharps or flats, then each other in stepwise manner as
the key of the music is C major or shown below
A minor (Am).

Transposition or transposing in
music
Transposition in music refers to the
process of changing a piece of music
from one key to another. For example,
from C to D, or G to C. This mean you
can play or write the same music in
different keys. In a major and minor diatonic scale,
the arrangement of the tones is as
You transpose music for several
follows:
reasons. To:
 sing or play music at a higher or Do Re Mi Fa So La Ti do
lower key with comfort a major scale
 reduce the monotony of listening to
Do Re Mi Fa So La Ti do
the same music repeatedly. As
a minor scale
singing or playing music in the
same key through and through In tonic sol-fa notation, half tones in a
may make people lose interest in major scale are between Mi & Fa, and
the music being played Ti & do whereas in a minor scale, they
are between Re & Mi and So & La.
The processes of transposing The sol-fa notation system facilitates
Transposing involves the following sight-reading of rhythm patterns. You
things: can use sol-fa notation
 choosing the transposition you
want to make
 writing the new key signature
 changing notes
 changing key signature symbols
 changing the names of all the
chords

Tonic sol-fa notation

Tonic sol-fa is the another way of
writing music. This system of music
writing is based on tone syllables (sol-
fa syllables). The sol-fa syllables are
Do Re Mi Fa So La Ti do. These
pitches describe the notes that follow

21
 Chi-we re-we remcho-yi pa ze di- chi-
ma fa-li tsa ma-tenda a-E dzi—

Your lecturer will ask you to:

1 Transcribe the song in staff
notation.
2 Write the key of G and in three,
four meter signature.

Tips
Use a dot (.) to denote a half beat
Use a colon (:) to denote a full beat
Use a colon with a dash in front (:-) to
denote two or more beats
In sol-fa notation the following show
various beat duration:
In sol-fa notation, a scale is called a
with staff notation. This can assist to key when its pitch (or the doh) is
sight-read music easily from the staff. fixed. If ‘Doh’ is fixed, the other tones
This can also help to understand are also fixed. Since ‘Doh’ can be
rhythm patterns, especially those of moved to any position, then all these
you who are beginners in music scales C, D, E, F, G, A, B, Db, Eb, Gb,
reading. Below is a tonic sol-fa and Ab and Bb are written in exactly the
notation transcription: same way in sol-fa notation. In this
case, the key is written above each
piece of music composition.
A song in the key of G in staff notation
and tonic sol-fa As you have already learnt, each line
and space, in staff notation, has a fixed
Activity1 Transcribing a song from letter name. However, these different
staff to sol-fa notation letter names have the same tone
Your lecturer will ask you to: syllable in sol-fa notation because the
1 Study the song in the figure above. tonic sol-fa syllables are all related to
2 Transcribe the song in sol-fa the moveable ‘doh’. This implies that
notation in the key of G as the ‘doh’ moves upward or
downward in the staff, the other tones
Activity 2 Transcribing a song from also move up or down while still
sol-fa notation to staff maintaining tonal relationship to the
notation ‘doh’.
d.d: d.d: d: m.m: fa: m: d:-:-:m.m:
m.m:r :d.r :d :-:d.r :d :-:

22
Melody Activity 3 Composing songs on
Melody is a tune that is created by a cultural values
successive arrangement of single
Your lecturer will ask you to:
musical sounds (tones). A melody is in
A 1 Create a rhythm pattern in staff
a linear form. The melodic line can
and sol-fa notation
either be moving upwards, or
2 Read the rhythmic pattern to
downwards, or remaining on the same
determine its movement and
pitch following a particular rhythmic
tune
pattern. Here is an example of a
3 Put words to the rhythm to
melodic line:
create a song that depicts
m.m:m.m:m: m.m: r:-: m: d:-:m.m: r:-: cultural values
m: d:-:d.t: d.t: d: r.r: d:-:r.r: d:-:
Activity 4 Composing simple songs
Ba-mbo mi-ta la mnja-cha be- iyi- mnja- on different cultural
cha be iyi- ya-kui-kanimma-vu-to a-mbiri values
(Write this melodic line in 8 bars in the On your own, ask the learners to:
key of F. Transcribe it in staff notation. 1 create their own song words about
Indicate time signature in three four any cultural issue they know
time in the key of F) 2 create a tune to the song
3 put the words to rhythm and
Following the rhythmic- melodic line, melody they have developed
we can compose a song by putting 4 i an already existing text from a
words (lyrics) to it. The rhythm local song, or story, or poem
provides movement in the music of 5 choose from the text an interesting
the song while the melody gives the subject upon which a tune could
tune of the song. Thus, rhythm and be improvised
melody create music whereas music 6 decide the meter in which the song
with lyrics make up a song. would be sung
Teaching how to compose songs on 7 create their own simple melodies
cultural values in the staff and sol-fa first, and then write words that
notation could be very difficult if express cultural values, which
learners are not very familiar with work well with the pitches and
local tunes, stories or poems on rhythm
cultural beliefs, values and cultural
Tips
practices. However, using their local
 You should work in groups.
knowledge and skills on cultural
 Use appropriate teaching and
practices can assist learners to
assessment methodologies.
compose sensible songs. Here are
 Use appropriate teaching and
some ideas on how you would teach
assessment resources to teach
simple songs on cultural values.
difficult music concepts

23
 You may use graphic notations, or 2 Identify different resources to be
physical structures or things such used in teaching cultural artistic
as doorsteps, or ladders, or hand activities
signs, pencils, music charts, etc
 Choose an approach you are
comfortable with, to compose the Tips
songs  Use suitable resources such as
 Ask the class to comment on the pictures showing contemporary
created songs dancing styles.
 Discourage any negative comments  Use locally available resources.
use appropriate resources for  Allow learners to sing their songs to
learners with impairments the class.
use internet (where possible) to  Allow the class to comment.
more information on music theory  Do not allow any negative remarks.

Task 3 Identifying appropriate

resources in teaching cultural Task 4 Using appropriate teaching,
artistic activities learning and assessment
When teaching cultural artistic methods in teaching cultural
activities, use appropriate resources. artistic activities
The resources should be user friendly Effective teaching of cultural artistic
and from the environment. This will activities requires use of suitable
help learners to have hands on methods to promote active
experience in the use of resources in involvement of learners. This can in
the course of learning. turn promote learner interaction and
participation. You need to think about
However, effective use of resources the methods you are going to use
demands imagination and creativity in when planning to teach cultural
the process of selection, development values. Understand the type of
as well as usage. method, its strength and weaknesses
Activity 1 Using appropriate and guidelines for use.
resources in the teaching Activity 1 Using suitable teaching,
of cultural artistic learning and assessment
activities methods in teaching
Your lecturer will ask you to do the cultural artistic activities
following: Your lecturer will ask you to do the
1 Identify topics related to cultural following:
artistic activities in the senior 1 Use the expressive arts primary
primary school instructional school senior instructional
material materials to find out the methods

24
 suggested in the topics related to Summary
cultural artistic activities. In this topic, you have learnt about
2 Explain the critical thinking contemporary dancing styles based on
methods you can use to teach traditional dances; composing songs
topics related to cultural artistic on different cultural values; and
activities. writing, reading and putting words to
rhythm in staff and sol-fa notation.
Moreover, you have learned different
Task 5 Conducting lessons on
teaching, learning and assessment
cultural artistic activities
approaches to use in teaching cultural
Teaching demands planning and
artistic activities. The knowledge and
writing of lesson plans. You need to be
skills you have gained will assist you
well grounded in these skills. You also
to plan and teach cultural artistic
need to understand that a well-
activities better.
presented lesson depends much on
how the teacher has prepared for it. Assessment and reflection
Therefore, lesson preparation 1 In what ways do you think songs
demands that the teacher use adequate are important in teaching cultural
methods, resources, assessment artistic activities?
procedures and tools. As the adage
2 Explain why it is important to
says, ‘practice makes perfect’, you
allow learners to perform their
need to practice preparing good
traditional dances the way they
lessons right from college.
feel the music.
Activity 1 Preparing and presenting
3 Compose a song using staff and
lessons on cultural artistic
sol-fa notations on cultural values.
activities
4 Explain the methods you would
Your lecturer will ask you to do the
use to assess the song
following:
1 Prepare a lesson plan on cultural 5 What things would you look for
artistic activities for senior section. when assessing the song?

2 Use the lesson plan to micro teach. 6 What teaching, learning and
assessment approaches can you
3 Evaluate the lessons.
use that can promote active
learning of cultural values in
senior classes?
Tips
In a plenary, analyse and evaluate the 7 Discuss any challenges in teaching
lessons. music in the staff and sol-fa
notation in senior primary school.
Suggest solutions to the challenge.

25
Glossary Melody: succession of pitches,
Alto: lowest female voice combined with rhythm
Ballet: artistic dance form Notation: system or a series of
performed to music using written symbols used to
precise and highly represent element in music
formalized set of steps and Pitch: highness or lowness of a
gestures musical sound
Bass: lowest male voice Scale: progression of notes
Beliefs: assertions about the nature upwards or downward in
of reality; what people steps
consider as absolute truths Sharp (#): symbol indicating that a
Chord: combination of three or tone is to be raised by a
more notes played or sung half step
together Soprano: highest female voice
Customs: what people do that is Tenor: highest male voice
traditional, or usual Tone: sound having a pitch
Cultural practices: actual Values: shared ideas about what is
performances of cultural socially desirable
activities
Disco dance: is a style of dance highly References
dependent on disco music, Asu, OT,&Gever, I D, & Joshua, NP
which consists of strong, (2013). African cultural
rising vocals over a steady practices and health
beat and bass line implications for Nigeria rural
Duration: length of a tone development. International
Flat (b): symbol indicating that a Review of Management and
tone is to be lowered by a Business Research, vol.2
half step issue 1 Available @
Genre: farm or category of art, www.irmbrjournal.com last
music or literature accessed 05-4-17
Graphic notation: free and creative
Cambridge University (n.d).
visual representation of
Contemporary Dance Workshop
sound
Available
Half step: difference in pitch between
@www.societies.cam.ac.uk/d
any two adjacent keys on a
ance/contemporarydance.ht
keyboard instrument
ml last accessed 02-4-17
Improvisation is art or an act of
something without Grove`, P (n,d). Centre for Indigenous
previous preparation. This African Instrumental Music
involves imagination and and Dance Practices
creativity (Research, Education and
Jazz dance: dance with several related Performance). Music literacy
dance styles

26
 available on @ contemporary-dance. Last
[email protected] accessed 05-4-17

Malawi Institute of Education (2008). Strumpf, M (1988). Reading music

IPTE expressive arts, students’ through staff notation, Zomba,
book. Domasi: MIE Chancellor College

Malawi Institute of Education (2008). Thompson, W E & Hickey, JV (2011).

IPTE foundation studies, tutors’ Society in Focus: An
Handbook, Domasi: MIE Introduction to Sociology
(7thed.). Boston, Pearson
Malawi Institute of Education (2008).
Education, Inc.
expressive arts teachers’
guide for Standard 7. Further reading
Domasi: MIE Contemporary dance classes. Available @
www.dancenearyou.co.uk/da
Malawi Institute of Education (1991-
nce-classes-
1998). Music teachers’ guides
contemporary.php last
for Standards 1, 2, 3, 4, 5, 6, 7
accessed 05-4-17
and 8. Domasi: MIE
Nzewi, M (2005). Learning the musical
Ministry of Education, Science and
arts in contemporary Africa
Technology (2008). Primary
derived from indigenous
curriculum and assessment
knowledge systems, vol.2.
reform: assessment guidelines.
Centre for Indigenous
Musicnotes, Inc (2014). Lilongwe: Instrumental African Music
MoEST Music theory lessons: and Dance (Ciimda)
learn how to transpose music.
Kaambankadzanja, D & Wagner, M
Available @
(2015). Songbook for primary
www.musicnotes.com last
school children in Malawi.
accessed 19-4-17
Strumpf, M (1988). Music reading and
PaperTostone (2017). Six reasons why
composing experienced. Zomba:
contemporary dance is good for
Chancellor College
your mind, body and soul.
Available @ Strumpf, M (n.d). Music reading
www.papertostone.com/q- intermediate and advanced Zomba,
article/6 reasons-to-learn- Chancellor College.

27
TOPIC 5 Teaching expression and communication skills
through physical, sporting and artistic activities

Time: 6 hours  use artistic representations to

communicate cultural and multi-
Introduction
cultural values
Expression and communication are
critical components of human life. It  identify appropriate resources in
allows us to express who we are and teaching expression and
communicate different ideas. In communication skills in physical,
Malawian societies, people express sporting and artistic activities
and communicate ideas through songs  apply appropriate teaching,
and dances. Physical, sporting and learning and assessment methods
artistic activities are also a powerful in teaching communication skills
means of communication. They can in physical, sporting and artistic
communicate different messages. activities
 conduct lessons on expression and
This topic introduces you to teaching communication skills in physical,
expression and communication skills sporting and artistic activities
in physical, sporting and artistic
activities. It further discusses Background information
producing repetitions and contrasts in An artistic expression involves
physical, sporting and artistic activities communication of feelings through
as a means of expression and different activities such as curving,
communication. The topic also drawing, painting, music and drama.
discusses the production of artistic Communication in sporting activities
representations to communicate is done through various ways
cultural and multicultural values in including verbal and non-verbal ways.
communities. Some examples of verbal and non-
verbal communications in physical
Success criteria and sporting activities include red and
Student teachers must be able to: yellow cards for non-sporting
 use repetitions and contrasts in behavior and a raised right arm for an
physical, sporting and artistic off side position in football. In artistic
activities as a means of expression activities communication is mostly
and communication done through artefacts such as
 produce artistic representations to paintings and drawings.
communicate cultural and
multicultural values in their It is important to learn this topic
communities because it will help you understand
how different people express and

28
communicate ideas during sporting
and artistic activities. To teach this
effectively, you need to be aware of
verbal and non-verbal communication
in physical and sporting activities.
Contrast
Tasks Contrast in art could be viewed as a
There are six tasks in this topic tool to help define the identity of a
finished product. Without contrast, the
Task 1 Using repetitions and painting or a sculpture can become
contrasts in physical, invisible if it does not consider the
sporting and artistic activities arrangement of its different parts.
as a means of expression and Below is an example of a contrast
communication artistic piece.
Repetition in visual arts can be
referred to as a recurring of a shape,
color, object or other elements in an art
work. Repetition of shapes and objects
make a pattern, where unity and
harmony are more visible within the
artwork. It is one of the devices that This concept of repetition and contrast
artists use in order to move a viewer's also applies to dance. Repetition in
eye across the surface of a canvas. You dance may be as short as a single
and the learners will learn to identify movement. For example, the dancing
examples of visual repetition and to pattern in many traditional dances,
explain how guides the viewer's eye such as Gule wamkulu, demands the
through the visual field of a painting. dancers to make quick footwork
Pattern uses art elements in planned or following quick rhythmic patterns in
random repetition to enhance surfaces musical instruments. The dancing
or paintings or sculptures. A repeat pattern varies with the rhythm of the
pattern shows a motif in an artwork. musical instruments. The faster the
Patterns increases visual excitement by rhythm, the faster the dancing pattern
enriching surface interest. The and vice versa. Therefore, variations in
following are examples of repetition: dancing pattern within a dance
performance bring about repetition
and contrast.

Repetition and contrast are the two

most basic elements of musical form.
Repetition helps to unify melody. It is
the melodic equivalent of a steady
drumbeat that serves as an identifying
factor for listeners. Repetition and

29
contrast also help the listener to Using repetitions and contrasts in
appreciate musical form. The physical, sporting and artistic
repetition of a phrase reinforces the activities as a means of expression
melody and makes the listener more and communication
acquainted with it; then a new, phrase Many physical and artistic activities
is introduced forming the contrast. have two or more people taking part
in them. Sometimes players or
The art of weaving also involves
performers in the activities do exactly
repetitions and contrasts which
the same movements. One may start
produce a pattern when elements or
an activity and the other may follow or
shapes are repeated. Patterns are used
imitate the activity which the first
symbolically to represent many things:
person started. This form of activity is
people, beliefs, the natural world,
called mirroring. In physical and
history and traditions. Colours and
sporting activity an example of
shapes have specific meanings which
mirroring is aerobics. In artistic
are passed down from generation to
performance, mirroring is seen in
generation.
Ingoma dance.
In physical and sporting activities, the
Mirroring and contrasting activities
concept of repetition can be observed
can be performed at school or home.
in aerobic exercises. Most warm up
Contrasting activities can be done
activities in football are repetitive in
through weaving, curving, painting,
nature. These are exercises performed
drawing, singing and dancing.
for extended periods, for example 10-
40 minutes with large muscle activity Activity 1 Repetitions in physical,
involving hundreds of consecutive sporting and artistic
repetitions that challenge the delivery activities
of oxygen to the active muscles.
Your lecturer will ask you to:
1 Create a dance.
2 Design a motif/repetition .
3 Practice some repetitions and
contrasts in the dance
4 practice some repetitions and
contrasts in an aerobic exercise

Tips
1 Observe safe practices when
performing the dance and the
aerobic exercise.
2 Wear recommended attire when
performing the dance and the
aerobics.

30
Task 2 Producing artistic 1 Make a hallow body out of a tree
representations to trunk with and an axe.
communicate cultural and 2 Sock an animal skin until it is soft.
multicultural values 3 While the skin is still soft, tack it
Art is a diverse range of human tightly over the open side(s) of the
activities in creating visual and body of the drum.
auditory artistic representations and 4 Nail the skin to the body of the
performances. The common artistic drum
representations are in the form of 5 Remove the hair from the skin with
visual arts which include images and a sharp razor or knife.
objects such as drums, pine-pipes, 6 Leave the drum in the sun to dry
paintings and shakers produced for a day or two.
through carving, sculpturing, painting,
drawing and print-making. Music, Drums are also used as a means of
drama and dance are other artistic communication to:
representations. These can
 announce death or meetings
communicate cultural and
 warn people of danger eg enemies
multicultural. However, knowledge
invading, or presence of wild
and skills on production of artistic
animals
representations is required.
 communicate messages from village
Drums to village
Drums are musical instruments that
There are variations of the drum beat
are commonly found and used in
for specific announcement. For
artistic practices in Malawian ethnic
example, announcing death of a chief
societies. Most traditional dances such
or an ordinary member of the
as malipenga, mganda, vimbuza, tchopa,
community or a child.
chimtali and gulewamkulu use drums of
different sizes and shapes.

Materials needed to make a drum

The materials for making a drum
include:
 tree trunk
 axe
 animal skin or hide
 nails
 knife or razor blade
 water Activities for primary learners
 pail 1 Ask learners to identify different
types of drums.
The following is the procedure for
making a drum:

31
 2 Ask learners to practice various 2 Put grains, small stones or been
ways of beating a drum to seeds.
communicate different messages.
3 Insert a stick through the hole.
The tone of the drum is altered as 4 Close the hole by using paste,
desired by increasing the tension of papier mache’ or adhesive tape
the animal skin. This is done by 5 Make small holes with the nail and
putting the drum in bright sun shine hammer around the tin.
for some time or by placing the drum
near a fire. When playing the drum,
the animal skin is hit by the drum
beater (performer) using palms or
drum sticks such as in mganda, chimtali
and malipenga dances.

Shakers/rattles (maseche)
A shaker is another artistic product
which is used to accompany a song or A shaker can be used in artistic
a dance. In gulewamkulu dance, the performances such as dance and
guide uses a shaker to direct the singing.
movement of dancers. It is played by Apart from using drums and shakers
shaking it according to a particular in a dance performance such as
rhythm of a song. It can also be played gulewamkulu, vimbuza and tchopa,
by hitting it against the palm. Shakers many dances require specific costume.
are in different types which include tin The dancer should therefore wear a
shakers, bamboo shakers, bottle costume befitting the type of dance.
shakers and reed/grass shaker For example, a Tchopa dancer wears
(chisekese). When making a shaker, palm leaves around the waist and
follow this procedure. jiggles around the ankles/legs and
head band made of animal skin.
Materials needed to produce a shaker Costumes make the performance
or rattle realistic and attractive.
 tin, bamboo, grass
Costumes for different dances can be
 small stones or bean seeds
made using locally available resources.
 nails
 knife
 plastic paper or adhesive tape
 hammer
 strings
The following is the procedure for
making a shaker or rattle:

1 Make a hole through the lid of a tin.

32
 artistic representations such as
costumes, drums and shakers in dance
and drama performances.

Activity 1 Using artistic

representations to
communicate cultural and
multi-cultural values
Ask learners to:
1 collect and display various artistic
items of different Malawian
cultures.
2 discuss the functions of the artistic
items as used in the different
Malawian cultures.
3 perform traditional dances using
the costumes
4 perform a play to express different
cultural values using the costumes

Tips
Activity 1 Producing artistic 1 Engage learners in different types
representations to of dances performed in Malawian
communicate cultural societies.
and multicultural values 2 Be gender sensitive when engaging
in their communities learners in the performances.
Your lecturer will ask you to:
1 brainstorm costumes which convey
different cultural messages
2 produce simple costumes from Task 4 Identify appropriate
various cultures used for resources for teaching
traditional dances expression and
communication skills
Task 3 Using artistic It is important to use appropriate
representations to resources when teaching expression
communicate cultural and and communication skills in physical,
multi-cultural values sporting and artistic activities.
The use of artistic representation to Learners appreciate the use of
communicate cultural values is resources during teaching and
important in any community. It helps learning. Teachers are encouraged to
to maintain the identity of a particular use locally available resources. The
community. The costumes worn by quality of teaching and learning is
dancers indicate the type of a dance supported by the quality of resources.
being performed. You can use the Locally available resources refer to

33
what is readily available in the school 2 select different suitable resources
or college environment. It is not that can be used for teaching
enough to rely solely on words to expression and communication
make meanings clear, more vivid and skills in physical, sporting and
interesting. There are so many locally artistic activities in the senior
available resources appropriate for section of the primary school
teaching expression and 3 discuss the importance of using the
communication skills in physical, resources for primary school
sporting and artistic activities. These section in the above activity
resources can be classified into three 4 produce appropriate resources for
categories: teaching expression and
 visual: resources which help communication skills in physical,
learners to learn through seeing sporting and artistic activities for
for example models and pictures. senior primary school
 audio: resources which help
Task 5 Using appropriate teaching,
learners to learn through hearing
learning and assessment
for example musical instruments
methods in expression and
like drum and radios
communication skills in
 audio-visual: resources which help physical, sporting and
learners to learn using both senses. artistic activities
Examples include television,
When teaching expression and
videos and films
communication skills in physical,
It is important to know the relevance sporting and artistic activities, use
and how to use appropriate resources appropriate methods for learners
when teaching expression and including those with special
communication skills in physical, educational needs to learn better and
sporting and artistic activities for discover their abilities. This helps the
effective and efficient teaching. teacher to achieve the success criteria
of a lesson. There are different learner-
Activity 1 Identifying appropriate centred methods for teaching body
resources for teaching movements. The learner-centred
expression and methods give a learner autonomy as
communication skills well as freedom to make decisions.
Your lecturer will ask you to:
1 research types of locally available
The methods include pair work, group
resources and suggest appropriate work, work stations, gallery walk,
resources for teaching expression demonstration and practice among
and communication skills in others. It is important for teachers to
physical, sporting and artistic understand teaching methods, their
activities strengths and weaknesses and
guidelines for using each method so

34
that they can improve in their Activity 1 Conducting lessons on
teaching. expression and
communication skills in
Activity 1 Discussing appropriate physical, sporting and
teaching, learning and artistic activities
assessment methods for
expression and Your lecturer will ask you to:
communication skills 1 Prepare lesson plans on
expression and communication
Your lecturer will ask you to: skills in physical, sporting and
1 Find out teaching methods used in artistic activities
senior section of the primary 2 Use the lesson plan to micro teach
school. a lesson on expression and
2 Explain suitable teaching, learning communication skills in physical,
and assessment methods for sporting and artistic activities
teaching expression and 3 Peer evaluate the lessons
communication skills in physical,
sporting and artistic activities in Tips
the senior sections. 1 Use primary instructional materials
to design the lesson plans for
Task 6 Conducting lessons on Senior sections for activity 1
expression and
2 Use appropriate teaching, learning
communication skills in
and assessment resources and
physical, sporting and
methods when preparing and
artistic activities
presenting the lessons
In this section, you will learn how to
conduct lessons on expression and Summary
communication skills in physical, In this topic, you have been
sporting and artistic activities. For introduced to teaching expression and
effective teaching and learning, it is communication skills in physical,
necessary to plan for lessons. Lessons sporting and artistic activities.
should be prepared using appropriate Expression and communication are a
primary instructional materials for critical component of our life as they
senior in the section. These include allow us to express who we are and
schemes of work, expressive arts communicate different ideas. In order
teacher’s guides and learners’ books. to teach expression and
When teaching expression and communication skills in physical,
communication skills in physical, sporting and artistic activities
sporting and artistic activities you effectively, you need adequate
need to use appropriate methods and preparation, teaching, learning and
resources. This will help learners to assessment resources and a variety of
achieve success criteria of lessons. teaching methods.

35
Assessment and reflection Pattern: a combination of
1 Discuss any challenges that you elements or shapes
may face when teaching repeated in a
expression and communication recurring and regular
skills in physical, sporting and arrangement
artistic activities. Repetition: a recurring shape,
2 Explain how you can effectively color, object, motif, or
teach expression and other element within
communication skills in a work of art.
physical, sporting and artistic Sport: means all forms of
activities in the senior section. physical activity
which, through
Glossary
casual or organized
Aerobics: fitness exercises
participation, aim at
performed to music
expressing or
Contrast: to show difference
improving physical
and diversity in an
fitness and mental
artwork by
well-being, forming
combining elements
social relationships or
to Create interest.
obtaining results in
Choreography: creation and competition at all
composition of levels.
dances by arranging
or inventing steps, References
movements, and Carey, J (2005). What good are the arts?
pattern of London: Faber and Faber.
movements. McCabe, U (2007).Classroom drama: a
Dance: movement selected practical guide. Dublin: Primary ABC.
and organized for Malawi Institute of Education. (1998).
aesthetic purposes or Creative arts teachers guide for Standard
as a medium of 7. Domasi: MIE.
expression rather Malawi Institute of Education. (2007).
than for its function Expressive arts: teachers’ guide for
work or play. Standard 5. Domasi: MIE.
Mirroring: anything that truly Malawi Institute of Education. (2007).
pictures or describes Expressive arts: learners’ book for
a play that is a mirror Standard 5. Domasi: MIE.
of life Malawi Institute of Education. (2008).
Motif: distinctive and IPTE expressive arts: students’ book.
recurring gesture Domasi: MIE.
used to provide a Malawi Institute of Education. (2009).
theme or unifying IPTE expressive arts: Module 2. Domasi:
idea. Malawi Institute of Education

36
Yudkin, J (2008). Understanding music. Pearson/Prentice Hall.
Upper Saddle River, NJ:

37
TOPIC 6 Teaching eradication of discrimination and
prejudice in physical, sporting and artistic
activities
Time: 3 hours

Introduction
Discrimination involves an unfair
treatment of people on the grounds of
age, disability, ethnicity, origin, race,
religion or sex. This means treating
people unfairly because of who they
are or because they possess certain
characteristics. Prejudice on the other
hand is to have preconceived opinions
not based on reason or actual Success criteria
experience leading to a feeling of Student teachers must be able to:
dislike for a person. For instance,  analyse physical, sporting and
negative attitudes towards female artistic activities for
learners or physically challenged discrimination and prejudice
learners before you learn their abilities  perform plays to demonstrate the
is prejudice. ills of discrimination and prejudice
Prejudice and discrimination can  identify appropriate resources in
negatively affect performance in teaching eradication of
physical, sports and artistic activities. discrimination and prejudice in
This topic looks at the eradication of physical, sporting and artistic
discrimination and prejudice in activities
physical, sporting and artistic activities  use appropriate resources for
and how to teach it. teaching discrimination and
prejudice in physical, sporting and
artistic activities
 use appropriate teaching, learning
and assessment methods in
teaching eradication of
discrimination and prejudice in
physical, sporting and artistic
activities

38
 conduct lessons on eradication of the conception that there are activities
discrimination and prejudice in that men and boys only can do and on
physical, sporting and artistic the one hand activities that women
activities and girls only can do, because men
and women have different attitudes,
Background information interests and abilities. These beliefs
Discrimination and prejudice in bring discrimination in lessons. The
performing and creative works can beliefs further bring misunderstanding
occur, based on gender or sex. among boys and girls because one of
Depending on traditions, certain the sexes feels that they are being
artistic activities are associated with unfairly treated in lesson activities.
one sex only. When the other sex
attempts to get involved, it is Activity 1 Analysing physical,
considered to be socially unacceptable. sporting and artistic
In modern society, it is advisable to activities for eliminating
involve both males and females in all discrimination and
activities. The school setting ought to prejudice
be the starting point for dealing with Your lecturer will ask you to:
discrimination and prejudice in 1 Analyse discrimination and
performing and creative works by prejudice you have experienced in
disassociating production of artistic physical and sporting activities,
items from a certain sex group. music, dance, drama and artistic
This topic will help you to improve the activities.
performance of your learners in 2 Discuss forms of prejudice and
physical, sporting and artistic discrimination in physical and
activities. Involve all learners in your sporting activities, music, dance,
lessons. drama and artistic activities you
have identified
Tasks 3 Explain the impact of
There are six tasks in this topic. discrimination and prejudice in
Task 1 Analysing physical, sporting physical and sporting activities, on
and artistic activities for boys and girls.
eliminating discrimination 4 Read the following story and
and prejudice answer the questions that follow
Many societies believe that males and Ulanda Mkochi is a Standard 7
females have different status and play Expressive arts teacher at Namiyala
different roles. The beliefs influence School. During a lesson of making

39
 artistic items, the teacher asked boys discrimination and prejudice in a
to form their own group and produce society.
carved items. Girls were also asked to Activity 1 Production of a play on
produce moulded items in their own
ills of discrimination and
group.
prejudice
a. Why may Ulanda have let the Your lecturer will ask you to:
boys and girls form their own 1 Brainstorm ways in which
groups? prejudice and discrimination
negatively affect physical, sporting
b. If you were Ulanda, what
and artistic activities.
would you do?
2 Develop a 10 minute play on the
c. What advice would you give to ills of discrimination and prejudice.
the teacher on discrimination 3 Allocate roles to one another and
and prejudice? rehearse the play.
4 Perform the play in groups.
Tips
5 Using the play, discuss how
You can search on the internet about discrimination and prejudice can
physical and sporting activities and
be eradicted in society.
music, dances, drama and various
artistic activities in which there is Tips
usually discrimination and prejudice Make sure you have costumes with
you for performing the play.
Task 2 Performing plays to
demonstrate the ills of Activity 2 Discrimination and
discrimination and prejudice prejudice in physical,
Drama is a powerful tool for fighting sporting and artistic
societal ills. For instance, there is what activities
is called ‚Theatre for Social Change‛ Ask learners to:
and ‚Theatre for Development‛. This 1 Draw pictures conveying
is a progression from traditional messages on ways of eradicating
theatre which was less interactive to a discrimination and prejudice in
more dialogical theatre form with the physical, sporting and artistic
audience. In this form the audience are activities
involved in tackling their challenges, 2 Perform plays condemning
leading to their empowerment. Drama discrimination and prejudice in
can, therefore, assist in fighting physical, sporting and artistic
activities.

40
 both senses. Examples are
Task 3 Identifying resources in television, videos and films.
teaching discrimination and It is important to know the relevance
prejudice in physical, and how to use appropriate resources
sporting and artistic activities when teaching discrimination and
Teaching and learning resources are prejudice in physical, sporting and
artistic activities.
essential when teaching. It is
important to use appropriate resources
Activity 1 Identifying appropriate
when teaching discrimination and resources for teaching
prejudice in physical, sporting and discrimination and
artistic activities for learners to prejudice in physical,
understand easily. When teaching sporting and artistic
discrimination and prejudice in activities
Your lecturer will ask you to:
physical, sporting and artistic
1 Identify appropriate locally
activities, it is necessary to use locally
available resources for teaching
available resources. Locally available discrimination and prejudice in
resources refer to what is readily physical, sporting and artistic
available in the school or college activities.
environment. It is not effective to rely 2 Discuss how each of the resources
solely on words to make meanings identified can be used to teach
discrimination and prejudice in
clear, vivid and interesting. There are
physical, sporting and artistic
many locally available resources activities in the upper primary
appropriate for teaching the school classes.
eradication of discrimination in
physical, sporting and artistic Task 4 Applying appropriate
resources for teaching
activities.
discrimination and prejudice
These resources can be classified into
in physical, sporting and
three categories: artistic activities
 visual: those resources which help When teaching about discrimination
learners to learn through seeing, and prejudice use appropriate
for example models and pictures. resources. These should be user
 audio: those resources which help friendly and must have been collected
learners to learn through hearing, from the local environment. The
for example musical instruments advantage of using teaching and
like drums and radios. learning resources from the local
environment is that they are cheap and
 audio-visual: those resources easy to find unlike commercial
which help learners to learn using

41
resources. You should also consider Expressive arts Teacher’s guide and
learners with disabilities on resources. learners’ book.

When teaching lessons on the teaching

Activity 1 Using appropriate
of discrimination and prejudice in
resources for teaching
physical, sporting and artistic
discrimination and
activities, you must use appropriate
prejudice in physical,
methods and resources. This will
sporting and artistic
enable the learners to achieve the
activities
success criteria of the lessons
Your lecturer will ask you to:
1 identify different resources that Activity 1 Conducting lessons on
can be used in teaching discrimination and
discrimination and prejudice in prejudice in physical,
physical, sporting and artistic sporting and artistic
activities activities
2 explain different resources that On your own:
have been identified for teaching 1 prepare a lesson on the teaching of
discrimination and prejudice in discrimination and prejudice in
physical, sporting and artistic physical, sporting and artistic
activities. activities.
3 discuss the importance of using 2 conduct a lesson on the teaching of
appropriate resources for teaching
discrimination and prejudice in
the eradication of discrimination
physical, sporting and artistic
and prejudice in physical, sporting
and artistic activities activities.
3 evaluate the lesson to identify ways
Task 5 Conducting lessons on that you will improve your
discrimination and prejudice teaching of discrimination and
in physical, sporting and prejudice in physical, sporting and
artistic activities artistic activities

You will learn how to conduct lessons Tips

on the teaching of discrimination and Use Expressive arts learners book and
prejudice in physical, sporting and teacher’s guide for standard 8 for
artistic activities in senior sections of practising to teach discrimination and
the primary school. For effective prejudice in which this topic is
teaching and learning, it is necessary covered.
to plan for the lessons. You will
prepare the lessons using appropriate
Summary
primary instructional materials for
senior sections of the primary school. In this topic, you have discussed ways
These may include scheme of work, in which prejudice and discrimination
can negatively affect physical, sporting

42
and artistic activities. You have also people, especially, on the
analysed physical, sporting and artistic grounds of age, disability,
activities resources for eliminating ethnicity, origin, race,
discrimination and prejudice and religion or sex.
performed plays to demonstrate the Prejudice: pre-conceived opinion that
ills of discrimination and prejudice. is not based on reason or
You have also identified resources and actual experience leading
teaching, learning and assessment to an unfair dislike for a
methods for teaching this topic in person or idea.
primary schools. Discrimination can Theatre for social change and
lead to harassment and victimisation. development: progression
This can result in anxiety, sadness, from the traditional theatre
depression and a feeling of guilt in the form which was less
victims. A school environment, interactive to a more
therefore, has to promote inclusiveness dialogical theatre form
by accommodating diverse learners in with the audience
the learning process. Teaching this
topic can help in attaining that. References
Malawi Institute of Education. (2008).
Assessment and reflection IPTE expressive arts: students’ book.
1 What does the word discrimination Domasi: MIE
mean?
Cohen, R (1994). Theatre. California:
2 Explain why it is important to
Mayfield Publishing Company
discourage discrimination and
prejudice in physical, sporting and Cameron, K M et al (1992). The
artistic activities. enjoyment of theatre. New York:
3 Suggest ways of eradicating MacMillan Publishing Company
discrimination and prejudice in Malawi Primary Education (2007).
physical, sporting and artistic Expressive arts teachers’ guide for
activities. Standard 8. Domasi: MIE
4 Why is drama an effective method
for eradicating discrimination and Further reading
prejudice in our society? Hopple, CJ (1995). Teaching for
outcomes in elementary physical

Glossary education: a guide for curriculum and

Discrimination: unjust treatment assessment. Champaign: Human
of a certain category of Kinetcs

43
Malawi Institute of Education (2005). Malawi Institute of Education (2008).
IPTE expressive arts syllabus. Domasi: IPTE expressive arts teacher’s guides
MIE Domasi: MIE
Malawi Institute of Education (2008). Malawi Institute of Education (2008).
IPTE expressive arts lecturer’s book, expressive arts learner’s book for
Domasi: MIE Standards 1 – 8, Domasi: MIE
Malawi Institute of Education (2008). Malawi Institute of Education (2010).
IPTE expressive arts student book. IPTE – ODL expressive arts: Modules 1 -
Domasi: MIE 3, Domasi: MIE
Malawi Institute of Education (2008).
IPTE expressive arts syllabuses for Further reading
Standards 1 – 8. Domasi: MIE www.faqs.org › Health › Healthy
Living V1 › Physical Fitness

44
TOPIC 7 Teaching traditional means of expression and
communication in sports and arts
Time: 5 hours addition, you will perform traditional
Introduction dances using relevant costumes.
Sporting and artistic activities in the Finally, you will prepare lesson plans
school and community include ball on the topic and present them in class
games, gymnastics, weaving, singing for peer review.
and drama among others. Sporting
Success criteria
and artistic activities make bodies
Student teachers must be able to:
physically fit, are sources of income
and they attract learners to school as  use repetitions and contrasts in
they provide entertainment. Through physical, sporting and artistic
participation in physical, sporting and activities as a means of expression
artistic activities, learners are able to and communication
express their inner feelings and to  produce artistic representations to
communicate with the outside world. communicate cultural and
multicultural values in their
Sporting activities and artistic
communities
products use repetitions and contrasts.
 use artistic representations to
In a musical composition, for example,
communicate cultural and multi-
a melodic line with different words
cultural values
may have the same tune as another
 identify appropriate resources in
melodic line. In dancing, performers
teaching expression and
may make the same dancing styles or
communication skills in physical,
change completely as they dance. In
sporting and artistic activities
sporting activities, a player may play
 use appropriate teaching, learning
using the head and then the foot, as an
and assessment methods in
example of contrasts. Designers use
teaching communication skills in
repetitions and contrasts in products
physical, sporting and artistic
such as scarfs, pieces of fabric and
activities
woven items. In woven items, you can
 conduct lessons on expression and
weave in and out of warps and wefts.
communication skills in physical,
In addition, after weaving some rows,
sporting and artistic activities
you can repeat the pattern from the
beginning. Background information
In this topic, you will look at Repetitions in expressive arts are the
repetitions and contrasts in physical, re-appearance of a shape, design,
sporting and artistic activities like pattern, steps or any visual work in art
songs, dances and drawing. You will works. In music, for example, a
also explain the importance of melodic line can come several times
repetitions and contrasts and how they but with different words. Most pieces
affect sporting and artistic activities. In of music will go back to the chorus as

45
a repetition to reinforce their message.  they reinforce the message in the
Shapes may recur in different parts of artwork like a chorus in a piece of
a drawing. Certain dancing moves music
may come again and again as people  they create rhyme
dance.  they create excitement to the
viewers or listeners
Contrasts are an arrangement of
 they attract the viewers’ attention
different or opposite features of a piece
because they create patterns that
of artwork. For example, after a
are attractive and appealing to the
melodic line (tune) you may have a
feelings
totally different tune in the same song.
However, too much repetition and
In drawing, you may have different
contrast on bring monotony and
shapes like a line followed by a shape
boredom in a piece of art work or
and then different shapes. In use of
sporting activities. For example, if a
colours, you may have different
player overdribbles supporters can
colours, for example, white then blue
boo him/her to show their
then white or another colour in a
disapproval.
pattern. Contrast can be in the form of
colour, shape, value, type, texture, Activity 1 Using repetitions and
alignment, direction and movement. contrasts in physical,
sporting and artistic
Repetitions and contrasts as means of
activities
expression and communication are
Your lecturer will ask you to:
reflected in your day to day life. In
teaching this, you have to make sure 1 study the expressive arts teacher’s
learners know that repetitions and guides for senior. Identify topics
contrasts are common features in their that deal with repetitions and
life. You have to bring simple contrasts
examples from learners’ experiences 2 analyse each topic and identify the
before introducing complex examples forms of repetitions and contrasts
from songs, dances and drawings. in them
3 discuss the use of the forms of
Tasks
repetitions and contrasts which
There are six tasks in this topic. you have identified in 2 above
4 compose a song with four melodic
Task 1 Using repetitions and
lines. Make two melodic lines
contrasts in physical,
repeated and two lines contrasted
sporting and artistic activities
Repetitions and contrasts in physical, Activity 2 Using repetitions and
sporting and artistic activities can be contrasts in songs
used as a means of expression and On your own:
communication in the following ways: 1 Ask learners to sing the Malawi
National Anthem verse 2. Let them

46
 identify the repeated tune (melodic 4 The drawing alphabet/ABC of
lines) and contrasting lines. drawing
2 Ask learners to compose a song
The drawing alphabet is made up of
with repetitions and contrasts
lines and geometrical shapes. A
Task 2 Producing artistic meaningful combination of the lines
representations to and shapes create desired shapes and
communicate cultural and objects.
multicultural values Activity 1 Drawing different objects
Your lecturer will ask you to:
One of the artistic representations
1 Study the primary school
which can be used to communicate
expressive arts syllabus and
cultural and multicultural values is
drawings. Drawing is the art of joining teachers guides for senior classes
and identify topics on drawing.
and orderly arrangement of lines. The
2 Draw different familiar objects.
lines can be straight, curved, zigzag or
3 Study one of the drawings you
they can form different shapes like
have produced and discuss how
triangles, rectangles, squares and
you can improve on the drawing.
circles etc. There are two types of
4 Re-draw the item in 3 using the
drawing:
ways you have discussed on how
1 Freehand drawing. The artist uses you can improve it.
pen/pencil and paper only during
drawing. Activity 2 Teaching drawing
2 Tracing. This is the transfer of On your own:
drawings or patterns from one
1 Ask learners to draw different
surface to another.
items of their choice.
3 Step by step drawing. As you or
2 Ask learners to comment on the
learners begin, you can draw
drawings.
items by joining lines and shapes
3 Ask the learners to analyse
(building on the lines and shapes)
repetitions and contrasts in the
in a logical order as in the
drawings
following diagram:
4 Ask learners to explain the
importance of the repetitions and
contrasts in the drawings.

Tips
Give learners some cutouts from
newspapers or magazines as templates
for drawings

47
Task 3 Using artistic Attire is important because of the
representations to following reasons:
communicate cultural and
 allows for free movement during
multi-cultural values
the activity
Another artistic representation which
 shows identity of players and the
can be used to communicate cultural
sporting activity
and multi-cultural values is costumes.
 makes the activities colourful and
Costumes can be ready made or can be
beautiful
made from local or commercial
 attracts spectators to watch the
materials. They can also be
game
improvised. In order to produce
costumes, consider the following
factors: Activity 5 Using artistic
representations to
 body measurement of the person to
communicate cultural and
wear
multi-cultural values
 materials you will require for the
costume Your lecturer will ask you to:
 design and pattern of the costume 1 find out from the communities
 activity for which the costume is around the traditional dances that
being made are performed and the costumes
Costumes in drama can take various that they use
forms and have specific functions such 2 research the link between the
as: costumes used in the dance and the
traditions, beliefs and values of
 show a character being portrayed
which the costumes communicate
in the play or performance
3 collection different materials for
 communicate information about
producing costumes for traditional
the time or period the play is being
dances from different communities
conducted
in Malawi
 exaggerate the character and in the
4 produce different costumes for
process bring fun in the play
traditional dances
Costumes are made from different
5 discuss the different beliefs of
materials such as cloth, animal skins
communities in Malawi the
and sisal, among others. To make
costumes express and
costumes for drama, you need to know
communication.
the characters you are going to
portray. In dances, you need to know Tips
the type of traditional dance you will Choose different traditional dances
perform. Costumes will vary from one performed in Malawi and their
activity to another. different costumes.
Attire for sporting activities varies
from one sporting activity to another.

48
Activity 6 Using costumes to Activity 1 Identifying appropriate
communicate cultural and resources in teaching
multi-cultural values means of expression and
communication skills in
On your own:
physical, sporting and
1 ask learners to name traditional
artistic activities
dances in their village or
Your lecturer will ask you to:
surrounding villages
1 Identify different resources for
2 ask them to identify costumes used
teaching means of expression and
in the different traditional dances
communication skills in physical,
3 let them analyse the costumes and
sporting and artistic activities.
describe how they are made
2 list the different resources that
4 let them compare and contrast the
have so far been identified in the
costumes by analyzing their
topic for teaching:
similarities and differences
a. physical and sporting activities
5 let them discuss how they can
b. artistic activities
improve the costumes they have
3 Discuss the importance of using
brought
appropriate resources in the
6 ask them to use the costumes in
teaching means of expression and
performing any one traditional
communication skills in physical,
dance.
sporting and artistic activities.
Task 4 Identifying appropriate 4 Discuss criteria for selection of
resources in teaching appropriate resources for teaching
expression and means of expression and
communication skills in communication skills in physical,
physical, sporting and artistic sporting and artistic activities in
activities the senior classes
Teaching and learning resources are
essential when teaching any concept. Task 5 Using appropriate teaching,
Locally available resources refer to learning and assessment
what is readily available in the school methods in teaching
or college environment. It is not communication skills in
effective to rely only on words to make physical, sporting and
meanings clear, more vivid and artistic activities
interesting. There are many locally Communication skills in physical,
available resources appropriate for sporting and artistic activities are best
teaching means of expression and learnt in participatory and hands on
communication skills in physical, ways. Students should be engaged to
sporting and artistic activities. do and create activities that build their
confidence and creativity. They should
also be encouraged to reflect and think
about what they are doing rather than
just replicate things mechanically. This

49
will help them to understand the demonstration, gallery walk/tour, bus
concepts better. You should also vary stop/work stations. You should select
your teaching, learning and methods that engage learners and
assessment methods to accommodate make them think and develop their
all learners. knowledge and skills.
 have a variety of activities in the
Some of these methods include pair
lesson. These activities will ensure
work, group work, work stations,
that most learners enjoy the lessons
gallery walk, demonstration, practice
but also cater for learner diversity.
and many more. It is also important to
 use different resources for lessons.
understand teaching methods
In this topic, you will need
especially, their strengths and
resources such as sisal, local
weaknesses and guidelines for use so
environment, costumes, songs and
that you improve your teaching.
resource persons.
Activity 1 Using appropriate  visits to the local community to
teaching, learning and enrich learning.
assessment methods in Activity 1 Preparing and presenting
teaching communication lessons on means of
skills in physical, expression and
sporting and artistic communication
activities
Your lecturer will ask you to:
Your lecturer will ask you to:
1 select a variety of teaching, 1 prepare a lesson plan on body
learning and assessment methods movements in groups for senior
2 use the methods during the section.
teaching of expression and 2 use the lesson plan to micro teach
communication skills in physical, 3 evaluate the lesson
sporting and artistic activities
Tips
Task 6 Conducting lessons on Use primary instructional materials to
means of expression and design the lesson plans.
communication
Effective teaching depends on several
Summary
factors. The factors include the
In this topic, you have looked at
following:
expression and communication skills
 adequate preparation by the in sporting and artistic activities. You
teacher through writing schemes of looked at repetitions and contrasts,
work and lesson plans covering the what they are and their importance in
topic sporting and artistic activities. Also
 identifying suitable methods to you looked at the definition of
teach a topic. In this topic, several drawing, why people draw and types
methods can be used like K-W-L, of drawing. You also looked at

50
costumes and attire for different Perforation: holes made around an
sporting and artistic activities, their object in order to trace it
importance and how to produce them. using chalk dust or live
Finally, you looked at possible pen
teaching, learning and assessment
Warps: vertical strands in
methods for this topic.
weaving
Assessment and reflection
Wefts: horizontal strands in
1 How would you demonstrate the
weaving
concept of repetitions and contrasts
to learners in senior primary? Template: an outline of the object to
2 Why do you think dance and be drawn
drama should always use
costumes?
3 From what you have learned in this References
topic, suggest ways of improving Malawi Institute of Education (2005).
your teaching of ‚means of IPTE expressive arts syllabus. Domasi:
expression and communication in MIE
sporting and artistic activities’’ in Malawi Institute of Education (2008).
senior classes. IPTE expressive arts lecturer’s book.
Domasi: MIE
Glossary Malawi Institute of Education (2008).
IPTE expressive arts student book.
Attire: dress or costume used for Domasi: MIE
a particular sporting or Malawi Institute of Education (2008).
artistic activity IPTE expressive arts syllabuses for the
Attribute: an element or primary curriculum Standards 1 – 8.
characteristic of an activity Domasi: MIE
Malawi Institute of Education (2008).
Character: personality that is being IPTE expressive arts teacher’s guides for
represented the primary curriculum Standards 1 – 8.
Costume: dress or clothing used in a Domasi: MIE
performance especially Malawi Institute of Education (2008).
drama IPTE expressive arts learner’s book for
Standards 1 – 8. Domasi: MIE
Loom: an apparatus for making a Malawi Institute of Education (2010).
fabric or product by IPTE – ODL expressive arts modules 1 –
weaving 3. Domasi: MIE
Mask: something one wears
especially in the face to
Further reading
www.faqs.org › Health › Healthy
hide identity of the
Living V1 › Physical Fitness
person

51
https://www.nia.nih.gov/health/public get-ready
ation/exercise-physical.../chapter-1-

52
TOPIC 8 Holistic teaching of physical, sporting and
artistic activities
Time: 5 hours  assess challenges in holistic
teaching.
Introduction
Holistic teaching is derived from a Background
philosophy of education that believes Education ought to guarantee a well-

that a person has to be linked to a balanced and healthy person.

society and the world to find the self Education is far more than just a

and value of life. Furthermore, holistic student getting good grades for

teaching also considers the three learning concepts. Education has to

domains of education, namely, take into account the whole person.

cognitive, affective and psychomotor. That is what is known as holistic

To achieve this, the whole being of a education. Physical education,

person has to be developed. performing and creative arts play a big

Involvement in physical, sporting and role in holistic teaching as they take

artistic activities is essential because it into consideration aspects of education

provides opportunities for both that are beyond mere concept learning.

holistic development of the learner as Teaching physical, sporting and

well as a means of teaching other artistic activities should take into

subjects effectively. All the consideration emotions, aesthetics,

components of expressive arts, personal thoughts and health of

namely, music, dance, drama, creative individual learners.

arts and physical education can be

employed in teaching other subjects You need to incorporate holistic

more effectively. teaching principles and approaches as

This unit introduces you to ways in you teach expressive arts and other

which expressive arts can be used to subjects. As you teach expressive arts

teach other subjects more effectively. or any other subject, you have to tap
on the experiences of learners and

Success criteria ensure they are given chances express

Student teacher must be able to: to themselves.

 analyse the importance of

holistic teaching. Tasks

 identify strategies for holistic There are three tasks in this topic.

teaching.

53
Task 1 Analysing the importance of Task 2 Identifying strategies for
holistic teaching holistic teaching
A healthy and confident learner may Teachers ought to identify the needs of
easily learn a variety of concepts. In all learners. Teachers need a checklist
addition, holistic teaching helps of the needs of their learners. While
learners to apply concepts learnt in teaching physical, sporting and artistic
school to home and other situations activities, teachers can enhance
where they connect and converse with learners' ability by encouraging their
other people. Holistic teaching also creativity.
helps to develop creativity in learners To promote holistic learning in
which is the key in developing skills of physical, sporting and artistic
innovation and inspiration. activities, provide opportunities for
Furthermore, holistic teaching can learners to discover new ideas or
help to support those with learning inventions within their abilities.
disabilities as it pays attention to the Teachers should give chance to
needs of all learners. learners to think about how they can
Activity 1 Analysing the importance add fun or suggestions to the
of holistic teaching activities. Doing so promotes the
Your lecturer will ask you to: holistic development of learners and
1 Carry out research into what enhances their physical, social,
holistic teaching is. Present your emotional and spiritual development.
findings to the class for discussion. Although a lesson plan presents a
2 Discuss how holistic teaching can sequence to be followed and content to
help to discover and develop be mastered by the end of a lesson,
learners’ individual talents and teachers should be flexible to allow the
strengths. development of creativity in their
3 Go through expressive arts leaners. Holistic teaching, therefore,
instructional materials and discuss opens up the classroom to the use of a
how holistic teaching is reflected variety of teaching and learning
in the materials. strategies. The teacher allows for
strategies that make the learner free to
Tips unlock their talents and discover their
All expressive arts textbooks and inner strengths. Critical thinking
teacher’s guides are key in conducting strategies and participatory
Activity 1 C. teaching/learning strategies are key to
holistic teaching.

54
Holistic teaching strategies can be Activity 1 Discovering strategies of
employed in physical, sporting and holistic teaching
artistic activities. Some aspects of Your lecturer will ask you to:
holistic teaching are team building and 1 From expressive arts instructional
developing creativity in learners. materials, pick out activities that
a. You can begin by introducing display strategies of holistic
learners to a number of team teaching.
building activities. It is important 2 In groups, identify critical thinking
to take some time to give your class methods that are ideal for teaching
an opportunity to bond and have expressive arts in order to promote
some fun. Let them play. holistic learning.
b. Provide the resources and the 3 From your knowledge of
autonomy to explore ideas. participatory methods of teaching,
Learners should be given chances identify participatory teaching
to interact with resources. methods for teaching expressive
arts to promote holistic learning.
4 Discuss how you can improve the
selected activities in Task 1 a.
5 Discuss team building and
creativity development activities
you can use in senior classes.
Tips
 all expressive arts textbooks and
teacher’s guides are key to conduct
Task 1.

Boys and girls working together in an  ICT should be considered.

artistic activity
Through holistic teaching and Activity 2 Using holistic teaching

learning, expressive arts can help in strategies

the teaching of other subjects. On your own:

Similarly, concepts learnt in other 1 Design a lesson plan for any senior

subjects can help learners in class incorporating team building

developing their dance, music, drama, and creativity development

sporting activities and visual arts. activities.

2 Use the lesson plans to micro-
teach.

55
3 Peer-evaluate the lesson plans by Holistic teaching demands teachers to
focusing on how the activities were be very creative and also instil
used in the lessons. creativity in their learners. The teacher
may need resources and time for all
Tips this. However, this does not mean
Use expressive arts instructional holistic teaching should not be used.
materials (syllabus, learners books and Teachers must find means of
teachers guides) for various classes. overcoming these challenges.

Task 3 Assessing challenges in Activity 1 Assessing challenges of

Holistic Teaching holistic teaching
There are many challenges teachers Your lecturer will ask you to:
face when employing holistic teaching 1 Study the expressive arts
in physical, sporting and artistic instructional materials. Are the
activities. Some of these are discussed challenges of holistic teaching
here. reflected in these materials?
A child’s life experiences include both 2 Discuss how holistic teaching could
the school (both in class and out of face challenges in a class of learners
class experience) and the home. with diverse needs.
However, it seems teachers and 3 Suggest possible solutions to the
parents appear to treat them challenges to holistic teaching
separately and not as integral discussed in this topic.
experiences of the child. The challenge
is, therefore, approaching the child’s Activity 2 Overcoming challenges in
growth as collaboration between holistic teaching
parents and teachers in fulfilling the Your lecturer will ask you to read the
needs and goals of a child. story and answer the questions
following at the end:
One other challenge is applying Mary Banda is a student teacher. During
holistic teaching in a class of learners an Expressive arts lesson on football, she
of diverse needs and abilities. Holistic gave a ball to the Standard 8 class and
teaching demands teachers having stood outside the football ground watching
knowledge of the needs and abilities of the learners playing football during the
individual learners. This requires whole period.
effort on the part of teachers. With 1 Do you think all learners are
large classes in many schools, this involved in this lesson? Explain
becomes problematic and challenging. your answer.

56
2 If you were Mary Banda, suggest 6 From your study of this topic, what
the relevant teaching methods you would the importance of holistic
could have used to involve all teaching apart from those listed in
learners with different learning this topic?
abilities in this class. 7 How can you best use holistic
teaching in other subjects apart
Tips from Expressive arts in the senior
ICT like internet must be considered. classes?
Glossary
Summary Holistic teaching: approach linking
In this topic, you have explored the a person to a
importance of holistic teaching of society and world
physical, sporting and artistic at large to find the
activities. Some strategies for holistic self and value of
teaching have been identified and its life through
challenges assessed. You identified learning and
solutions related to challenges in teaching process
holistic teaching in the primary school References
curriculum. It cannot be An education for self-discovery’,
overemphasised that holistic teaching singteach. n i e . edu.sg, issue 42 may /
is important as it helps in the full jun 2013
development of person by considering IPTE (2008).
all domains of learning. Expressive arts students’ book. Domasi:
MIE
Assessment and reflection
1 Explain what holistic teaching is. Further reading
2 Discuss the importance of holistic https://www.ncbi.nlm.nih.gov/books/
teaching in physical, sporting and NBK201493/
artistic activities. New Zealand Ministry of Education
3 Explain the importance of team (2000). Creative play: physical activity,
building in holistic teaching and Years 1-3: key area of learning, physical
learning. activity. New Zealand: Learning Media
4 Outline challenges of holistic
teaching in physical, sporting and
artistic activates.
5 Suggest ways of overcoming the
challenges of holistic teaching.

57