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SECTION 2: INTRODUCTION TO CREATIVE ARTS

2.1 What is Creative Arts?

Creative Arts is part of the Life Skills Curriculum where learners are exposed to dance, drama,
music and visual arts. The purpose of this subject is to develop learners as creative, imaginative
individuals with an appreciation of the arts. The subject provides opportunities for learners to give
expression to their feelings, individually and in collaboration with others. It creates a foundation
for balanced creative, cognitive, emotional and social development. It is therefore important to
provide learners with a safe and supportive environment to explore, experience and express
thoughts, ideas and concepts within an atmosphere of openness and acceptance where learners
feel creative and can develop skills and interpret their world in unique and creative ways.

2.2 Specific Aims:

To provide learners with the opportunity to express their feelings through music, dance, drama
and visual arts.
To encourage learners as creative, imaginative individuals with an appreciation of arts.
To help improve language and reduce education dropout levels.
To provide basic knowledge and skills to be able to participate in creative activities.
- confidence and self- esteem.

2.3 Explaining the Creative Arts learning programme

Creative Arts is studied in two parallel and complementary streams, namely Visual Arts and
Performing Arts.

Visual arts and Performing arts (dance, drama, music).

It is encouraged that learners are exposed to both streams of study
2.3.1 Visual arts
Visual Arts provides the learner with an opportunity to discover through play, while developing
skills and techniques. Visual Arts encourages an awareness of art elements and design principles
found in the natural and the built environment, and enriches the
the world. Opportunities are provided for social, emotional and intellectual development, and
through non-verbal expression and the process of creating art, the learner comes to understand
symbolic language. The focus of the learning should be on the development of skills through

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enjoyable, experiential processes, rather than on working towards highly polished products in
each term.

The content, concepts and skills are organised according to three topics for Visual Arts:
Visual literacy
Create in 2D
Create in 3D

2.3.2 Performing arts

While Performing Arts recognises African arts practice, integration with other subjects is
fundamental. There are many complementary and overlapping areas of practice in music and
dance and the focus is on the inclusive nature of the arts. Since the nature of integrated arts
practice is such that it may be difficult to develop specialised skills in the classroom within the
allocated time, it is suggested that the learners wanting to specialise in a particular musical
instrument or in a particular dance form, take extra-mural classes for this purpose. Classroom
performances of short examples of learning should take place in a nonthreatening environment,
where the contribution of each learner is valued and acknowledged.

The concepts, content and skills are divided into the following distinct topics for
Performing Arts:

Grade R and Grade 1:

Creative games and skills
Grade 2 and Grade 3:
Creative games and skills
Improvise and create
Grade 4 and Grade 5
Warm up and play preparing the body and voice, and using games as tools for learning
skills;
Improvise and create individually
and collaboratively;
Perform and reflect learning the language of the art form, and interpreting and performing
artistic products in the classroom

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2.4 Teaching Approach in Creative Arts
The approach to teaching in Creative Arts should be explorative, experimental, experiential and
encouraging. A safe and supportive environment should be created for learners to work in an
atmosphere of openness and acceptance. Planning should cater for a variety of learning styles
and space should be created for the new ideas that learners invariably bring. Teaching needs to
be encouraging, enthusiastic, perceptive and constructive.

The development of skills in each art form is essential for progression. Skill building in Creative
Arts requires regular practice. Learning in the arts is circular rather than linear. Many of the same
activities or exercises are repeated each year with increasing complexity.

2.5 Time allocation

Three (3) hours 30 minutes per week is allocated to Creative Arts for learners in grade R with
differentiation to grade 3 with differentiation. One hour per week is allocated to learners in Grade
4 and 5 with differentiation.

GRADE R-3 GRADE 4-5

5-14 Years: 3H30min 14 -18 Years: 1hour

2.6 Topics:
Topics Grade R-3 Grade 4-5
Performing arts Creative games and skills Warm up and play
Improvise and create Improvise and create
Perform and reflect

Visual arts Create in 2D Create in 2D

Create in 3D Create in 3D
Visual literacy Visual literacy

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2.7 Sequencing and progression
A suggested order for the topics is provided
Begin from the known to the unknown
Introduce less familiar topics and skills later.
The sequence of the topics can be changed, but teachers should pay attention to the
progression and level at which the topic is addressed

2.8 Resources
The following is offered as a guideline for resources in the different art forms:
A qualified teacher for Creative Arts.
Open space
Found or made musical instruments, including drums/tambourine
Audio equipment and audio visuals with a range of suitable music.
CD player with a range of suitable music
Charts of musical notes/substitutes such as animals representing notes values
Props, including cans, stones, newspapers, materials, chairs balls and a large variety
of different sized and shaped objects
Recycling material e.g. ice cream sticks, containers, etc.
Tables and chairs

2.9 Infrastructure, equipment and finances

Schools must ensure that teachers have the necessary infra-structure, equipment and financial
resources for quality teaching and learning.

2.9.1 Infrastructure
A fully equipped classrooms to instruct Visual Arts and Performing Arts
Creative Arts educators should always adhere to the Occupational Health and Safety
measures in the classroom at all times.

2.9.2 Equipment

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The following recommended equipment must be stored securely
Visual Arts Performing Arts
Paints (powder, tempera) Homemade Instruments:
Paint brushes - Rhythmic sticks
Coloured inks - Shakers
Crayons - Bells

Pencils (all types) - Wooden sandpaper

Koki pens Membranophones (plastic or

Pastels metal container covered by a

Charcoal plastic lid)

- Chordophones (stretching rubber
Earthenware
band over empty plastic or
Beads
cardboard)
Sequins
- Aero-phones (empty glass
Ribbons
bottles/ tubes of bamboo)
Cotton
Musical instruments:
Wood
- Guitar
Glue
- Strings
Paper e.g. shredded paper
- Trumpets
Charts
- Drums, e.g. hand drum, bongo
Canvas
drum, tambourine, Cow bell,
Drawing boards
Djembe drum
Recycled material e.g. wood, wire, tires,
- Two-tone woodblock
plastic, cloth, etc.
- Flutes, e.g. pan flute, reed flute,
Mirrors etc.
Water - Marimba
Photocopies of things - Key board
Food colouring
Dough
Clay
Plasticine Other
Chalk - Floor comforters/mats
Chalk pastels

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 Costumes and props - Stage/classroom space/open
Scissors space
Staplers
Material suitable for 3D work
Other material and furniture
- Art knife
- Colour Wheel
- Standard floor easel
- Acetate roll
- Tracing paper
- Foamcor white sheets
- Cardboards
- Scalpel Chris
2.9.3 Finances
Budget and inventory
A budget must be allocated for the subject. The amount will be determined by the number of
learners taking the subject across all the years and the nature of the practical work required as
stipulated in the curriculum. The budget needs to be revised annually and must consider all
resources needed per year. The funding must make provision for maintenance of equipment and
the replacement over the years.

A stock inventory must be maintained by the teacher and verified annually by a Senior
Management Team member.
2.10 Career opportunities
The aim of Creative Arts in the curriculum is to support the development of the learner as a whole;
mind body and spirit. Creative arts may be valuable in careers such as
Acting
Singing
Dancing
Work Painting
Make-up Artist

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