1 | Creative Arts Term 2 Grade 5

TERMINOLOGY
TERM DEFINITION EXAMPLE

1. Creative The artistic design and

lettering styling of letters or text

2. Patternmaking The process of creating

a template or model
(often from materials
like paper, fabric, or
wood) that can be used
to reproduce a specific
shape, design, or
structure
3. Pattern The repetition of an
element (or elements) in
a work./ A shape or
design that is repeated.

4. Decoration Making something look

pretty or special by
adding designs, colours,
or pictures. For
example, decorating
your room with colourful
posters or decorating a
cake with icing.
5. Body When people decorate
Adornment their bodies with things
like jewellery, tattoos,
piercings, or special
hairstyles. It’s a way to
show your style, culture,
or just for fun.

2 | Creative Arts Term 2 Grade 5

6. Line A continuous mark
made on a surface,
typically by a pen,
pencil, or brush. Lines
can vary in width,
length, direction, and
texture. They are one of
the most fundamental
elements of art and can
be used to define
shapes, create patterns,
and convey movement.

7. Shape The form of an object or

figure, defined by its
boundaries.
Shapes are typically
two-dimensional and
can be geometric (like
circles, squares, or
triangles) or organic
(like freeform or natural
shapes).
8. Colour The visual perception of
light waves at different
wavelengths.
It is used to create
mood, depth, contrast,
and emphasis.

9. Emphasis The principle of

creating a focal point to
make a certain element
stand out. The FOCAL
POINT is the area
which is emphasized.
What you see first.

3 | Creative Arts Term 2 Grade 5

 WEEK 1
ACTIVITY 1 DATE: ______________________
VISUAL LITERACY

1. Look carefully at letter B below, and answer the questions that follow:

1.1. What lines do you see? Mention three.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

1.2. What shapes are used? Name two.

_____________________________________________________________________
_____________________________________________________________________

1.3. Which colours stand out?

_____________________________________________________________________

1.4. Can you describe the texture?

_____________________________________________________________________

4 | Creative Arts Term 2 Grade 5

2. Look at the African body adornment below and answer questions:

2.1. How many body adornment do you see? Mention them.

_____________________________________________________________________
_____________________________________________________________________

2.2. What materials do you think were used?

_____________________________________________________________________
_____________________________________________________________________

2.3. What do these decorations tell us about the people?

_____________________________________________________________________
_____________________________________________________________________

5 | Creative Arts Term 2 Grade 5

 WEEK 1
ACTIVITY 2 DATE: ______________________
Create in 2D: Creative lettering and/or patternmaking

Resources Needed:
❖ A4 paper
❖ HB pencils, erasers
❖ Coloured pencils or markers
❖ Visual references (photos of African beadwork patterns)

Instructions:
❖ Write your name or a meaningful word in bold, decorative letters.
❖ Use African beadwork patterns to decorate the letters or the background.
❖ Colour the patterns with vibrant colours.

Checklist

Criteria Yes No

I wrote my name or a meaningful word in decorative, bold

letters.
I added patterns inspired by African beadwork.

I used lines, shapes, and textures creatively in my patterns.

I coloured my design using vibrant, bold colours.

6 | Creative Arts Term 2 Grade 5

 WEEK 2
ACTIVITY 3 DATE: ______________________
VISUAL LITERACY

1. Look at the artwork above and discuss how emphasis is used.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Name all art elements in the above artwork.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Complete the artwork below by using complementary colours and emphasis.

7 | Creative Arts Term 2 Grade 5

 WEEK 2
ACTIVITY 4 DATE: ______________________
Create in 2D: Creative lettering and/or pattern-making

Topic: “The Power of Complementary Colours"

Resources Needed:
❖ A4 designs from Week 1
❖ Colour wheel chart
❖ Coloured pencils or markers

Instructions:
❖ Choose one pair of complementary colours (e.g., red-green, blue-orange).
❖ Redraw the design in week 1 activity 2 . Apply these colours to your design to
create emphasis.

Checklist

Checklist Yes No

I redraw my design from Week 1 to identify areas for

colour emphasis.

I selected and applied a pair of complementary colours

to my patterns and letters.

8 | Creative Arts Term 2 Grade 5

 WEEK 2
ACTIVITY 5 DATE: ______________________
Create in 2D: Creative lettering and/or pattern-making

By the end of the lesson, learners should be able to:

❖ Create a collage artwork using various materials (paper, fabric, etc.) to

express a pattern.
❖ Use complementary colours to create emphasis and contrast.
❖ Explore texture through layering different materials.
❖ Apply their knowledge of emphasis in a visual composition.

Introduction

❖ Show examples of collage artworks and ask learners what materials were
used.
❖ Discuss how texture can be added to a design through different types of
materials (e.g., fabric, textured paper, string).
❖ Explain how complementary colours can be used in collage to create
emphasis.
❖ Show examples of complementary colours in collages (e.g., blue and
orange fabric strips, green and red paper pieces).

Instructions:

Create a 2D collage with complementary colours and texture.

❖ Step 1: Plan your design by drawing light pencil lines on the paper.
❖ Step 2: Cut out materials such as coloured paper, fabric, or other textured
items (using complementary colours).
❖ Step 3: Layer the materials on the paper to form a pattern or scene.
❖ Step 4: Add emphasis by using more contrasting colours or thicker, more
textured materials in one section of the design.
❖ Step 5: Glue down the materials and let the collage dry.

Checklist

No
Skill/Concept Yes
Create a collage using materials like paper, fabric, or other textures

Use complementary colours in the collage to create contrast

Apply layering to add texture to the design

Demonstrate emphasis in one section of the collage

9 | Creative Arts Term 2 Grade 5

 WEEK 3
ACTIVITY 6 DATE: ______________________
Create in 2D: Creative lettering and/or pattern-making
Introduction

❖ Display objects such as plants, shoes, shells, or small toys.

❖ Discuss what we see versus what we think we see.
❖ Introduce contour drawing and blind drawing with examples.
❖ Emphasize that these drawings are not about perfection but about careful
observation.

Watch the video of example of blind and contour drawing:

https://youtu.be/K_Y9mPn9F38

Activity

Create blind and contour drawings of real objects.

❖ Step 1: Choose a small real object to draw (e.g., shoe, bottle, fruit, plant).
❖ Step 2: Do a blind drawing on scrap paper (no peeking!).
❖ Step 3: Then do a contour drawing of the same object on A4 drawing paper.
❖ Step 4: Use line weight to emphasize one part of the drawing (e.g., bold
outline of leaf veins, dark lines on a shoe’s sole).
❖ Step 5: Optional – Add selective colour using pencil or ink for extra
emphasis.

Checklist

Skill/Concept Yes No
Completed a blind drawing from observation

Completed a contour drawing using line to define shape

Applied emphasis using line weight or colour

10 | Creative Arts Term 2 Grade 5

 WEEK 4-6
ACTIVITY 7 DATE: ______________________
VISUAL LITERACY

1. Describe how emphasis is used in the artwork above.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Name three shapes that are used in the artwork.

______________________________________________________________
______________________________________________________________
______________________________________________________________

3. Are different textures used in the above artwork? Explain.

______________________________________________________________
______________________________________________________________
______________________________________________________________
4. Which techniques are used to join the materials in the above artwork?
______________________________________________________________
______________________________________________________________
_____________________________________________________________

11 | Creative Arts Term 2 Grade 5

 WEEK 4-6
ACTIVITY 8 DATE ______________________
Create in 3D: African body adornment
Create your adornment using recyclable materials. Use lines, shapes, colour and
textures inspired by African designs.

By the end of these activities, you will:

❖ Understand and use art elements like line, shape, and colour in 3D
decoration.
❖ Apply the design principle of emphasis.
❖ Develop spatial awareness in creating wearable art.
❖ Use cutting, pasting, wrapping, tying, and joining techniques with
recyclable materials.
❖ Make your own unique piece of African-inspired body adornment.

Design and Planning

❖ Observe images of traditional African necklaces, headwear, or belts.

❖ Discuss how lines, shapes, and colour create visual interest.
❖ Use a pencil and worksheet to:

o Sketch your own African body adornment (necklace, armband, or

headpiece).
o Label materials and areas of emphasis.
o Plan how parts will extend into space.

Activity:

❖ Complete the Planning Sketch Template (provided by your teacher).

❖ List recyclable materials you'll bring from home.

Construction

❖ Use your sketch to begin building your body adornment.

❖ Use techniques like:
o Cutting, pasting, tying, wrapping, and joining materials.
❖ Focus on:
o Keeping your work neat and strong.
o Including parts that extend into space (e.g., dangling or standing
elements).
o Making the emphasis clear.

12 | Creative Arts Term 2 Grade 5

Activity:

❖ Begin constructing your 3D artwork using the materials you’ve collected.

Decorating and Reflecting

❖ Add surface decoration using lines, shapes, and colour.

❖ Highlight the focal point with bright or large elements.

Checklist

Task Yes No
I used lines and shapes in my decoration.
I created a clear focal point (emphasis).
My artwork shows good spatial awareness (front, back, sides).
I used cutting, pasting, wrapping, tying or joining techniques.
I used recyclable materials creatively.
I completed my planning sketch.

13 | Creative Arts Term 2 Grade 5

 CONTENT COVERAGE

Week 1
Topic Expected Actual
Visual Literacy 0.2%

Create in 2D 0.8%

Total covered 1%

Week 2
Topic Expected Actual
Visual Literacy 0.2%

Create in 2D 0.8%

Total covered 1%

Week 3
Topic Expected Actual
Visual Literacy 0.2%

Create in 2D 0.8%

Total covered 1%

Week 4- 6
Topic Expected Actual
Visual Literacy 0.4%

Create in 3D 1.6%
Total covered 2%

14 | Creative Arts Term 2 Grade 5

FORM OF ASSESSMENT: VISUAL ARTS: CREATE IN 2D, CREATIVE
LETTERING AND/OR PATTERNMAKING

GRADE :5

MARKS : 40

DURATION : 1 WEEK

EXAMINER :

MODERATOR :

DATE : WEEK 7 ( 19-23 May 2025)

SURNAME & NAME : _____________________________________

40

15 | Creative Arts Term 2 Grade 5

Create in 2d: Creative lettering and/or pattern making
❖ Learners will create a 2D artwork incorporating creative lettering and/or
patternmaking, demonstrating their skills and techniques in visual arts.

Materials Needed:
❖ Drawing paper
❖ Pencils
❖ Markers or coloured pencils
❖ Rulers
❖ Erasers

Instructions:
Creative Lettering:
Step 1:
❖ Choose a word or phrase that is meaningful or interesting.
Step 2:
❖ Sketch the word or phrase in a creative lettering style. Consider different
fonts, sizes, and embellishments.
Step 3:
❖ Refine the sketch, ensuring precision (Accuracy, Exactness, Correctness) and
neatness. Use rulers for straight lines and erasers to clean up any mistakes.
Step 4:
❖ Add colour and details to enhance the aesthetic ( Artistic, Beautiful,
Decorative) appeal of the lettering.
OR
Patternmaking:
Step 1:
❖ Decide on a theme or motif ( Design) for the pattern (e.g., geometric shapes,
nature-inspired designs).
Step 2:
❖ Sketch the basic elements of the pattern. Focus on creating intricate and
detailed designs.
Step 3:
❖ Arrange the elements in a harmonious and visually appealing way. Ensure the
pattern is balanced and consistent.

16 | Creative Arts Term 2 Grade 5

Step 4:
❖ Refine the sketch, ensuring precision ( Accuracy, Exactness, Correctness )
and neatness. Use rulers for straight lines and erasers to clean up any
mistakes.
Step 5:
❖ Add colour and details to enhance the aesthetic (artistic, beautiful, elegant)
appeal of the pattern. Show emphasis.

Evaluation Criteria:
Design and Creativity:
❖ Originality of the lettering and pattern designs.
❖ Aesthetic appeal and visual impact.
Skills and Techniques:
❖ Precision and neatness of the artwork.
❖ Effective use of drawing tools.

17 | Creative Arts Term 2 Grade 5

Assessment Rubric:
Criteria Excellent Good Satisfactory Needs Poor
Improvement

8 6-7 4-5 3 1-2

Originality Unique and Creative Basic Limited No

innovative but creativity originality originality
design somewhat
common
Aesthetic Visually Attractive Average Somewhat Unattractive
(Artistic, stunning and appeal appealing
Beautiful, and balanced
Decorative) harmonious
Appeal
Precision Perfectly Mostly Adequate Somewhat Very messy
(Accuracy clean and clean and neatness messy
Exactness precise precise
Correctness)
and
Neatness
Use of Tools Expert use Good use Adequate Limited use of Poor use of
of tools of tools use of tools tools tools
Complexity Highly Detailed Average Some detail Very basic
and Detail intricate and detail
and complex
detailed

TOTAL /40

18 | Creative Arts Term 2 Grade 5

FORM OF ASSESSMENT: VISUAL ARTS: CREATE IN 3D, AFRICAN
BODY ADORNMENT

GRADE :5

MARKS : 40

DURATION : 1 WEEK

EXAMINER :

MODERATOR :

DATE : WEEK 7 ( 19-23 May 2025)

SURNAME & NAME : _____________________________________

40

19 | Creative Arts Term 2 Grade 5

 Create in 3D: African body adornment

PREPARATIONS
Research and Design (Preparation):

❖ Explore the cultural significance and visual elements of African body

adornment (e.g., necklaces, bracelets, or headpieces).

❖ Sketch your design in your workbook, ensuring you incorporate cultural motifs
such as geometric patterns and complementary colours.

Creating Your Adornment:

❖ Use recyclable materials (e.g., paper, wire, beads, cardboard) to construct a

3D body adornment.

❖ Decorate the adornment using techniques like cutting, wrapping, tying, and
pasting.

❖ Focus on applying art elements (line, shape, and colour) and design principles
(emphasis, balance, and spatial awareness).

Reflection and Presentation:

❖ Write a reflection paragraph about your design choices, materials used, and
the cultural relevance of your piece.

❖ Present your finished adornment and reflection to your class.

20 | Creative Arts Term 2 Grade 5

FORMAL ASSESSMENT RUBRIC: Create a 3D African Body Adornment

Needs
Excellent Good Satisfactory
Criteria Improvement
5 4 3
1-2 marks
Detailed
Adequate Minimal or no
research with
research and a Limited research;
Research and strong cultural
creative but research and a unclear or
Planning insights and a
less detailed basic sketch. incomplete
highly creative
sketch. sketch.
sketch.
Following Clearly applied Instructions Applied with Limited or
instructions with confidence followed some care and incorrectly
and process and impact attention applied
Poor or
Materials are Materials are
Basic use of inappropriate
used creatively used
materials with use of
Use of Materials and effectively appropriately
limited effort or materials;
to enhance the but lack
innovation. messy
design. creativity.
construction.
Use of design Clearly applied Good Applied with Limited or
principle with confidence application of some care and incorrectly
(emphasis/focal and impact design principle attention applied
point)
Spatial Clearly applied Good Applied with Limited or
awareness with confidence application some care and incorrectly
and impact attention applied
Art Elements: Exceptional use Basic use of art Limited or no
Good use of art
lines, shape & of line, shape, elements; more understanding
elements
texture texture effort needed. of art elements.
Outstanding Fair use of
Good use of Poor used of
Complementary use of complementary
complementary complementary
colours complementary colours but
colours colours
colours needs attention
Outstanding Good use of Fairly use of Poor use of
Skills and
use of skills and skills and skills and skills and
techniques
techniques techniques. techniques techniques

TOTAL / 40

21 | Creative Arts Term 2 Grade 5

22 | Creative Arts Term 2 Grade 5
 REASONS FOR WARM-UP
❖ Physical Preparation
▪ Injury Prevention: Warming up increases blood flow to the muscles,
reducing the risk of strains or sprains.
▪ Flexibility: Gentle stretching helps improve range of motion, making
movements smoother and more controlled.
❖ Vocal Readiness
▪ Voice Health: Vocal warm-ups help prepare the vocal cords,
enhancing range and preventing strain.
▪ Breath Control: Warming up encourages proper breathing techniques,
which are essential for singing.
❖ Mental Focus
▪ Concentration: Warming up helps clear the mind and focus attention,
essential for performance.
❖ Confidence Building:
▪ Engaging in warm-up activities boosts confidence and sets a positive
tone for the session.
❖ Coordination and Rhythm
▪ Body Awareness: Warm-ups improve coordination and body
awareness, crucial for dance and drama.
▪ Muscle Activation: Activating specific muscle groups prepares the
body for the movements and rhythms involved.
❖ Emotional Readiness
▪ Creative Engagement: Warm-up activities can foster creativity and
encourage emotional expression, setting the stage for better
performances.
▪ Team Bonding: Group warm-ups can enhance camaraderie and
collaboration among participants.
❖ Skill Refinement
▪ Technique Improvement: Practicing fundamental skills during warm-
ups allows for refinement and development before the main activity.
▪ Experimentation: Warming up provides a safe space to try new
techniques and explore artistic choices.

23 | Creative Arts Term 2 Grade 5

 WEEK 8
ACTIVITY DATE: ________________________________
Warm up: Improvise and create; Read, interpret and perform; Appreciate and reflect
on
Singing Warm-Up
Unison Singing:
❖ Sing a short, familiar South African song together, such as Shosholoza, to help
learners focus on pitch and rhythm.

Song: “Shosholoza”
Lyrics
Shosholoza (Shosholoza)
Ku Lezontaba
Stimela Siphum'e South Africa x2
Wen' Uyabaleka (Wen' Uyabaleka)
Ku Lezontaba
Stimela Siphum'e South Africa x2
Then repeat***

Activity:
o Start by clapping the rhythm to the learners.
o Sing the song slowly and encourage the class to repeat it.
o Increase speed as they become more comfortable with it.
o Use a simple hand gesture or clap to help learners stay in time with the rhythm.

Canon Singing:
❖ Introduce a simple South African song in a round (canon) to help learners practice
harmonizing and listening to each other.
❖ Use “Siyahamba ekukhanyeni kwenkosi”/ “We are marching in the light”

Lyrics:
We are marching in the light of God x4

We are marching, marching,

we are marching, oooo,
we are marching in the light of (the light of) God x2

Siyahamb' ekukhanyen' kwenkhos',

siyahamb' eku khanyen' kwenkhos'.
Siyahamb' ekukhanyen' kwenkhos',
siyahamb' eku khanyen' kwenkhos'. x4
Siyahamba, hamba, siyahamba, hamba,
Siyahamb' ekukhanyen' kwenkhos',

24 | Creative Arts Term 2 Grade 5

Activity:
o Split the class into two or more groups.
o Have the first group sing the song, and after a few beats, have the second group
start. Continue to build layers.
o Encourage learners to listen carefully to the group starting after them.

Call-and-Response:
❖ Use the call-and-response technique to encourage learners to listen carefully and
repeat what they hear.
❖ Use “Umakoti ungowethu” where the leader sings a phrase and the group repeats
or responds/ “Hamba Ndlovu” a traditional call-and-response song from South
Africa.

Lyrics:
• Leader (call): Hamba, hamba Ndlovu
• Learners (response): Hamba, hamba Ndlovu
(Translation: Go, go elephant)

Umakot'ungowethu (Siyavuma)
Ungowethu ngempela (Siyavuma)
Uzosiwashela asiphekele (Siyavuma)
Isiwelele siwelele siyavuma
Then repeat***

Activity:
o Start by singing the call and response have the learners respond.
o Increase the speed and volume as learners become comfortable with the song.
o Add hand gestures or body movements to make the activity more engaging. For
example, when you say “Hamba,” learners can take a step forward.

25 | Creative Arts Term 2 Grade 5

MAIN ACTIVITY: Duration: 1 hour 25 minutes
Improvise and create: Melodic and rhythmic phrases
Read, interpret and perform: Musical notation of treble clef

Lesson’s Objectives:

❖ Develop and perform simple melodic and rhythmic phrases using voice and/or
found/made instruments.
❖ Apply repetition, call and response, and contrast in their musical phrases.
❖ Identify and name notes on the treble clef stave (lines: E-G-B-D-F, spaces: F-A-C-
E).
❖ Recognize the differences in pitch based on a note’s position on the stave.
❖ Perform simple rhythmic and melodic patterns using basic musical notation.

Materials:

❖ Instruments (e.g., keyboards, xylophones, drums)

❖ Body percussion( e.g., clapping, tapping)
❖ Whiteboard and makers
❖ Music samples or recordings

Introduction to Improvisation

❖ Explain: Improvisation means making up music on the spot.

❖ Discuss repetition, contrast, and call-and-response as techniques for creating
melodies and rhythms.
❖ Demonstrate a simple rhythm and melody, then change it slightly to show contrast.

Create Rhythmic Patterns

❖ Use claps, stomps, or homemade instruments (buckets, sticks, bottles).

❖ Learners create a 4-beat rhythmic phrase using repetition and contrast.
❖ Perform in pairs or small groups, taking turns as "caller" and "responder."

Notating Rhythms

❖ Show learners how rhythms are written using quarter notes (♩), eighth notes (♪), and
rests (𝄽).
❖ Learner’s clap and say the rhythm while following notation

26 | Creative Arts Term 2 Grade 5

 Melodic Improvisation

Treble Clef and Pitch Exploration

❖ Display a treble clef stave and explain:

❖ Lines (E-G-B-D-F) = "Every Good Boy Deserves Fun"
❖ Spaces (F-A-C-E) = "FACE"
❖ Compare high and low notes using voice or xylophone.

Create a Melodic Phrase!

❖ Divide the class into small groups.

❖ Assign each group a simple instrument (e.g., tambourine/ pot and pan/,
shaker) and a melodic instrument (e.g., recorder/ flute/ whistle/ keyboard).
❖ Ask each group to create a short musical piece combining a melodic pattern
with a rhythmic pattern.
❖ Encourage learners to improvise and experimentation and creativity in music-
making.

Checklist

Criteria: Yes No
Did the learner participate in;
Warm up activity
Singing warm up

Improvise and create:

Improvisation activities

Creating and performing repetitive and contrasting phrase

Read, interpret and perform:

Recognition and interpretation of treble clef notation

Engagement in call-and-response singing and rhythmic exercises

27 | Creative Arts Term 2 Grade 5

 WEEK 8

ACTIVITY DATE: ______________

Appreciation and reflect on: Different Music Genres

Listening Activity

❖ Play Two Short Music Songs

❖ Choose two contrasting genres (e.g., Kwaito-Mandoza “Nkalakatha” vs.
Amapiano- Kabza de Small “Sponono” or Malombo vs. Pop).
❖ While listening, focus on the following and complete the table

Genre Style instruments Mood/Feeling Element of

of the music music

Why Compare Amapiano and Kwaito?

❖ Both originate from South African townships and are influenced by house
music.
❖ Kwaito emerged in the 1990s, while Amapiano is a more recent genre
(2010s).
❖ They have different tempos, beats, and moods, making them engaging for
discussion.

Comparison of Amapiano and Kwaito

Feature Amapiano Kwaito

Tempo Slower, laid-back Mid-tempo, groove-based

Deep bass, piano melodies, log Repetitive beat, hip-hop

Beat and Rhythm
drum influence

Danceable, street-smart,
Mood/Feel Relaxed, jazzy, vibey
bold

Soft, melodic singing, deep house

Vocals Spoken, chant-like rapping
influence

28 | Creative Arts Term 2 Grade 5

 Feature Amapiano Kwaito

Instruments/Sounds Synths, piano chords, log drum Drum machines, basslines

Note: This pairing will help learners identify similarities and differences in beat,
mood, and instrumentation while appreciating modern South African music.

Group Discussion and Reflection

Guided Questions:
❖ What did you notice about the instruments in each piece?
❖ How did the two pieces make you feel?
❖ Was one piece faster or slower?
❖ Which genre do you prefer, and why?

CONTENT COVERAGE WEEK 8

TOPIC EXPECTED ACTUAL

Warm up 0.2%

Improvise and create. 0.26%

Melodic and rhythmic phrases (on voice, found and/or
made instruments) that use repetition, call and response,
and contrast.
Read, interpret, and perform. 0.26%
Musical notation of treble clef and the letter names of notes
on lines and in spaces on a treble stave and their
differences in pitch.
Appreciate and reflect on 0.26%
Two selected pieces of music/songs representing different
genres.

Total covered 1%

29 | Creative Arts Term 2 Grade 5

 WEEK 9
ACTIVITY DATE: _____________________________
Warm up; Improvise and create; Read, interpret and perform

Theme: My Body, My Beat

Lesson Objectives:

By the end of the lesson, learners will:

❖ Warm up and isolate body parts to develop coordination and control.

❖ Improvise and create melodic and rhythmic phrases using voice and/or found
instruments.
❖ Explore movement using weight transfer, lunges, and balances.
❖ Read, interpret and perform a dance sequence that uses geometry-based
concepts (symmetry, parallel, volume, distance, mass).

Warm-Up

Physical Warm-Up and Floor Work

Stretch sequence on the floor:

❖ Toe touches, shoulder rolls, back stretches.

❖ Cat-cow, cobra, and child’s pose (encourages spine and arm mobility).
❖ Slow rise to standing using coordination: roll up through spine.

Body Part Isolations

❖ Teacher calls out: “Move only your…” (shoulders, hips, knees, head, arms).
❖ Use counts of 4 and 8 (e.g. 4 head rolls, 8 shoulder isolations).
❖ Introduce rhythmic isolations: learners isolate to a slow beat, then fast.

30 | Creative Arts Term 2 Grade 5

MAIN ACTIVITY:

Improvise and Create: Melodic and rhythmic phrase

Melodic and Rhythmic Creation

❖ Use voice, body percussion, or found/made instruments (e.g., shakers, sticks,

plastic containers).
❖ Call and response warm-up:
❖ Teacher claps/sings a 4-beat phrase, learners echo it.
❖ Add contrast by changing tempo or dynamics.
❖ Let learners create and perform their own 4-beat phrase with a partner.

Group Challenge

❖ In groups of 3–4, learners combine their individual phrases into a short

rhythmic performance using repetition and contrast.
❖ One learner leads with a call, others respond with their part.

Improvise and Create: Movement Sequences

Transfer of Weight and Balances

❖ Practice lunges: forward, side, and back with slow controlled movements.
❖ Introduce balancing on one foot, two feet, hands and feet (e.g., crab pose), or
hands and knees.
❖ Try slow transitions between these poses.

Creative Movement Task

❖ Learners create a short movement phrase (8 counts) using:

❖ A weight transfer, A lunge, A balance (refer to glossary)
❖ Encourage creative transitions (flowing from one to the next).

Read, Interpret and Perform: Dance sequence

Explore Dance Geometry Concepts

Discuss and demonstrate: (Refer to glossary for explanations)

❖ Symmetry and Asymmetry (mirror shapes vs uneven shapes)

❖ Parallel and Distance (e.g., arms raised parallel vs crossed, wide stance vs
narrow)
❖ Volume and Mass
❖ Volume: large sweeping movements vs tight compact gestures
❖ Mass: heavy grounded steps vs light floating jumps

31 | Creative Arts Term 2 Grade 5

 Dance Composition

❖ Learners work in small groups to create and rehearse a short dance (16
counts) that includes:
❖ 1 symmetrical pose, 1 parallel or geometric shape
❖ 1 light and 1 heavy movement, 1 balance and 1 lunge
❖ Use space (e.g., distance between dancers) intentionally

Conclusion and Reflection

Performances: Each group performs their dance and rhythm piece.

Class Discussion:

❖ What body parts did you use the most?

❖ Which movement felt easiest or hardest?
❖ How did symmetry and volume help your dance look more interesting?

32 | Creative Arts Term 2 Grade 5

 Checklist
Criteria: Yes No
Did the learner participate in;
Warm up activity
✓ Participates in warm-up and isolation activities
Improvise and create:
✓ Creates a rhythmic or melodic phrase using call and response
Read, interpret and perform:
✓ Uses contrast and repetition in performance
✓ Demonstrates balance, lunge, and weight transfer
✓ Applies symmetry, parallel shapes, volume, and distance in
movement

CONTENT COVERAGE
TOPIC EXPECTED ACTUAL
Warm up 0.2%

Improvise and create. 0.4%

Melodic and rhythmic phrases (on voice, found and/or
made instruments) that use repetition, call and response,
and contrast. Movement sequences,
using transfers of weight from different body parts and
lunges and balances

Read, interpret and perform 0.4%

Dance sequence exploring the movement range of each
body part and
geometric concepts such as parallel, symmetry, distance,
volume and mass.
Total covered 1%

33 | Creative Arts Term 2 Grade 5

 WEEK 10
ACTIVITY DATE: _____________________________

Warm up; Improvise and create; Read, interpret and perform

Theme: “Moving Shapes, Moving Energy”
Lesson Objectives:

By the end of the lesson, learners will:

❖ Perform physical warm-ups with control and coordination.

❖ Engage in spatial awareness activities using arm swings, lunges, and weight
transfers.
❖ Improvise and create movement sequences with jumps, lunges, and
balances.
❖ Work in pairs to combine movements with extreme energy changes and
contrasting force qualities (smooth/jerky, strong/light).
❖ Read, interpret, and perform dance phrases that explore geometric movement
concepts such as parallel, symmetry, distance, volume, and mass.

Warm-Up

Goal: Improve coordination, control, and body readiness

Floor Work and Joint Activation

❖ Cat-Cow stretch (spinal flex/mobility)

❖ Hip circles on all fours
❖ Ankle and wrist rolls

Knee Bends and Rises

❖ Gentle plies (bending knees with a straight back)

❖ Rise onto toes, hold balance (focus on control)
❖ Combine: bend – rise – stretch arms

Dynamic Full-Body Warm-Up

❖ Arm swings (forward/back, across chest)

❖ Lunges forward and sideways
❖ Weight transfer: side-to-side steps, shifting centre

34 | Creative Arts Term 2 Grade 5

MAIN ACTIVITY:
Improvise and Create: Movement sequences
Goal: Use jumps, lunges, and balances in creative sequences.
Jump Practice with Safe Landings
Instructions:

❖ Jump on the spot → land with knees bent and arms out.
❖ Jump forward → land in lunge → hold balance.

Create a Phrase

Task: Individually create an 8-count phrase using:

❖ 1 lunge, 1 jump with landing, 1 balance

❖ Must show use of different levels and directions.
❖ Repeat and refine, perform in groups of three.

Partner Combinations with Contrasting Force

Goal: Use smooth/jerky and strong/light force in movement with a partner.

Energy Challenge

Learners mirror each other:

❖ One moves smoothly, the other jerkily.

❖ One is light, the other strong.
❖ Switch roles, explore how it changes the quality of movement.

Partner Phrase Creation

❖ Pairs create a short 8–12 count sequence: Combine 2 or more movements

❖ Show contrasting energy and force (e.g., strong jump into light balance)
❖ Use elements from earlier (lunge, jump, shape)

Read, Interpret and Perform: Dance sequence

Discussion and Demonstration: Introduce/demonstrate movement terms:

❖ Parallel – arms/legs or lines in space

❖ Symmetry – mirrored shapes
❖ Volume – size of the movement
❖ Mass – heavy/light quality
❖ Distance – between dancers or between body parts

35 | Creative Arts Term 2 Grade 5

 Group Composition Task

In small groups (3–4), learners create a final performance sequence (16 counts)
including:

❖ A symmetrical shape, A parallel movement, A volume change (large/small

movement)
❖ A mass contrast (light vs heavy movement)
❖ A clear distance change between partners

Group discussion:

➢ What was the most fun movement today?

➢ How did you use space or energy differently?

Checklist
Criteria: Yes No
Did the learner participate in;
Warm up activity
✓ Physical warm up for co-ordination and control (including floor work
and knee bends and rises)
✓ Spatial awareness games (including lunges, arm swings, transfers of
weight, etc.)
Improvise and create:
✓ Movement sequences using different kinds of jumps (with safe
landings) and lunges and balances
✓ Combinations of two or more movements with a partner using
extreme energy changes and elements of force: smooth and jerky
and strong and light
Read, interpret and perform:
✓ Dance sequence exploring the movement range of each body part
and geometric concepts such as parallel, symmetry, distance,
volume and mass
Content coverage

TOPIC EXPECTED ACTUAL

Warm up 0.2%
Improvise and create. 0.4%
Movement sequences using different kinds of jumps (with safe
landings) and lunges and balances.
Combinations of two or more movements with a partner using extreme
energy changes and elements of force: smooth and jerky and strong
and light
Read, interpret and perform 0.4%
Dance sequence exploring the movement range of each body part and
geometric concepts such as parallel, symmetry, distance, volume and
mass
Total covered 1%

36 | Creative Arts Term 2 Grade 5

 WEEK 11-12
ACTIVITY DATE: _____________________________

Warm up; Improvise and create; Read, interpret and perform

Theme: “Senses in motion”
Lesson Objectives:

❖ Warm up their voices for expressive speech and performance.

❖ Respond to sensory cues (sound, sight, touch, movement) through play.
❖ Read, interpret, and perform a mime sequence using sensory and emotional
detail.
❖ Improvise with a partner using movement that shows strong/weak,
smooth/jerky energy changes.
❖ Explore and express size, shape, weight and force through non-verbal
communication.

Warm-Up: Voice and Body

Vocal Warm-Up

❖ Breathing exercises: deep belly breaths with long "sss" sounds

❖ Tongue twisters:
❖ “Red lorry, yellow lorry/ “She sells seashells…”
❖ Pitch play: sliding up/down sounds ("sirens")
❖ Volume control: whisper → soft → medium → loud (no shouting)

Body Shake Warm-Up

❖ Shake out limbs in rhythm (8-4-2-1 counts)

❖ Walk around space – freeze in exaggerated poses
❖ Add facial warm-up: stretch face, frown, smile, puff cheeks, etc.

Sensory Games

Aural and Oral: Sound Statues

❖ Teacher plays random sounds (rain, birds, machines).

❖ Learners freeze in a shape that matches the sound and respond with a
vocalised reaction (e.g., humming, buzzing, whisper)

Visual and Kinaesthetic: Mirror Game

❖ In pairs: one learner leads with slow movements, the other mirrors.
❖ Switch roles after and minute.

37 | Creative Arts Term 2 Grade 5

Tactile and Kinaesthetic: Texture Movement

❖ Call out “sticky,” “slippery,” “heavy,” “light,” “bumpy,” “soft.”

❖ Learners move around the room as if they are touching or moving through
that texture.

Read, Interpret and Perform: Mime Sequence

Mime Practice

❖ Introduce mime basics: no talking, clear facial and body expression.

❖ Practice “pulling a rope,” “picking up a heavy object,” “eating something sour.”

Solo Mime Task

❖ Prompt: Imagine you are in a storm, then find something soft and comforting.
❖ Focus on weight, shape, texture, emotional reaction.

Pair Mime Sequence

With a partner, create a short silent scene (no props) using:

❖ At least 1 emotional reaction

❖ Changes in size and weight
❖ Interaction with imaginary objects

Improvise and Create: A Combination of two or more movements

Partner Movement Challenge

In pairs, create a movement combination showing:

❖ Smooth to jerky change

❖ Strong to light force
❖ At least two linked actions (e.g., push and fall, jump and land)
❖ Use whole body, including facial expression.

Performance and Freeze

❖ Each pair performs their 4–8 count movement combo.

❖ On teacher’s cue, freeze in a final expressive shape.

Group Feedback and Reflection

❖ What kind of energy was easiest or hardest?

❖ How did your partner help you express force or shape?

38 | Creative Arts Term 2 Grade 5

 Checklist

Criteria: Yes No
Did the learner participate in;
Warm up activity

✓ Participated in vocal and physical warm-ups

Improvise and create:

✓ Responded creatively to sensory stimuli

✓ Used mime to show emotion, shape, and weight

Read, interpret and perform:

✓ Created partner movements with varied force/energy
✓ Performed a silent sequence with control and imagination

CONTENT COVERAGE

TOPIC EXPECTED ACTUAL

Warm up 0.4%
✓ Vocal warm up

✓ Sensory games responding to aural, oral, visual, tactile

and kinaesthetic stimuli

Improvise and create. 0.8%

✓ Mime sequence using sensory detail and emotional
expression and showing weight, size and shape
Read, interpret and perform 0.8%
✓ Combinations of two or more movements with a partner
using extreme energy changes and elements of force:
smooth and jerky and strong and light

Total covered 2%

39 | Creative Arts Term 2 Grade 5