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VPA G3 textbook 2019 Flipbook PDF
VPA G3 textbook 2019
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PlusOne Visual and Performing Arts | Grade 3
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T. Chikotie M. Dondo F. Makonese N. Mpofu
Updated Curriculum
VISUAL AND PERFORMING ARTS
3 GRADE
Learner’s Book
PlusOne
Visual and Performing Arts
Grade 3 Learner’s Book
T. Chikotie
M. Dondo
F. Makonese
N. Mpofu
CONTENTS TOPIC 1 : HISTORY OF ARTS AND CULTURE................................................... 1 Unit 1.1: Music............................................................................................................ .. 1 Unit 1.2: Visual Arts.................................................................................................... 14 Unit 1.3: Theatre......................................................................................................... 21 Unit 1.4: Dance........................................................................................................... 28 TOPIC 2 : THE CREATIVE PROCESS AND PERFORMANCE............................ 39 Unit 2.1: Music............................................................................................................ .. 39 Unit 2.2: Visual Arts.................................................................................................... 46 Unit 2.3: Theatre......................................................................................................... 54 Unit 2.4: Dance........................................................................................................... 60 Test 1.............................................................................................................................. 65 TOPIC 3 : AESTHETIC VALUES AND APPRECIATION..................................... 68 Unit 3.1: Music............................................................................................................ .. 68 Unit 3.2: Visual Arts.................................................................................................... 75 Unit 3.3: Theatre......................................................................................................... 84 Unit 3.4: Dance........................................................................................................... 89 TOPIC 4 : ARTS TECHNOLOGY............................................................................ 96 Unit 4.1: Music............................................................................................................ .. 96 Unit 4.2: Visual Arts.................................................................................................... 102 Unit 4.3: Theatre......................................................................................................... 110 Unit 4.4: Dance........................................................................................................... 115 Test 2.............................................................................................................................. 112
TOPIC 5 : ENTERPRISE SKILLS........................................................................... 125 Unit 5.1: Music............................................................................................................ .. 125 Unit 5.2: Visual Arts.................................................................................................... 135 Unit 5.3: Theatre......................................................................................................... 144 Unit 5.4: Dance........................................................................................................... 149 Test 3.............................................................................................................................. 156
TOPIC
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Unit
1.1
HISTORY OF ARTS AND CULTURE
MUSIC
Looking Back In the previous grade you learnt about the role of music, musicians and composers and sang cultural songs for different occasions. In this unit you are going to sing, dance and learn more about the role of music in pre-colonial, colonial, Chimurenga/Umvukela and post-colonial era. Constant learning of music in different eras shall help you understand more of the role of music and musicians in the society and improve your singing skills. Key Words Chimurenga/Umvukela – refers to the liberation wars of Zimbabwe. Colony – a country or an area that is ruled by more powerful people from another country or area. Colonial – connected with or belonging to a country that controls another country. Era – a period of time, usually in history that is different from other periods because of particular events. Ethnic – connected with or belonging to a nation, race, or people that share cultural traditions. Genre – a particular type or style of art, film, or music. Musical instrument – any object that we use to make music. Pre-colonial – time before the whites came to Zimbabwe. Post-colonial – after independence.
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Ceremonies and dances in the Zimbabwean culture Ethnic group
Dance
Purpose
Instruments
Song
Karanga
Mhande
Rainmaking
Drums, magavhu
Hore yauya
Kalanga
Wosana
Rainmaking
Drums, amahlwayi
Njelele
Zezuru
Mbende
Celebration
Drums, whistle, hosho, clappers
Guva rangu
Ndau
Muchongoyo
War
Drums, horns
Waiona nhunge tunge
Ndebele
Isitshikitsha
Celebration
Hand clapping
Nyawolami
Work song
The woman in the picture is singing and cutting firewood. A work song is a song sung by workers during work. Sing work songs of your choice. Ceremonial song This is Mhuru family of Chigume village they are having a bringing back home ceremony/ kurova guva/umbuyiso for Sekuru Tongesai Mhuru. Sekuru Tongesai Mhuru passed on a year ago. The ceremony is to bring back home his wondering spirit. They are singing Chaminuka Ndimambo. Learn the song below. Chaminuka Ndimambo Chaminuka ndimambo Aye ndimambo aye ndimambo Shumba inogara yega musango
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1. What is happening in this picture? 2. Name the instruments in the picture? Many musicians during the colonial era had shown in community halls and other places. They were paid some money for the shows. The boy in the picture is playing a banjo. The idea of electric guitars brought about the use of banjos in Zimbabwean society. A banjo is an imitation of an electric guitar. During the colonial era many bands were formed the bands sang about abuse of black people by the whites. Musicians and music of the colonial era
Dorothy Masuka
August Musarurwa
Musician City Quards Band
Song Lizofika nini/when will the day of freedom come?
Dorothy Masuka
Hamba nontsokolo, Imali yami, Isono sami
August Musarurwa
Skokiaan/ illicit beer Imi munosara nani ndaenda/who will you stay with when I’m gone?
Jeremia Kainga
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Western instruments of the colonial era
Piano Saxophone Guitar Pennywhistle Activity 2 Teacher to play any song by the following musicians Dorothy Masuka/August 1. Musarurwa and Sweet Rhythm band. 2. Sing and dance to songs of your choice of the colonial period. 3. Make a banjo in groups. Materials to make a banjo are as follows; (i) Metal tin rectangular in shape. (ii) Twine (iii) Wooden bar (iv) Nails (v) Metal empty tin of cooking oil/garlon How to make a banjo Make an opening at the top of a tin or gallon. Cut a wooden bar and design it to look like a bar of a guitar. Place it in the tin, it should reach the bottom of the tin. Nail it at the top and bottom of the tin. Drill some pegs at the top of the bar. Cut four strips of twine and nail them on the tin use metal and a bridge to secure them, tie the twine on the pegs and use a rubber band to hold the string tight on the bar.
A banjo
4. Play a banjo Exercise 2
Choose the correct answer from the following answers; City Quads, August Musarurwa, Dorothy Masuka, saxophone Skokiaan, piano 1. ------ and ------ are musicians of the colonial era. 2. Name western instruments that were brought by Europeans. (piano, chigufe/ saxophone) 3. Who composed ‘Skokiaan’?
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4. Identify one colonial song. 5. ----- is a music band of the colonial era. (City Quards/Jeremia Kainga) 6. Jeremia Kainga composed Imi munosara nani ndaenda. (True or False)
The role of music in the Chimurenga period
The name “Chimurenga” refer to the liberation struggle. It was named after Venda and Kalanga ancestor Murenga Musorowenzou, and refers to the liberation struggle. After being ruled by the British, the black people felt they were being abused and many of them left their homes to join the liberation struggle. The freedom fighters held night meetings/pungwe in the bush. They used music to comfort, unite, educate and encourage people to join the struggle. Kongonya dance and Chimurenga choirs became popular.
Musicians of Chimurenga period
Oliver Mtukudzi
Musician 1. Thomas Mapfumo 2. Oliver Mtukudzi 3. Chinx Dickson Chingaira 4. Susan Mapfumo 5. Solomon Skuza
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Chinx Chingaira
Song ‘Hokoyo/Be warned’ ‘Vanorara musango/They sleep in the jungle’ ‘Zvikomborero’ ‘Muchenjeri/the clever one’ ‘Save Africa’
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Activity 3 1. Sing and dance Chimurenga songs for example ‘Maruza Vapambepfumi’, ‘Mbuya Nehanda Kufa Vachitaura’. 2. Playing videos and popular songs of Chimurenga era. 3. Dramatise, in groups as freedom fighters, addressing the general people/povo about 4. Chimurenga in your act include singing and dancing. Exercise 3 1. List any one musician of the Chimurenga era. (Thomas Mapfumo/Jah Prayzah) 2. Music was used for ------ the people during the liberation struggle. (educate/discourage) 3. Who sang Vanorara Musango? (Oliver Mtukudzi/Dorothy Masuka) 4. ------ by white settlers caused the liberation struggle. (a) Abuse (b) Happiness (c) Generosity (d) Violence 5. The pungwe gathering were held in the bush. (True or False) The role of music in the post-colonial era
Post-colonial refers to a period of time after a country gain its independence. In modern times music has become a form of employment and entertainment. Musical shows are being conducted for entertainment and celebration on occasions such as Independence Day, weddings, funerals, sporting activities or musical galas. Music also represent people as a national symbol. After many years of fighting, Zimbabwe finally got its independence in 1980. During post-colonial era many music genres came into the music market as a result of influence from foreign music. Examples include; Sungura, rhumba, gospel, urban grooves, Zim-dancehall, and many others.
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Exercise 4 1. 2. 3. 4. 5. 6. 7.
Name one musician of the post-colonial era. (James Chimombe/Jeremiah Kainga) Music became a source of employment in the post-colonial era. (True or False) Nowadays music can be accessed from internet. (True or False) Before a national soccer match is played people sing the --------A. national anthem B. carols C. jazz D. country music Name one song of the post-colonial era. (Ndatemwa negogo/Siyawaoneka) Zimbabwe gained its independence in ------. (1980/1930) ------ is a female musician of the post-colonial era. (Faith Dauti/Busi Ncube)
Zimbabwean musical instruments
Drum Mbira Chigufe Hosho A musical instrument is an object that is used to produce a musical sound. It makes music more interesting. Long time ago the local people of Zimbabwe had their own instruments. They made them from the natural environment. Hunters would make instruments from animal skins or horns such as hwamanda and drums. Herd boys used wild fruits such as matamba to make zvigufe.
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Some instruments were made from plants, like shakers/hosho, leg rattles/magavhu, deze/pumpkin gourd for mbira. Nowadays they are being made from plastic. Activity 5 1. Sing a song and accompany it with drums and rattles. 2. Make drums.
Leg rattles
Making a simple drum Materials • Balloon or hard plastic. • Empty round tin of any size. • Rubber band. You can pick some of the materials from the environment making it clean. • N.B Balloon or plastic can be replaced by animal skin. Instruction Open the top and bottom of the container. Cut open the balloon and stretch it on top of the tin and tie it with a rubber band. If using animal skin soak it in water for one week to make it soft.
Measure the width of tops of the tin and cut two circles make sure that the tops should be slightly bigger to allow the skin to overlap, at least 7 to 8 cm. Cut long strips to join the two circles. Stretch the skin on top of the tin and weave it with the strips. Exercise 5 Answer the following questions using the following answers; (plastic, pumpkin gourd, drum, clappers/makwa, environment, horn/hwamanda) 1. 2. 3. 4. 5. 6.
--------- and ------- are Zimbabwean long ago instruments. Long ago shakers were made from -------. Nowadays pumpkin gourd has been replaced by -------. Long ago the ------ influenced the making of instruments. (environment/transport) Which instrument is made from an animal body part? ------- dance was performed by Kalanga people for rainmaking. A. Mhande B. Chinyambera C. Dinhe D. Wosana
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Key points in this unit • The role of music in pre-colonial era, colonial, Chimurenga/Umvukela and post-colonial eras. • Songs of pre-colonial, colonial, Chimurenga and post-colonial era. • Musicians of pre-colonial, colonial, Chimurenga and post-colonial era. • Zimbabwean musical instruments. • Making and playing of Zimbabwean musical instruments.
Unit Revision Exercises Multiple Choice Questions 1. -------- owned music during the pre-colonial period. A. Children B. Individual C. Community D. Women 2. Children were educated through ------- and games. A. storytelling B. war songs C. Western music D. Jazz 3. Long ago indigenous people lived on hunting, gathering and -------. A. working B. farming C. dancing D. eating 4. One musician of the colonial era is -------. A. Ivy Kombo B. Dorothy Masuka C. Oliver Mtukudzi D. Stella Chiweshe 5. During colonial era music was played on --------. A. television B. gramophones C. internet D. cellphone 6. A -------- is an imitation of a guitar. A. Piano B. Keyboard C. Banjo D. Violin 7. The popular dance during Chimurenga was -------. A. kwasakwasa B. kongonya C. kanindo D. rhumba 8. During Chimurenga music was used for --------. A. stress relief B. crying C. fighting D. hunting 9. ------- and ------- are post-colonial musicians. A. Mechanic Manyeruke and Prudence Katomeni B. Lina Mattaka and August Musarurwa C. Faith Dauti and cool crooners D. Jeremiah Kainga and George Sisimai 10. ------------- is a rainmaking dance. A. Jiti B. Muchongoyo C. Mbende. D. Wosana 11. In the pre-colonial era music was learnt ---------. A. orally B. notated C. loudly D. by writing 12. I am a Zimbabwean traditional instrument. I am made of wood and animal skin. I produce sound when I’m beaten by hands or sticks. I am a ------. A. piano B. mbira C. drum D. marimba
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Structured Questions 1. Name one song for Wosana dance (‘njelele’/‘sarura wako’) 2. Which traditional instrument is made from an animal body party? (hwamanda/ magavhu) 3. Name one Zimbabwean traditional instrument. (hosho/piano) 4. What influenced the making of instruments in the pre-colonial era? (electricity/ environment) 5. Which material replaced the traditional pumpkin gourd? (metal/plastic) 6. Name one gospel musician. (Mechanic Manyeruke/James Chimombe) 7. Write down one work song. 8. Circle the odd one. (a) drum (b) hwamanda/horn (c) chigufe (d) guitar 9. Name one song for Mbende. (‘guva rangu’/‘nyama yekugocha’) 10. Name the instrument which was commonly played by herd boys. (chigufe/gandira) Practical Questions 1. Make a drum and learn to play it. 2. In groups of seven, play the game, ‘sarura wako’.
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Unit
1.2
VISUAL ARTS
Looking Back In Zimbabwe there are different types of visual arts such as pottery, basketry and weaving. These arts are done in different parts of the country like rock art in Matobo and stone sculpture at Great Zimbabwe, pottery at Sese in Chivi and weaving in Binga. In this unit you will learn about the art materials used by different cultures in Zimbabwe. All this will now help you to learn about producing artefacts using local materials. Key Words – is a drawing media obtained from burning wood sticks. Charcoal – it is the art of using clay to make pots, cups and plates. Pottery – it is painting done on a rock surface. Rock art – it is the art of making artefacts using materials like soapstone and granite Sculpture rocks. – is an artist who makes sculptures from stone. Sculptor Learning about the role of the visual arts in Zimbabwe Traditional visual arts in Zimbabwe are rock art, pottery, basketry, textiles, jewellery, wood and carving.
Knobkerry and Murara/Ilala weaving Long ago artworks were used at cultural and social gatherings. These artworks were produced for tourists and white settlers. Today in Zimbabwe, airport art is for sale to tourists. Rock and cave art paintings are the oldest types of art in Zimbabwe.
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The rock paintings were done by the San or Bushmen people. The San people made paints by mixing rock oxides, plant extracts and egg shells to make a reddish colour for painting. Fingers and feathers were used as brushes to paint pictures of men hunting with bows and arrows.
Examples of rock paintings in Zimbabwe Rock art in Zimbabwe shows wild animals like Elephants, Kudus, Zebras, Rhinoceros, Giraffes and Antelopes. These rock paintings had supernatural powers used to control animals during hunting and also to influence weather during rainmaking ceremonies. Rock art places in Zimbabwe are; Chavadzimu, Bumbusi, Mumargwe, Chamavara, Ngomakurira, Nswatugi, Matobo, Macheke and Lake Chivero rock art sites. The most common animal is the Kudu which is painted showing all the details. Learning about stone sculptures The sculptures were believed to have spirits in them. The sculptors used rocks such as granite, malachite and soapstone. The oldest stone work in Zimbabwe is the Great Zimbabwe stone walls and the Zimbabwe bird. The Zimbabwe bird was carved with zig-zag lines. It is now a symbol found on the national flag, coat of arms and on bank notes and coins.
The use of Zimbabwean Bird The soapstone birds found at Great Zimbabwe are a symbol of independence. It is believed that the Zimbabwe bird also called Shiri yaMwari was a symbol of protection and rain. The Zimbabwe Bird
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Exercise 4 Use the following words to answer these questions. clay and wood/Ilala/Murara/chisel and knife and paper/polish 1. 2. 3. 4. 5.
The examples of local art materials are ----- and -------. Baskets are made from ------------. A -------- and -------- are used for soapstone carving. We use ------- for smoothening a soapstone object. After carving we use --------- so that the object becomes shiny.
Key points in this unit • • • • •
Rock paintings were done by the San/Bushmen people. Visual arts in Zimbabwe included pottery, basketry, sculpture and wood carving. Local art media are charcoal, wood, natural dyes, soapstone and fibres. The Zimbabwe bird is used as a national emblem. Long ago artefacts were used for specific purposes.
Unit Revision Exercises Multiple Choice Questions 1. The most common animal on long ago rock art is a ---------. A. giraffe B. zebra C. baboon D. kudu 2. A common rock used for sculpture is a ----------. A. soapstone B. coal C. metamorphic D. clay 3. An example of a local art media is ---------. A. wood B. iPad C. computer D. camera 4. After drawing with charcoal, we spray with a -------- A. dye B. fixative C. chisel D. glue 5. Patterning in basketry is done using --------. A. fibres B. shapes C. chisel D. computers 6. Rock paintings found at -----------. A. Gweru B. Kadoma C. Matobo Hills D. Chivhu 7. ------------- were used for rock painting in Zimbabwe. A. Rock oxides B. Charcoal C. Murara/Ilala D. Spray 8. The ---------- painted rock art in Zimbabwe. A. Ndebele B. San or Bushmen C. Venda D. Rozvi 9. ---------- is not a local art form. A. dance B. basketry C. pottery D. sculpture 10. A -------- is not found on the rock art. A. giraffe B. lion C. hyena D. baboon
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Unit
1.3
THEATRE
Looking Back You once learnt about storytelling in Zimbabwe where taboos, storytelling as entertainment, character building, language acquisition, voice exploration and pace were covered. In this unit the focus will be on cultural celebrations, storytelling beliefs and traditions, theatre technology past and present as well as children’s rights responsibilities and unhu/ubuntu. Key Words Colonial Development Post-colonial Performance Projection Vigils Prohibited Euro-centric
– country ruled by another. – process of growth. – after the rule by another. – acting. – act of making sure voice goes far for all to hear. – keeping watch during normal hours. – not allowed. – of European culture.
Role and development of pre-colonial theatre The function and development of theatre in pre-colonial era grew from basic activities of their daily routines. These daily routines were labour, ritual, storytelling and play. It was during working in the fields that performances were part and parcel of theatre. The people spent time tilling the land, harvesting. That kept them focused and motivated. In religious ceremonies the process was also a performance which was done either to please the ancestors, the ultimate creator or as a tradition. They had ceremonies like bira, kurova guva/ umbuyiso
Some daily routines in the African society
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among other things makes them entertaining. The storyteller commonly an elderly woman becomes the performer who performs before an audience.
Storytelling The storyteller covers a lot of tricks such as music, signals voice projection (the raising of the voice for all to hear) and tonal variation (the raising and lowering of voice for effect) to draw attention of the audience. Children’s play was also how theatre developed. In children’s play the children take on a role other than their own. The children may copy a family background and take on roles found in the home and then play these roles. The characters taken by the children characterized by taking actions of the characters shown as well as the dialogue. This can be educating and entertaining at the same time.
ECD class role playing
Functions of theatre There are different functions of theatre. The functions of theatre are to: • • • • •
entertain educate facilitate development give therapy inspire
Entertainment
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Drama Drama has two important meanings. Firstly drama is a written text. This text can be used by actors to perform to an audience. The presentation of the performance by the actors is also known as drama. Drama consists of six elements. These basics are plot, character, and thought, wording (diction), display (spectacle) and song. These are the aspects that help each other in the telling of the story in the performance. Activity 4 1. Tell stories to the class. 2. Role play two origins of theatre. 3. In groups of four, write the rules and regulations that control storytelling or drama. Exercise 4 1. 2. 3. 4. 5.
Give one function of theatre. (entertain/control) How many meanings does a drama have? (One/Two) The opening up of performance in post-colonial Zimbabwe gave rise to ----. (national dance group/banning of traditional dances) Elements of drama all help tell the story. (True/False) Rules that govern the telling of stories controlled social order. (True/False)
Key points in this unit In summary this unit was about: • stating the role and development of theatre in pre-colonial, colonial, Chimurenga/ Umvukela and post-colonial Zimbabwe. • retelling Zimbabwean indigenous stories.
Unit Revision Exercises Multiple Choice Questions 1. Theatre in pre-colonial era evolved from basic ------- of daily routines. A. art B. theatre C. rituals D. activities 2. Be it tilling the land, harvesting or hunting ------ of behaviour was what used time and kept participants focused and motivated. A. song, dance and imitation B. theatre C. ritual D. acting 3. Which process also was a performance which was done either to the ancestors, the ultimate creator or as tradition shown in the picture besides? A. Labour B. Ritual C. Storytelling D. Children’s play
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Unit
1.4
DANCE
Looking Back You learnt about the names of the different dances in Zimbabwe such as Jerusarema, Muchongoyo, Isitshikitsha, Clarks and Museve dances. Previously you learnt about some national celebrations and national dance activities such as the Jikinya Dance Festival for primary schools. In this unit you are going to learn about more dances from Zimbabwe and also from cultures of neighbouring countries and why they are important. Key Words – relatives who died a long time ago. Ancestors – to do something special to enjoy a special day or holiday. Celebration – Shona name for the season after the harvest of crops in Zimbabwe. Chirimo – the way of life of a group of people. Culture – a list of all the things that make up a dance and how to do the Dance script movements in the dance. Entertainment – an activity that people do to enjoy themselves. – a special day or time of the year when people enjoy plays, dances, Festival singing and other activities. – presenting a dance, concert or act in front of people. Performance – objects used during a dance such as clay pots and spears. Props Dances before, during and after the rule of the British settlers in Zimbabwe Before the British colonised Zimbabwe, people danced to call ancestors, to celebrate special days and to entertain people. People danced secretly because the British said their dances were bad. When the Chimurenga/Umvukela war started, people created some new dances to encourage the fighters and for entertainment. Mbakumba dance script Where the dance started? Mbakumba dance was performed by the Karanga people of Masvingo province before Zimbabwe was colonised. Why it was performed? Mbakumba dance was performed to celebrate the harvest of the crops during chirimo.
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Instruments used in mbakumba dance Large and small leg rattles/magavhu are used to give different sounds when the legs move, one mutumba drum and one mangwiro drum to give higher and lower sounds, hosho/rattles. Props used in mbakumba dance A prop is a portable object used in dance to support or enhance a performance. A prop may be used in dance as a creative stimulus or as an extension of the body or movement.
Basket
Small leg rattles
Clay pot
Examples include clay pots and small reed baskets called tswanda in Shona language. Costume/Dressing A dance costume is the clothing worn by a dancer when performing in front of an audience. A dance costume may be custom designed for use in a specific dance work, or it may have a traditional design, such as those used in mbakumba dance.
Mbikiza worn by female Mbakumba dancers Ngundu worn by male Mbakumba dancers Examples of costumes used in mbakumba dance include mbikiza for women and men and ngundu for men. How to dance the Mbakumba Dancers stand in a semicircle and sing and clap while stepping from side to side (1-2-3) then stamping their feet twice at the end (1-2).
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Activity 1 Get into groups of 6 and practise dancing the mbakumba then dance the mbakumba in front of the class. Exercise 1 1. 2. 3. 4. 5.
Which people dance the mbakumba? A. Zezuru B. Karanga C. Manyika D. Ndebele Which prop is used in mbakumba? A. Clay pot B. Spear C. Shield D. Stick Mbakumba is danced by ----------. A. men only B. women only C. both men and women D. young boys The mbakumba is danced to celebrate ------------. (harvest/ full moon) Show the kicking movements of the mbakumba dance.
Dinhe dance script Where the dance started It was danced by the Korekore people of Mashonaland East province. Why it was performed It was danced to entertain people by showing the stages of agriculture from planting to harvest. Instruments used
Dinhe drums One or two mutumba drums, dandi drum and mangwiro drum all played by three players who beat them with sticks.
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Props used
Hoes, reed baskets/tswanda, winnowing baskets, sticks. Dressing/costume – mbikiza or woollen skirts for females, animal skin skirts for males, ngundu. How to dance the dinhe
1. Dancers in a line step forward and backward while singing. 2. Two or three dancers go in front facing the crowd and do fast foot stamping, jumps, twists and twirls. 3. Another group comes in front and dances with hoes, winnowing baskets and sticks to show agricultural activities in a 1-2 1-2 pattern while the first group goes back to the line to sing and clap.
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Indlamu Why was it performed – it was danced to encourage the warriors to be brave during a war. Instruments used – drums, clapping, whistles and antelope horns. Props used – ihawu/shields, spears and induku/knobkerries. Costume/dressing – amabetshu (animal skin skirts), head rings, belts.
Some props used in Indlamu
How to dance the indlamu 1. Kneeling down on one knee while singing. 2. Standing up and crouching low then kicking and stamping hard on the ground. 3. Stepping back with one leg with both hands in the air then kicking very high and stamping the ground or falling down at the end. 4. Pretending to stab an enemy with the spear or beating the shield with the knobkerrie to show war movements. Imvunulo
A Zulu warrior
Why the dance was performed – to show off Zulu traditional dressing and a person’s position in the community. Instruments used – drums and clapping. Costume/dressing – men would wear amabetshu/animal skin skirts, women wore leather skirts with beaded aprons and girls wore bead belts called isigege. How to dance the imvunulo Shuffling, stamping and twisting to the clapping and singing. Dances of the Tswana people The BaTswana people are from Botswana and some parts of South Africa. Their dances are many but have movements that are almost the same. Types of Tswana dances – San/Basarwa dance, Borankana, Phatisi, Setapa, Tsutsube and Ndazola.
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Activity 4 Name the different types of Zulu and Tswana dances in groups. Exercise 4 1. The Malenda is a ------- dance. A. Sena B. Shona C. Zulu D. Venda 2. Induku and ihawu are props used in which dance? A. Tswana dance B. Dinhe C. Indlamu D. Chimtali 3. The Tswana dances are done by -----------. A. doing bird-like arm movements and copying the praying mantis B. kicking high up in the air and stamping hard on the ground C. wriggling the waist and knees quickly D. following each other in a row or circle 4. Chimtali is a ________ dance. A. Tswana B. Sena C. Zulu D. Venda Key points in this unit • Different dances in Zimbabwe have different dance steps such as stamping, shuffling, jumping and kicking. • Dance is used by people for different reasons such as celebrating special days, entertainment, acting out war scenes and for calling the ancestors. • Mbakumba, dinhe, amajukwa and amantshomane were some of the traditional dances of long ago in Zimbabwe before the British settlers colonised the country. • Jiti is a popular dance that was danced before and after the Chimurenga/Umvukela war in Zimbabwe. • Other cultures in Africa such as the Zulu, Sena, Venda and Tswana have their own dances for special occasions.
Unit Revision Exercises Multiple Choice Questions 1. 2. 3. 4.
Which one is a dance from Masvingo province? A. Amantshomane B. Mbakumba C. Dinhe D. Amajukwa Dinhe dancers use the following props except -------. A. hoes B. clay pots C. winnowing baskets D. knobkerrie How many drums are used during Amajukwa dance? A. 3 B. 1 C. 2 D. 0 Which one is the dance costume for Amajukwa? A. All black cloths wrapped around the body B. Black and white cloths around the waist C. Red, black and white java cloth D. Short leather skirts and leather loincloths
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Unit
5.4
DANCE
Looking Back You learnt about careers in dance such as being a dancer, choreographer, manager and dance teacher. You also made some dance costumes to sell as well as dance pieces to perform in front of a paying audience. You also learnt about good and bad ways to do business (business ethics), some soft skills needed in business such as good communication skills, unhu/ubuntu/vumunhu and protecting your work from being stolen or misused (copyright protection). In this unit you will learn a little bit more about all the things mentioned above. Key Words Advertising – different ways of telling people about something that you are selling. – a job that a person is trained to do. Career – the dressing a performer puts on during a performance. Costume Dance studio – a building where dancers are trained or taught dance sequences. – things that people consider to be right or wrong. Ethics Manager – a person who makes sure workers achieve a goal in an organisation. Professional – a person who is trained to do a certain job.
Careers in dance There are many careers a dance student can get into after finishing school. If dancing is your favourite thing to do, you can be a dancer, choreographer, dance company manager, dance promoter, dance teacher or even a dance fitness trainer! Let’s look at some dance careers below. Career as a dancer Dancers can perform in dance shows, A professional dance group performing at music videos, movie musicals and even a dance festival
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Career as a dance promoter Dance promoters are there to make sure a lot of people come to watch the dance show. They advertise the dance show, meaning that if a dance group wants to perform, the promoters tell people about the show through newspaper adverts, television adverts, posters, social media such as Facebook and through radio adverts as well. Career as a dance fitness trainer
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Some people like to exercise in a fun and entertaining way such as through dancing. Nowadays there are dance fitness centres where people exercise by dancing in Promoters make sure the dance shows Zimbabwe. are well advertised
A dance fitness trainer at work in a gym An example is the popular exercise called Zumba Fitness where people can dance to keep fit. Activity 1 Get into groups of 7 and give each other different careers. Four learners will be dancers, one will be a manager, another one will be the choreographer and the last one will be the promoter. Act out a short play on how your dance company plans and performs at a dance festival with everyone playing their part.
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Unit Revision Exercises Multiple Choice Questions 1. When a person’s job is to teach dancers how to perform dance sequences that person is called a --------. A. dance manager B. dance promoter C. dance choreographer D. dance fitness instructor 2. Which career is important in advertising a dance show? A. Dancer B. Choreographer C. Manager D. Promoter 3. Which one is not a way of making money from dance? A. Selling videos of your dance performances B. Performing dance for a paying crowd C. Performing dance for free in a park D. Making and selling dance costumes 4. An example of good business ethics in dance is --------. A. using other people’s dance choreography after getting their permission B. taking videos of other people’s dance choreography without permission C. spreading bad things about another dance company so that no one likes them D. not paying for costumes, props and other things used in a performance on time 5. Someone who can solve problems quickly has good -------------. A. communication skills B. problem solving skills C. teamwork ability D. leadership skills 6. ---------------- is not a dance group from Zimbabwe. A. Iyasa B. Tumbuka C. Culture spears D. Sunduza arts 7. What does copyright law mean? A. Protecting your work from being stolen or illegally copied B. Copying other people’s work and using it without permission C. Buying other people’s choreography so that you can use it D. Performing a choreography that has been done before 8. Which dance costume is made using animal skin? A. Wenda B. Ballet tutu C. Amabetshu D. Isigege 9. Which one is not a way of preparing for a dance show? A. Sticking posters in the community about the show B. Playing video games in the dance studio C. Making dance costumes for the dancers D. Practising the dances with a choreographer 10. Which one is a role to be played in a dance company? A. Manager B. Cleaner C. Guitarist D. Doctor
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Structured Questions Fill in the gaps in the questions below. 1. 2. 3. 4. 5. 6.
An example of a professional dancer in Zimbabwe is ------------. What is the meaning of dance promoter? Give one example of what a dance manager does. How is a simple drum made? Which costume should female performers wear for an Isitshikitsha dance show? How can a dancer make sure that no one else uses their choreography without permission? 7. Give one business ethic in dance. 8. What is the importance of good communication skills? 9. Who is responsible for making sure that dancers have all that they need to use in a dance performance? 10. Which dance career is done in a gym to keep people healthy? Practical Questions 1. Make a dance costume for a dance from outside Zimbabwe that you have learnt using materials that you can find around your community. 2. Plan for, advertise and perform in an Indlamu dance show in groups of five at your school.
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TEST 3 PAPER 1: THEORY (2 HOURS)
Section A: Multiple Choice Questions Answer ALL questions in this section. Choose a suitable answer. 1. Which element of music refers to the highness and lowness of sound? A. Volume B. Melody C. Rhymes D. Pitch 2. The Nyunganyunga mbira has ___ keys. A. 22 B. 15 C. 9 D. 5 3. The symbols are called _______. A. crotchets B. minims C. quavers D. semi-quavers 4. Which one is not an element of dance? A. relationship B. time C. space D. money 5. Chaminuka ndimambo is a ______ song. A. game B. ceremonial C. work D. funeral 6. Rock art was done by the ______ people. A. San B. Torwa C. Shona D. Ndebele 7. A set of numbers, one on top of the other, that gives the rhythm of the song is called _______. A. key signature B. dance signature C. time signature D. melody signature 8. A person who creates dance steps for dancers is called a _______. A. manager B. choreographer C. conductor D. composer 9. Which dance was used by the Karanga people to celebrate the harvest? A. Dinhe B. Amajukwa C. Kongonya D. Mbakumba 10. The other word for designing a dance sequence is ________. A. marketing B. choreography C. promotion D. production 11. ________were a type of theatre performance done to appease ancestors. A. Rituals B. Children’s games C. Labour songs D. Storytelling 12. Which device is not used to store recorded works of art? A. USB B. Radio C. Compact Disc D. Floppy Disc 13. Which drawing tool will produce the thinnest lines? A. Charcoal piece B. Paint brush C. Pencil D. Crayon 14. The look and feel of a surface is called ______. A. texture B. illumination C. space D. colour 15. Dominic Benhura is a professional ______. A. dancer B. sculptor C. singer D. actor 16. Which one is not a career in theatre arts? A. Actor B. Director C. Editor D. Painter 17. A _______is a puppet controlled by strings. A. finger puppet B. marionette C. rod puppet D. hand puppet
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18. The ability of an actor to make his/her voice to be heard by all the audience is called _______. A. voice production B. voice projection C. voice stimulation D. voice reduction 19. The parts of a story in theatre is called the _______. A. theme B. plot C. song D. design 20. A ______ is a musical instrument that can be made from matamba gourds and sold to make money. A. drum B. chipendani C. marimba D. chigufe Section B: Structured Questions Answer 2 questions of your choice in this section. 1.
(a) Pre-colonial music means _______. (b) List three traditional game songs. (c) Name one western musical instrument. (d) How many lines and spaces are on a stave? (e) Give two traditional and one Western instrument used to accompany songs.
[1] [3] [1] [2] [3]
2. (a) The oldest type of art in Zimbabwe is _____. (b) Give three methods that can be used when drawing with a pencil. (c) Give three principles of design in Visual arts. (d) List two drawing tools. (e) What is the meaning of the word texture?
[1] [3] [3] [2] [1]
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[3] [1] [2] [1] [3]
(a) List three purposes for dance in Pre-colonial Zimbabwe. (b) Name the Tshangani dance that was used to invite spirits. (c) Give any two dance styles in Jiti. (d) What is a contemporary dance? (e) Give three things that a dancer must do to have a good performance.
4. (a) Name three routines in pre-colonial times that helped to shape the development of [3] theatre. (b) Why did white rulers in Zimbabwe teach black people European performances in [2] theatre? (c) List three theatre skills that an actor should have. [3] (d) Name two popular Zimbabwean actors. [2]
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PAPER 2: PRACTICAL Answer ONE question in each section. Each question carries 15 marks. Section A: Visual Arts (1 Hour) 1. Make a small mat using grass then dye it with two different colours. 2. Using basic shapes, draw a traditional clay pot and colour it using different colours of your choice. 3. Using cardboard, glue, crayons and pencil make a model of a hut. Section B: Music (5-10 Minutes) 4. Sing one traditional game song from your community. 5. Compose a four bar melody and play it on piano. 6. Play the national anthem melody on a recorder. Section C: Dance (5-10 Minutes) 7. Create a Jiti dance choreography and perform it. 8. Create a play about how the ethics of dance can be broken and perform it. 9. Perform any Southern African dance of your choice. Section D: Theatre (5-10 Minutes) 10. Write a script for a play to be done for tree planting day. 11. Make a puppet from a sock and perform a short puppet show. 12. Create a story with conflict and tell it to the class.
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