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    This module and collection are included inLens: Siyavula: Arts & Culture (Gr. 4-6)
    By: Siyavula

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Om 'n kanon te sing

Module by: Siyavula Uploaders. E-mail the author

KUNS EN KULTUUR

Graad 6

PERSOONLIKE EN SOSIALE VAARDIGHEDE

Module 2

OM ‘N KANON TE SING

MUSIEK

Aktiwiteit 1:

Om ‘n kanon te sing

[LU 3.5]

STAP 1

  • Hier volg die notasie van die kanon Viva la Musica.

Figure 1
Figure 1 (Picture 2.png)

  • Gee ‘n grafiese voorstelling van die melodie van al drie frases:
Table 1
Frase 1  
Frase 2  
Frase 3  

STAP 2

  • Kies die regte beskrywing t.o.v. van die melodie:
Table 2
Frase 1 Het ‘n sprong   Beweeg hoofsaaklik trapsgewys  
Frase 2 Het ‘n sprong   Beweeg hoofsaaklik trapsgewys  
Frase 3 Het ‘n sprong   Beweeg hoofsaaklik trapsgewys  
  • Kies die regte beskrywing t.o.v. van die ritme:
Table 3
Frase 1 Voortstuwend   Minder beweging en sinkopasie   Herhaling van vorige frase  
Frase 2 Voortstuwend   Minder beweging en sinkopasie   Herhaling van vorige frase  
Frase 3 Voortstuwend   Minder beweging en sinkopasie   Herhaling van vorige frase  

STAPPE 3 en 4

  • Verdeel in groepe en volg Juffrou se instruksies.
  • Die klankkleur verander deurdat harmonie gevorm word. Dieselfde harmonie word deurgaans gebruik.
Table 4
Kies die woord wat die beste pas:
HARMONIE RITME MELODIE
Hoe lank of kort die note is  
Die wysie  
Die saamklink van note  

Aktiwiteit 2:

Om ‘n twee-stemmige lied te sing en warm en koue klanke te produseer

[LU 3.5]

STAP 1

  • Hier volg ‘n tradisionele Zulu-kinderlied: Siyanibingelela (Ons groet julle).
Figure 2
Figure 2 (Picture 9.png)

STAP 2

  • Verdeel in twee groepe (warm en koud) en volg Juffrou se instruksies om die lied twee-stemmig te kan sing.

STAP 3

Figure 3
Figure 3 (Picture 11.png)
  • Probeer die volgende en luister goed na die verskil:
Table 5
KOUD WARM
Table 6
Klap met plat hande Klap met geronde hande
Skud blikkie met klippies Plaas jou hand bo-op die blikkie en skud dan
Slaan ‘n hangende driehoek met ‘n metaalstokkie Hou die driehoek in die hand en slaan dan met die stokkie daarop
Klap jou tande op mekaar - oopmond Klap jou tande op mekaar – toemond
   
Helder, skerp oopklanke Dowwe geslote klanke(meer resonant)

Voeg nog voorbeelde by , m.a.w. twee verskillende klanke op dieselfde instrument.

STAP 4

  • Volg Juffrou se instruksies en voer die lied uit met ‘n “instrumentale” tussenspel.

Aktiwiteit 3:

Om twee verskillende liedere te kombineer en te sing as ‘n twee-stemmige lied

[LU 3.5]

STAP 1

  • Hier volg twee liedere, een Afrikaans en een Engels!
Figure 4
Figure 4 (Picture 15.png)
Figure 5
Figure 5 (Picture 16.png)

Dié twee liedere se karakter verskil – albei klink verskillend. Hoekom?

  • My persoonlike opinie: (Kies geskikte beskrywing)
Table 7
Kleure meer ritmies meer melodies
Kleure manlik vroulik
John Brown meer ritmies meer melodies
John Brown manlik vroulik

STAP 2

Verdeel in twee groepe bv. dogters (vroulik en melodies) en seuns(manlik en ritmies).

  • Dogters sing Kleure en onmiddellik daarna volg seuns met John Brown.
  • Ons gaan nou die twee liedere kombineer. Lees ? op ‘n fluisterstem deur in die twee groepe – volg die polsslag wat Juffrou aangee
Figure 6
Figure 6 (Picture 21.png)

STAP 3

  • Sing die lied twee-stemmig! Wanneer twee liedere saamgesing word kry ons ‘n nuwe lied. Sekere elemente van die musiek moet egter dieselfde wees.
Figure 7
Figure 7 (Picture 23.png)

STAP 4

  • Juffrou sal nou ‘n begeleiding byvoeg. Kan jy hoor dat dieselfde akkoorde gebruik word, anders sal dit verkeerd klink!

STAP 5

  • Sing nou ? op la-la of ander klanke.
Figure 8
Figure 8 (Picture 26.png)

STAP 6

  • Probeer die Skoollied of Nkosi Sikilel'i Africa en John Brown saam!

Dit klink nie goed nie!

Hoekom nie?

Table 8
. Voltooi die volgende kontrolelys: JA NEE
Ek kan John Brown sing    
Ek kan Kleure sing    
Ek kan saam met my groep sing    
Ek kan die tempo hou    

Assessering

Table 9
Leeruitkomstes(LUs)
 
LU 3
DEELNAME EN SAMEWERKINGDie leerder is in staat om persoonlike en sosiale vaardighede te toon deur individueel en in groepe aan kuns- en kultuuraktiwiteite deel te neem.
Assesseringstandaarde(ASe)
 
Dit is duidelik wanneer die leerder:
ALGEMEENt.o.v. 3.1 – 3.6 hieronder, die volgende toon:
  • samewerking met ander lede van ‘n groep gedurende kunsaktiwiteite;
  • die vermoë om eie bydraes binne groepverband te lewer;
  • aanvaarding van medeleerders;
MUSIEK (3.5)
  • in ‘n groep – kanons, ronde- en tweedelige liedjies vanuit minstens drie kulturele tradisies kan sing en/of speel;

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