a Folk song is carried over to younger generations orally and the words and melody are simple. Repetition is common.

Step 1

Here are the words of an Afrikaans folk song:

Ek soek na my Dina, my Dina, my Dina;

Ek soek na my Dina, die Dina van my.

O hier is my Dina, my Dina, my Dina;

O hier is my Dina, die Dina van my.

Can you identify the various repetitions?

Indicate them with different colours and symbols.

Choose the correct beat for each song and put it in the square.

34 3 crotchets or quarter notes in each bar

(

Figure 1

383 quavers or eighth notes in each bar

(

Figure 2

Example 1

Figure 3

Example 2

Figure 4

Of the two, which one will be sung faster?

Step 2

OSTINATO PATTERN:

Table 1

1	2	3
Clap on knees (Patchen)	Clap with hands	Clap with fingers

Figure 5

Practise it!

Can you clap the rhythmic patterns 1 and 2 while you sing the song?

Which pattern is formed when patterns 1 and 2 are combined? Enter this at pattern 3.

A popular song, as the word implies, is a song which is popular at a specific stage. Name a few popular songs.

Step 1

Here are the words of “We all stand together”:

‘Win or lose, sink or swim,

One thing is certain: we’ll never give in.

Side by side, hand in hand,

We all stand together.’

Step 2

OSTINATO PATTERN: A rhythmic pattern which is repeated several times.

Step 1

Sing the song with the adapted words!

Figure 6

Indicate the following techniques by means of different colours and/or symbols:

- Repetition

- Call-and-answer

- Accent (>)

Step 2

Listen to the recordings played by the teacher - the refrain of the songs are ideal for sports songs. Clap and sing with the recordings!

Step 3

Now enter a sports song competition!

(Work in groups): Choose a well-known song and change the words so that the song is suitable for a sports meeting.

Add movements and accompaniment in the form of body percussion.

As soon as everyone is familiar with the new song, perform it to the class (or you can make a video recording and play it to the class)

Copy the accompanying pattern.

Figure 7

LO 1

CREATING, INTERPRETING AND PRESENTINGThe learner will be able to create, interpret and present work in each of the art forms.

We know this when the learner:

DANCE

1.1 in preparing the body, follows a warm-up ritual that develops co-ordination and control;

1.2 improvises and creates dance sequences that use the concept of contrast, while making clear transitions from one movement or shape to another, focusing on: space (high/low, large/small, forward/sideward/backward, near/far, narrow/wide); time (fast/slow, regular/irregular) force (strong/light, smooth/percussive);

1.3 improves and creates dance sequences that use the concept of contrast, while making clear transitions from one movement or shape to another, focusing on: the movement range of each body part; geometric concepts such as parallel, symmetry, distance, volume and mass, rectangles, pentagon, hexagon, octagon;

1.4 learns and performs steps of an indigenous and/or contemporary dance from South African culture with attention to detail;

DRAMA

1.5 performs simple teacher-directed relaxation, breathing and resonance exercises when warming up and cooling down;

1.6 responds to aural, oral, visual, tactile and kinaesthetic stimuli in dramatic games and exercises;

1.7 uses sensory detail and emotional expression in dramatic activities such as simple mime showing weight, size and shape;

MUSIC

1.8 demonstrates concentration and accurate listening through recognising, repeating and creating rhythms and poly-rhythms, using movement, body percussion and natural instruments;

1.9 composes and presents a short rhythmic pattern that has crotchets, crotchet rests, minims, minim rests, quavers and quaver rests through body percussion;

1.10 improvises and creates music phrases that use repetition, accent, call and response;

1.11 sings songs in long and normal triplet (³₄ and ³₈);

VISUAL ARTS

1.12 designs and creates artworks and craft works which explore the use of natural and geometric shapes and forms in two and three dimensions, in observational work, pattern making and design, and in simple craft objects;

1.13 displays work in the classroom.

See teacher’s guide