BC Education - Appendix D: K to 7 Samples

Fine Arts Themes Sample 4: Grade 7

Topic:

Pattern in African Dance, Drama, Music, and Visual Arts

Prescribed Learning Outcomes:

Dance

It is expected that students will:

create movement in response to the expressive elements of music and sound
create movement sequences using pattern and narrative choreographic forms, individually and with others

Drama

It is expected that students will:

select a means of communication to express ideas and emotions in dramatic work
demonstrate leadership and responsibility within the group
represent abstract concepts through dramatic work
analyse the role of drama in a variety of historical and cultural contexts

Music

It is expected that students will:

apply the elements of rhythm, melody, and expression to interpret a range of thoughts, images, and feelings
demonstrate the ability to provide and accept constructive feedback
demonstrate respect for music from various historical and cultural contexts

Visual Arts

It is expected that students will:

analyse image-development and design strategies used by various artists for a variety of purposes
create images that:
- convey beliefs and values
- incorporate the styles of selected artists from a variety of social, historical, and cultural contexts
demonstrate the ability to collaborate to develop group displays for particular audiences
create images:
- using the elements and principles to produce particular styles of art
- emphasizing particular elements and principles
- using the elements and principles to produce a variety of effects and to convey mood and meaning

Overview

In this unit, the class studied the use of pattern in West African art. Students applied what they learned to create story, visual, and mathematical patterns. Evaluation was based on students' motifs and patterns, individual leadership and responsibility, and story presentations through drama, dance, and music.

Planning for Assessment and Evaluation

The teacher introduced the unit by asking students to brainstorm ideas, objects, and images that they associated with the word pattern. The resulting lists were posted in the classroom for future reference. The teacher also introduced the concept of motif and offered the following definitions:
- motifa visual, aural, or movement unit that can be easily recognized and repeated
- patterna regular repetition of motifs

Students viewed and listened to various representations of traditional and contemporary West African art, each featuring the use of pattern. The presentations included:
- recordings of traditional drumming (Olatunji, Sataye Acquaye) and West African rock music (King Sunny Ade, Youssou N'Dour, Salif Keita)
- a video of traditional West African Dance
- textiles (Kente, Adire, and Akwete cloth)
- sculpture (Ibo bronzes, the work of contemporary Nigerian sculptor Soarki Douglas Camp)
- Anansi stories
In pairs, students shared their ideas and responses, and then the teacher brought the class together to discuss the motifs and patterns they had noticed in the West African works.
During the next fine arts lesson, the teacher formed small groups and asked each group to review and discuss a particular West African dance, drumming group, musical selection, or visual work. Groups reported their findings to the class, identifying, describing, and discussing motifs and patterns discovered.
Students then worked independently to create at least three motifs that reflected a similar style and used the same medium (dance, drama, art, music) as the work they had analysed with their groups. Students used their motifs to create patterns and shared them with their groups. Then they found ways to record the patterns so they could be re-created.
While students were working with pattern in fine arts, they also learned about African storytelling in language arts. After students had studied a number of stories and storytelling techniques, the class was divided into four groups. Each group chose an African story to dramatize, using costumes, set designs, dance, music, and patterns that incorporated the motifs they had developed in fine arts. The groups then presented their dramatizations to the class.
Students worked together to develop criteria for evaluating their performances. The criteria were used as the basis for an audience response form as well as for self-assessment and teacher evaluation.
At the end of the unit, students submitted reviews of their performances, incorporating feedback from the audience.

Defining the Criteria

Individual Motifs and Patterns

The teacher outlined the criteria before students began work on their individual motifs. They used the criteria to guide their work and to focus feedback to other members of their group.

each motif is clearly an individual unit that can be repeated
motifs are combined in a consistent way to create a pattern
effectively incorporates elements of the African artwork
record of the pattern is clear and easy to read
evidence of some innovative or subtle use of detail

Leadership and Responsibility

The teacher reminded students of the criteria for individual leadership and responsibility. These criteria were used whenever students worked on group projects in fine arts.

shows focus, responsibility, and commitment to the group task
explores options; seeks advice and suggestions about ways to solve problems
accepts and uses feedback to refine work
watches other performances attentively; provides appropriate feedback

Performance

The teacher and students worked together to develop the criteria for audience response and feedback. The groups used the criteria to guide their practice sessions.

To what extent does the production:

engage and hold the audience's interest
clearly convey the story
incorporate unique or original ideas
effectively use contrast (in movement, music, actions, voice) to create tension or change the mood
use patterns and motifs effectively
use music effectively to add to the drama of the story
incorporate dance that reflects West African rhythm, music, and lyrics
feature stagingcostumes and setsthat enhances the performance
reflect elements of West African culture

To what extent do the performers:

communicate effectively with one another and the audience
effectively use voice, gesture, and movement to enhance their roles
perform dance movements with control and confidence

Assessing and Evaluating Student Performance

The teacher used the criteria to develop rating scales for individual motifs and for leadership and responsibility.

The teacher also used the criteria developed collaboratively with the class to create an audience response form. Each member of the audience completed a form at the end of each performance.

Individual Motifs and Patterns

Rating	Criteria
Powerful	Pattern engages the viewer or listener. Includes a special feature or subtlety that makes the work stand out. Appropriately reflects West African culture.
Competent	Pattern demonstrates the required criteria. Some features are more effective than others.
Developing	Clear attempt to create motifs and use them to develop a pattern. Pattern may be incomplete or inconsistent in parts. May omit cultural references or be difficult to read.
Undeveloped	Criteria are not demonstrated. No regular, original pattern is created.

Leadership and Responsibility

Rating	Criteria
Outstanding	Committed to the group and the production. Participation extends beyond activities suggested or directed by the teacher. Works to refine the group's performance by exploring options and seeking feedback. Supports and encourages others. Shows pride in the group's accomplishments.
Good	Willing and responsible. Participates willingly in all required tasks. Offers ideas and suggestions for developing and refining the work. Supports others.
Satisfactory	Participates in required tasks. May look for quick or easy solutions or accept other group members' suggestions without question. Often needs encouragement and prompting. Tends to focus on own work and contributions.
Incomplete	Does not demonstrate criteria for leadership and responsibility.

Audience Response Form

Production:
Reviewer:
Group Members:
To what extent does the production:	Not at all	Somewhat	Competently	Powerfully
engage and hold the audience's interest
clearly convey the story
incorporate unique or original ideas
use contrast (in movement, music, actions, voice) to create tension or change the mood
use patterns and motifs effectively
use music to add to the drama of the story
incorporate dance that reflects West African rhythm, music, and lyrics
feature stagingcostumes and setsthat enhances the performance
reflect elements of West African culture
To what extent does the performers:	Not at all	Somewhat	Competently	Powerfully
communicate with one another and the audience
use voice, gesture, and movement to enhance their roles
perform dance movements with control and confidence
When I watched this production, I felt: The best thing about this performance was: One suggestion I have for the producers and performers is:

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Revised: July 8, 1998

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