Performing Arts: Worksheet Theme: Becoming a Performing ......Performing Arts include a range of...

Grade 5 Melpark Primary School Miss M. Bosman

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Performing Arts: Worksheet

Theme: Becoming a Performing Artist Performing Arts refers to forms of art in which artists use their voices, bodies, or inanimate objects to

convey artistic expressions. It is different from Visual Arts because artists use paint or various materials to

create physical or unchanging art objects. Performing Arts include a range of disciplines which are performed in

front of a live audience.

Performing artists, including actors, musicians, dancers, and singers, creatively express artistic sentiments

through their performances. These artists perform for live audiences or in recorded performances. As a result,

performance in arts is basically the art or skills that requires a presentation in front of a public audience.

Examples include acting, singing, and dancing. Other forms of the Performing Arts include opera, theatre,

magic or illusion performances, mime, spoken words, recitation, and public speaking.

https://en.wikipedia.org/wiki/Visual_arts

https://en.wikipedia.org/wiki/Works_of_art


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Dance is a performing art form consisting of selected sequences of human movement. Sequences of human

movement are a combination of the fundamental movement skills and movement elements that enable the

body and/or objects to move in response to a stimulus.

Learning to Dance

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https://en.wikipedia.org/wiki/Performing_art

https://en.wikipedia.org/wiki/Art_form

https://en.wikipedia.org/wiki/Kinesiology


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Warm up and Play

Activity 1

a. Practice the following movement sequences. Each movement sequence should be repeated three times.

jump turn bend stretch twist

skip gallop crawl roll slide

swing sway reach push Pull

Improvise and Create

Activity 2

a. Work on your own.

b. Find a space and create a movement sequence.

• Play some music as you create a movement sequence.

c. As you move in the space, follow the instructions given for each round. When the music stops, create a

frozen picture.

i. Follow these instructions:

• Move in slow motion.

• Move with a robotic feel.

• Move with sliding actions.

• Move with jumping actions.

• Move with soft and flowing actions.

ii. Try and change the frozen picture:

• Freeze on your own.

• Freeze in twos (no contact).

• Freeze in fours (no contact).

Appreciate and Reflect

Activity 3

1. Create a dance using different movement

sequences. You can tune into your

favorite music.


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Learn about the basics of Music

Use the link provided to watch a video on how to read music notes. Understand the basics before you continue

with the other activities.

How to read music - Tim Hansen https://www.youtube.com/watch?v=ZN41d7Txcq0

All about Rhythm In Visual Art, rhythm is a principle of

design that suggests movement or action

in an artwork, especially two-

dimensional art forms. It is usually

achieved through repetition of lines,

shapes, colors, and more.

In Performing Arts, rhythm is what

makes music move and flow. It is made

up of sounds and silences. These sounds

and silences are put together to form

patterns of sound, which are repeated to

create rhythm. A rhythm has a steady

beat, but it may also have many kinds of

beats.

https://www.youtube.com/watch?v=ZN41d7Txcq0


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Warm Up and Play

Activity 1

A canon is a musical form in which a melody is imitated in two or more groups, singing the same melody, but

starting at different times.

Here is a canon called ‘The Swinging Alphabet’

1. Use the basics of music theory to practice the canon above.

• Work on your own or with a partner.

• You can use a recorder, especially if you are working alone.

• Record using one voice, and then again, record using a different voice.

• Play both records at the same time.

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Read, Interpret and Perform

Activity 1.1.

A stave (the staff) is a set of five horizontal lines and four spaces that each represents a musical pitch/notation.

1. Work on your own.

2. Draw a stave using a pencil and a ruler. Make sure the spaces in between your lines are even.

3. Write each of the notes in the table a few times on the stave.

• The notes must look exactly as the ones in the table.

• Make sure that your stems (thin, vertical lines that are directly connected to the head of the note) are

on the correct side of the note when going up or down.


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Activity 1.2.

1. Clap for each of these rhythm patterns until you know them well.

• Remember to use the correct rest length.


Activity 6

1. Look at the ¾ time rhythm patterns below and practice them until you know.

2. Use body percussion or any percussion instruments to play the rhythms.

Vocabulary

Body percussion is the art

of striking the body to

produce various types of

sounds.

A percussion

instrument is a

musical instrument that is

sounded by being struck

or scraped by a beater.


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Listening to Music Music is an art form, and cultural activity,

whose channel is sound. General ways of

understanding music include common

elements such as pitch, rhythm, dynamics,

and the auditory qualities of timbre and

texture. Different styles or types of music

may emphasize or exclude some of these

elements. Music is performed with

different types of instruments and vocal

techniques ranging from singing

to rapping. The creation, performance,

importance, and even the definition of

music varies according to culture and

social context. Many cultural and social

contexts associate music with genres

(types): kwaito, jazz, country music, blues,

traditional, country, opera etc.

Master your music by the ear.

https://en.wikipedia.org/wiki/Musical_instrument

https://en.wikipedia.org/wiki/Rapping

https://en.wikipedia.org/wiki/Music_genre


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1. Rhythm

• The combination of long and short sounds that convey movement.

2. Melody

• A sequence of notes and rhythms.

3. Duration

• The length of each note and sound played.

4. Structure

• Refers to the way a piece is build and the order musical sections are in.

5. Pitch

• The highness or lowness of how a sound produced/ the volume of the music.

6. Harmony

• The amount of different sounds (two or more notes at the same time) that can be

heard.

7. Tempo

• The speed at which the music is played.

8. Dynamics

• the variation in loudness between notes or phrases.

9. Pulse

• The beat in a piece of music.

10. Beat

• The rhythmic pattern in a piece of music. The pulse that creates movement within

the music.

11. Timbre

• the tone that distinguishes a sound or combination of sounds.

12. Texture

• The layers or quality of the sound created.


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Understanding Musical Terminology

Draw a Musical Element Wall. In each block, write the name of the element and the key words associated with

each musical element. An example has been indicated for you.

Key

words

fast

and

slow

high

and

low

main

tune

length

of

notes

quality

of

sound

loud

and

quiet

number of

instruments

playing

order

of the

piece

beat loudness of

notes/phrases

speed

Warm up and Play

Activity 1


b. Say your telephone number (landline or cellphone) and use different movements, sounds and body

percussion to make up a body movement.

c. Practice until you can perform it well.

d. Perform your telephone number for a partner. Remember, do not say the number, just demonstrate it

with movements. Let us see if your partner can guess your number.


Activity 2

a. Read or watch a movie titled ‘The Lion King’. Focus on the music played.

b. Identify the instruments used to perform the music.

c. What kind of sounds do these instruments make? For example: Does the instrument have a rich, warm,

smooth, or thin sound?

d. Do the instruments have a high or low pitch?

e. What kind of feeling do they add to the music? Examples: happy, sad, peaceful, anxious etc.


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Warm up and Play

Activity 1

Loosen your body and get ready for mime.

1. Find a place in the room where you can stand without touching anyone.

2. Stand with your feet hip-distance apart and your arms relaxed at your sides.

3. Close your eyes and imagine that your body is falling asleep, one part at a time.

4. Keep your eyes closed.

• Let your neck relax and drop your head forward onto your chest.

5. Let your shoulders follow, then your chest, then your waist, until you rolled forwards.

• Your legs should be straight, but not locked behind the knees.

6. Stay there for a bit.

• Remember to relax your arms and head.

7. Bend your knees a little and roll back up.

• Start with your waist, then your chest, then your shoulders, then neck and head.

8. Roll forward again, but this time, breathe out when you are rolling down and breathe in when you are

rolling up.

9. Go slowly at first, then get faster until you fell your body getting warmer.

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Have you ever been

wandering around the

streets of a city and

come across a street

performer wearing

interesting clothes,

with lots of makeup,

but nor making a

sound? If your answer

is a yes, chances are

you have met a mime!

MIME is a form of

Silent Art that

involves acting or

communicating using

only movement,

gestures, and facial

expressions. A person

performing a mime is

called a mime! Non-

verbal communication

dates all the way back

to the first human

beings. Before there

was spoken language,

gestures and facial

expressions were used

to communicate. As

spoken language

developed, these

gestures and facial

expressions were

retained as a form of

simple entertainment.


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Activity 2

Space and Movement

1. Make sure you have room on either side of you when your arms are outstretched.

2. Do arm circles from small to the biggest, going forwards and then backwards.

3. Now add your voice to the circles.

• Pick any note for your voice.

4. As your arms make small circles, release your voice on a soft hum.

5. As your circles get bigger, allow your hum to get louder.

• Do not let it get so loud that you end up shouting or straining your voice.

6. When you circle your arms to the back, choose a different note for your voice.


Activity 3

1. Work with a partner.

2. Create a short story that has two characters.

3. Remember to mime. You are a mime!

4. Choose one of the following places for your story to happen:

• A fancy restaurant.

• A bus-stop.

• A library.

• An ATM

5. Create a scene.

• One person could be sitting at a table, waiting in line for a bus, working in the library, preparing

to receive an award, waiting to withdraw money etc. The decision is between you and your

partner!

• The other person walks past them doing something related to their environment. The person can

be:

o A waiter.

o Walking to the car.

o Making a noise in the library.

o Going up to get the award that the other person was expecting to get.

o Trying to steal the bag of someone in a queue at the ATM.

6. Practise the scene you have created.

7. Present your story. Does it make sense? Find out by asking the people watching your performance.


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Theme: Exploring My Environment


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When you dance, you explore the space around you and how your body moves. You must learn to share

the space with other dancers so that you do not bump into each other. Dancers interact with space in

numerous ways. They may stay in one place or they may travel from one place to another. They may

change the direction, level, size, and pathways of their movements.

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Warm up and Play

Activity 1

Warm up your body using the movement sequences indicated below.


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Activity 2

Lunge out into a wide movement and return to standing with feet together.

lunge: to take a big step forward, back, and sideways

• Lunge forward with the right leg.

• Lunge sideways with the left leg.

• Lunge sideways with the right leg and reach with the right arm.

• Lunge diagonally forward with the left leg and reach with both arms.

• Lunge back with the left leg and reach the right arm up to the ceiling

Activity 3

1. Find space and practice the body isolations below.

2. Repeat each body isolation at least 3 times, moving to the left and right sides, and forward and backward

position.


Activity 4

1. Create a sequence using four to six movements

• One smooth movement and another jerky.

• One strong movement and another light.

• One parallel movement and another symmetrical.


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Choreography is the art of creating a sequence of movements in which motion (action) and form (structure) are

both specified. Choreographers are people who make up dances. They must think about how to use the dancer’s movements, with the music to communicate a story or message to the audience.

Warm Up and Play

Activity 1

1. Warm up your body using the

following movement sequences.

2. Follow the times given.

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Activity 2

1. Create a short movement sequence combining three to four movements.

2. Explore geometric concepts of parallel and symmetry with the movements.

parallel: lines that run in the same direction and are an equal distance away from each other.

symmetrical: two halves which are mirror-images of each other.

3. Parallel Movements

• arm lines.

• leg lines

4. Symmetrical Movements

• frozen movement in between moves

5. Switch from parallel to symmetrical by changing your arm and leg lines.

Symmetry in dance Dancers with parallel legs and arms


Activity 3

1. Choose a song.

2. Form a dance.

3. Practise your dance and get ready to perform it.

• Remember to enjoy yourself as you perform.

4. Think about the following questions as your dance is in motion:

• Did you use examples of symmetry?

• Did you use examples of parallel lines?

• Did you used umps with soft landings?

• Did you use different force?

• Did you use lunges and balances?


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Exploring Melodies


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Research on the different genres of music and the history behind each music genre.

A melody is made up by melodic and rhythmic phrases put together to make up a song. You create a melody

by putting together sets of music notes and rhythms in a specific order and then organize it into phrases (a

small part of a piece of music. Therefore, each melody is different to any other melody. That is how we can

tell the difference between songs, and that is why there are so many different songs and music genres. Music

and dance are an important part of African cultures. You will see and hear music through singing and

dancing, as part of the African Life. People sing when they are happy, sad, working, having gatherings,

celebrating events etc. Many of the traditional songs use a call and response structure (one person or group

sings one phrase, and the other person or group sings in a responsive form).


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Know your Musical Instruments!

Activity 1

1. Look at the music instruments below and match each instrument with a name.

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Music Instruments

Guitar

Piano

Accordion

Violin

Harmonica

Gong

Harp

Trumpet

Recorder

Pan Flute

Xylophone

Maracas

Lyre

Tambourine

Saxophone

Sitar

French Horn

Bassoon

Clarinet

Djembe

Castanets

Erhu

Oud


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Activity 2

1. Choose one of the musical instruments above and make a model of it.

• Google ways of making different musical instruments to have an idea. https://feltmagnet.com/crafts/Music-Instruments-for-Kids-to-Make

https://feltmagnet.com/crafts/Music-Instruments-for-Kids-to-Make


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Humans have five basic senses: touch, sight, hearing, smell, and taste. The sensing organs associated with

each sense sends information to the brain to help us understand and perceive the world around us. Sound

provides us with a deeper, more meaningful experience and pushes us to think ideas that are bigger than

ourselves.

EXPLORE IN ART


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Warm up and Play

Activity 1

1. Create your own beat and rhythm to the following song.


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Activity 2

a. Find a place where you can move without bumping into anyone.

b. Look at the shapes provided and let your body respond immediately using gestures.

c. Make a gesture of the shape you see or use any of the movement sequences you have learnt straight

away.

• Do not wait for a moment because it means you are thinking too much about your response. Just

respond.


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d. Begin with the first column, using the shape and color bingo.

e. Bingo! I hope you get it right!!!

Activity 3

a. Work with a partner.

b. Give each shape a sound from the shapes and color bingo table provided.

c. Find enough space around you so that you do not bump into anyone.

d. Instead of looking at the pictures, you are going to let your ears do the work.

e. Close your eyes to do this activity.

f. Ask your partner to make the sounds, beginning with the first column, while you give a reaction.

g. Let your body react to the sound you hear the same way you did while you were looking at the shapes.

h. Remember, try not to waste time thinking, just react. Bingo!


Activity 4

Sound Pattern Example:

Poo Podo Podo Podo Poo

◊ ◊

POM! POM!

Ω Ω

Poo Podo Podo Podo Poo

◊ ◊

Po POM! Pobo Dobo Dopo

¶ Ω

Po POM!

¶ Ω


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b. Use any musical instrument of your choice OR any safe object that can help you make different sounds

OR use any gesture/body percussion that can help you make a sound.

c. Have a pen and paper and find a place to sit.

d. Use the instrument or object you have chosen to make different sounds.

e. Give each sound a word that comes to your mind.

• Remember there is no right or wrong answer.

• Just listen to the word and write.

f. Create themes or patterns that you can use to represent your sounds.

• Your patterns can be different shapes or circles with different colors.

g. Keep your list of sounds and patterns safe.

Activity 5

a. In activity one you created your own beat to the warm-up song.

b. Now use patterns to emphasize your beats.

• You can use any shapes.

c. Replace all the words with your chosen pattern, until the end of the song.

d. Remember, words that sound the same must have the same shape and color.

• Check out the example provided in activity 4.


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Read the following poem to expand your knowledge on how our human senses help us perceive the world

around us.


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Miss M. BOSMAN

Performing Arts: Worksheet Theme: Becoming a Performing ......Performing Arts include a range of...

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