ARTS AND CULTURE

 
"Arts and Culture are a crucial component of developing our human resources. This will help in unlocking the creativity of our people, allowing for cultural diversity within the process of developing a unifying national culture, rediscovering our historical heritage, and assuring that adequate resources are allocated." RDP 1994, p9

Principles of Arts and Culture Education and Training:

Arts and Culture Education and Training is underpinned by the overarching principles of:

  • non-racism, non-sexism
  • democratic practice
  • nurturing and protection of freedom of expression
  • the affirmation of all cultural expressions
  • equal access to resources and redress of imbalances
  • quality provision relevant to the lives of learners and
  • the promotion of inter-cultural exchange.

    • Arts and Culture Education and Training invests in creative growth and development related to the needs of learners and the communities in which they live. It prepares learners for the world of work, as well as for the social and political participation in a dynamic and rapidly changing global society.

     Contextualising Arts and Culture Education and Training

    In South Africa, the historical domination of Western/European Arts and Culture has impacted decisively upon cultural development and the provision of Arts and Culture Education and Training. This institutionalised bias determined the value and acceptability of certain cultural practices over others. This in turn influenced which art forms and processes were acknowledged and promoted, and which were relegated to a lesser status.

    Unequal resourcing and provision of Arts and Culture Education and Training contributed to entrenched social divisions, promoting access to knowledge and skills and career opportunities for a select minority. Presently the vast majority of South African learners remain deprived of the meaningful experiences and opportunities afforded by Arts and Culture Education and Training.

    Despite these adverse conditions, indigenous arts and cultural practices have proved irrepressible. They must now be actively preserved, developed and promoted within the educational system and the broader society.

     Rationale

    Arts and Culture are an integral part of life, embracing the spiritual, material, intellectual and emotional aspects of human society. Culture embodies not only expression through the arts, but also modes of life, behaviour patterns, heritage, knowledge and belief systems. Arts and Culture are fundamental to all learning.

    Arts and Culture Education and Training enables the learner to develop:

  • the ability to make, recreate and invent meaning;
  • the specific use of innovation, creativity and resourcefulness;
  • effective expression, communication and interaction between individuals and groups;
  • a healthy sense of self, exploring individual and collective identities;
  • a sensitive understanding and acknowledgement of our rich and diverse culture;
  • a deepened understanding of our social and physical environment, and our place within that environment;
  • practical skills and different modes of thinking, within the various forms of art and diverse cultures;
  • career skills and income-generating opportunities that lead to enhanced social, economic and cultural life;
  • respect for human value and dignity;
  • insight into the aspirations and values of our nation, and effective participation in the construction of a democratic society.

    •  Preamble to Specific Outcomes for Arts and Culture

    The Arts and Culture Learning Area affirms the integrity and importance of the various art forms including Dance, Drama, Music, Visual Arts, Media and Communication, Arts Technology, Design and Literature. Each of these forms offers a unique way of learning in this area. Culture in this learning area refers to the broader framework of human endeavour, including behaviour patterns, heritage, language, knowledge and belief, as well as forms of societal organisation and power relations. Culture includes expression through the arts.

    Embedded in all of the specific outcomes is the element of redress for past inequities in Arts and Culture Education and Training. This is seen as an integral part of the development of Arts and Culture in South Africa. One such example of redress is possible in Design Education. Design Education encompasses both professional activity (industrial, interior, textile, graphic, information and advertising design) and the practice of craft production for both local and international consumption. Recognition of the importance of innovative design in meeting practical developmental needs has largely been ignored in South Africa. Yet design holds a key to nurturing our cultural identity and economic growth.

    Another example of the need for redress lies in the lack of recognition given to established Oral Traditions, e.g. Oral Literature, Praise Poems and Story-telling. These aspects are incorporated into our Learning Area.

    The Arts are at all times concerned with expression and communication. Communication can take place in many forms. Multiple forms of communication, including the mass media, have been noted. In this document, communication is also referred to as literacy, e.g.

  • visual literacy
  • spatial literacy
  • movement literacy
  • aural literacy
  • oral literacy
  • kinaesthetic literacy.

    • Included in this arena is the study of Literature as a form of art and cultural expression. Literature is integral to the study of certain arts such as drama. The ‘reading’ of various texts such as film or visual art works forms part of this Learning Area.

    The Arts offer a unique way of learning across the curriculum. Concepts can be learned vibrantly and experientially through the Arts. The link between the experience and the knowledge or understanding is constantly reinforced.

    A balanced education and training programme in this learning area presents opportunities for learners to be engaged in an integrated arts approach as well as to become increasingly skilled in the various art forms and cultural processes. Integration can be interpreted in a number of ways. One form of integration is the integration of Education and Training, in other words consciously linking knowledge and understanding with skills. Another interpretation, as used in the Specific Outcomes, refers to interdisciplinary interaction in the various art forms. The integration of arts and culture across the various learning areas can lead to an enriched and invigorated curriculum. In the GETC band it is expected that an arts across the curriculum approach will be implemented, i.e. learning in the arts and learning through the arts. The Specific Outcomes in this Learning Area are, therefore, relevant for all levels of learning from ECD to ABET, in both formal and non-formal contexts.

    Assessment in the arts is part of an on-going and continuous developmental process, particularly in the area of social skills and personal growth. The safe, supportive and non-judgmental environment which the Arts can offer encourages learners to grow in confidence and build a positive self image. This focus on the experience of the process means that often the evidence to be assessed in this learning area is actually a process, not a product.

    Throughout this Learning Area, work takes place within a broad context, ranging from individual explorations to group experiences, and covering a range of Arts and Culture experiences from the local, regional and national to the global.

     SPECIFIC OUTCOMES

     Learners will be able to:

    1. Apply knowledge, techniques and skills to create and be critically involved in arts and culture processes and products

    2. Use the creative processes of arts and culture to develop and apply social and interactive skills

    3. Reflect on and engage critically with arts experience and works

    4. Demonstrate an understanding of the origins, functions and dynamic nature of culture

    5. Experience and analyse the role of the mass media in popular culture and its impact on multiple forms of communication and expression in the arts

    6. Use art skills and cultural expressions to make an economic contribution to self and society

    7. Demonstrate an ability to access creative arts and cultural processes to develop self esteem and promote healing

    8. Acjnowledge, understand and promote histrocially marginalised arts and cultural forms and practices


    1. Apply knowledge, techniques and skills to create and be critically involved in arts and culture processes and products;

     In the GETC band an interdisciplinary approach is desirable, however the particular knowledge, skills and techniques of the various art forms such as

    could be experienced in their own right. These skills are also necessary to prepare learners for specialisation in the FETC band and to provide those leaving formal education as well as ABET graduates with the level of competence necessary to sustain themselves. In addition to the application of knowledge and skills, learners in PHASE 9 and beyond the GETC band should also be engaged in contributing to the development of various arts and culture expressions.

    PHASE Assessment Criteria Range Statement
    Senior
    Phase

     

    		 Learners will be able to show evidence of:

    The application of appropriate knowledge and skills in the process and product

    Involvement, commitment, participation and enjoyment

    Exploration and development of art and cultural expression

    		At this level the learner will independently:
    • Present one or several arts and culture forms or processes
    • Use a wide range of skills including communication skills, cognitive and motor skills, conceptual design skills
    • Integrate various skills in application
    • Experiment with complex ideas showing innovation and creativity
    • Explore resources such as personal, human, spiritual, physical, technological and found and natural materials
    • Reflect critically on work created or presented
    • Practice, prepare and plan so as to present or perform in public
    • Develop or create new or emergent forms
    • Reinterpret existing forms from diverse cultures
    PHASE Assessment Criteria Range Statement
    Intermediate
    Phase    		 Learners will be able to show evidence of:
    • The application of appropriate knowledge and skills in the process and product
    • Involvement, commitment, participation and enjoyment
    		 At this level the learner will independently or with assistance:
    • Present any art and culture form or process
    • Draw from a developing repertoire of skills including communication, cognitive, motor and conceptual design skills
    • Integration of various skills in application
    • Explore ideas and elements showing innovation and creativity e.g. combining elements within a single art form
    • Exploration of resources - personal, human, spiritual, physical, technological, found and natural materials
    • Practice, prepare and plan so as to present or perform in public
    PHASE Assessment Criteria Range Statement
    Foundation
    Phase    		 Learners will be able to show evidence of:

    The application of appropriate knowledge and skills in the process and product

     Involvement, commitment, participation and enjoyment is demonstrated

    		 At this level the learner will, independently or with assistance
    • Explore and practise a range of skills
    • Practice and present core foundational skills in a variety of art forms
    • Build on basic skills including communication, cognitive and motor skills (e.g. Educational Kinesiology)
    • Demonstrate memory of simple instructions and combinations as used in dance, drama, music, and oral traditions
    • Apply skills to themes
    • Practise and perform in a safe and supportive environment
    • Use resources - personal, human, spiritual, physical, technological found and natural materials

     2. USE THE CREATIVE PROCESSES OF ARTS AND CULTURE TO DEVELOP AND APPLY SOCIAL AND INTERACTIVE SKILLS

     The creative processes in this learning area provide a unique forum for the social development of learners. Working in the creative arts and participating in cultural processes enables learners to develop a deep sensitivity towards the needs, abilities and interests of others. In the collaborative creative process learners come to an understanding of their own strengths and weaknesses in relating to others. The context of the arts offers an environment which fosters non-judgmental recognition of individuality whilst it engenders mutual co-operation.

    PHASE Assessment Criteria Range Statement
    Senior
    Phase

     

    		 Learners will be able to demonstrate:

    Social and affective skills such as acknowledgement, acceptance, appreciation and mutual responsibility

     

     

     

     

     

     

     

     
    Interactive skills such as facilitating, negotiating, communication and team building

     

     

     

     

     An understanding of the role of Culture in social interaction

    		 At this level learners will investigate and understand:
    • Multiple forms of communication including movement literacy
      spatial literacy
      aural literacy
      oral literacy
      visual literacy
      or a combination
    • Interpersonal relations
      e.g. leading, following, turn-taking, sharing of ideas and resources and aspects of empowerment
    • Exercises involving sensitivity and mutual dependence
    • Group creative processes
      murals, choral, etc.
    • Negotiation exercises
      including role playing, improvisation and simulation
    • Co-operation and collaboration and joint decision-making
    • Problem-based and experiential learning
    • Perceptual skills
      including listening, observing and interpreting
      Effect of decision-making and control
    • The role of conventions, customs and cultural sensitivity in communication

     

    PHASE Assessment Criteria Range Statement
    Intermediate
    Phase    		 Learners will be able to demonstrate:

    Social and affective skills such as acknowledgement, acceptance and mutual responsibility

     

     

    Interactive skills such as communicating, listening and sharing

     

     
    An awareness of roles and behaviour patterns in social and cultural contexts

     

    		 At this level learners will explore and understand:
    • Group creative processes
      e.g. creative playing, murals, choral work
    • Sharing of space and other resources
    • Verbal and Non-verbal negotiation skills
      including role playing, improvisation and simulation 
    • Co-operation, collaboration and joint decision-making
    • Development of perceptual skills
      including listening, observing and interpreting
    • Varying roles within a group
      e.g. leading, following, sharing, taking turns
    • the role of conventions, customs and cultural sensitivity in communication
    • Exploration of commonality and diversity

     

    PHASE Assessment Criteria Range Statement
    Foundation
    Phase    		 Learners will be able to demonstrate:

    Social and affective skills: such as acknowledgement and acceptance of diversity and commonality

    Interactive skills such as communicating, listening and sharing

     

     

     An awareness of roles and behaviour patterns

     

    		 At this level learners will explore and understand
    • Group creative processes
      e.g. creative play, murals, choral work
    • Sharing of space and other resources
    • Co-operating and collaborating
      including role playing, improvisation and simulation
    • Development of perceptual skills
      including listening, observing and interpreting 
    • Varying roles within a group
      e.g. leading, following, sharing, taking turns
    • Sharing different experiences of customs and culture
      e.g. costume

    3. Reflect on and engage critically with arts experience and works

     Any examination and analysis of arts processes and products arises out of a larger cultural context. Response to and engagement in arts experiences and work involves values which inform choices and decisions. Therefore all art products need to be viewed as ‘texts-in-contexts’ informed by cultural values and visions.
    Learning activities should also encourage reflecting in, on and for Arts and Cultural experiences

    PHASE Assessment Criteria Range Statement
    Senior
    Phase

     

    		 Learners will be able to demonstrate:

     Understanding of audience / viewer involvement and interpretation;

     Ability to critically analyse and express opinions of own and others work

     

     

     

     
    Analysis of a work of art within its cultural context

     

    An understanding that choices are informed by personal and cultural values.

    		 The learner recognises and critically reflects on
    •  The effects of context, audience, and purpose on performance and presentation
    •  The meaning and function of the work
    • The use of imagery and symbols
    • Aspects of innovation within a work
    • The joy of emotional satisfaction, accomplishment and personal insight in arts processes and products
    • Stereotyping
      e.g. gender, race, class, cultural symbols, and images
    • Interpretations of performance and art works
    • A wide range of art and culture forms and processes
    • How the Arts reflect and shape society
    • Values reflected in the work
    PHASE Assessment Criteria Range Statement
    Intermediate
    Phase    		 The learner will be able to show evidence of:

     Understanding of audience / viewer involvement and interpretation;

     
    An ability to express opinions of own and others work

     An ability to place a work of art in its context

     
    An understanding that choices are informed by values

    		 The learner identifies, describes and reflects on:
    •  Ways in which people respond to and engage in processes, performance and presentation
    • A range of art and culture forms and processes
    • Different contexts in which arts take place
      e.g. homes, arts institutions, lived experiences
    • The recognition of commonality and diversity
    • Styles and conventions
    • Own life experiences as these reflect the culture around them

     

    PHASE Assessment Criteria Range Statement
    Foundation
    Phase

     

    		 The learner will be able to show evidence of:

    Use of appropriate vocabulary to respond to work of self and others

     

    		 The learner identifies and describes:
    • Different art forms and different ways of making art
    • Aspects of composition and presentation
    • The use of materials, techniques, skills, individual resources (body, voice) and media to express feelings, ideas, thoughts

    4. DEMONSTRATE AN UNDERSTANDING OF THE ORIGINS, FUNCTIONS AND DYNAMIC NATURE OF CULTURE

    "Culture" refers to the broader framework of human endeavour, including behaviour patterns, heritage, language, knowledge and belief, and forms of societal organisation and power relations; this includes expression through the arts. Cultural practices has similar intentionsbut are expressed in unique and diverse forms.

    This study of culture will extend from a knowledge of the culture of the learner’s immediate community and environment, to the diverse cultures of Southern Africa and global cultural developments.

    PHASE Assessment Criteria Range Statement
    Senior
    Phase    		 The learner will be able to demonstrate

    Knowledge of diverse cultures

     An understanding of functions, origins and context of culture

     
    An ability to analyse individual and group cultural identity

     

     

     

     

     
    An understanding of processes of cultural change; the human construction of culture

     Knowledge of constitutional mechanisms to protect culture

     
    Understanding of heritage conservation and preservation

     


    Identification of forms of power relations and their implications

    		 At this level the learner will investigate and explore
    • Diverse cultures in the immediate community, in Southern Africa, Africa and globally
    • Culture of own community through practical field studies
    • Inter-cultural links and influences on own community
    • The social construction of:
      • the environmental and technological base of culture
      • cultural traditions, customs, behaviour patterns and roles
      • the role of language
      • the role of belief, knowledge, perceptions and religion
    • Individual and group identity and changing identities
    • including national identity, ethnic identity, gender identity, language groups etc.
    • Forms of bias, prejudice, stereotyping and discrimination
    • e.g. gender, race, class, ethnicity etc.
    • Awareness of rights
    • e.g. human and constitutional rights to own culture, constitutional measures against discrimination, language rights, freedom of speech
    • Principles and context of heritage conservation and preservation
      • research of own heritage
      • production of artwork within disappearing/ previously suppressed cultural forms
      • processes that build heritage conservation
    • Power relations
      • cultural domination and `suppression
      • control and resistance
      • ownership
    Intermediate
    Phase    		 Awareness of diverse cultures

     

     An awareness of functions and origins of culture

     An understanding of individual, group and cultural identity

     

     

     

     

    Awareness of heritage, conservation and preservation

     
    • Culture within their own community and the diverse cultures of Southern Africa, Africa and globally
    • Inter-cultural links and influences
    • Aspects of cultural studies such as:
      • the technological and environmental base of culture
      • traditions, customs, behaviour patterns and roles
      • the role of language
      • the role of belief, knowledge, religion
      • power relations
    • Individual and group identity
      • changing identities
      • groups and sub-groups
      • mechanisms of establishing identity
        e.g. language, custom, history, etc.  
  • Principles and context of heritage conservation
  • Exploration of heritage and culture of learners’ community
    •
    PHASE Assessment Criteria Range Statement
    Foundation
    Phase    		 The learner will demonstrate

    Awareness of diverse culture

    An understanding of functions and origins of culture

     

     

     An awareness of individual, group and cultural identity

     

     


    An awareness of heritage conservation and preservation

    		 At this level learners will explore
    • Own experiences of culture
    • Source of own cultural experiences
    • Material base of culture
      including physical materials, technology, environment
    • Power relations
    • Traditions, customs, behaviour patterns, roles
    • Inter-cultural influences
    • Individual and group identity
      e.g. who am I? what am I?
    • Role of family, community, group association
      e.g. religion, school, nation, etc.
    • The role of language
    • The role of belief, knowledge, religion
    • Heritage of family, community

    5. EXPERIENCE AND ANALYSE THE USE OF MULTIPLE FORMS OF COMMUNICATION AND EXPRESSION

    This outcome focuses on the many forms of communication and expression. The learners need to explore and experience the range as part of their integrated and balanced approach to Arts Education. Another point of focus is Mass Media and Popular Culture because of the strong impact this form of communication has on Arts and Culture.

    PHASE ASSESSMENT CRITERIA RANGE STATEMENT
    Senior
    Phase    		 The learner will demonstrate:

     Knowledge and use of various forms of communication including mass media

     

     

     An ability to critically analyse forms of mass communication

    An awareness of the control of information and forms of communication

     An understanding of the impact of globalisatinn on Arts and Culture expression

    		 At this level the learner will investigate and analyse:
    • The role and influence of technology in mass media and other forms of communication
    • The use of media and communication to promote social change
    • The mass media as it reflects and changes culture and arts
    • Forms of mass communication through the various processes of Arts and Culture
    • The use, ownership and control of the mass media and communication
    •  The impact of globalisation through the mass media on Arts and Cultural domination and suppression
    • Documentation, research and use of multiple forms of communication to aid development change and reconstruction

     

    PHASE ASSESSMENT CRITERIA RANGE STATEMENT
    Intermediate
    Phase    		 The learner will demonstrate:

    Knowledge and use of various forms of communication including mass media

     

     

     An ability to critically analyse forms of mass communication

     An awareness of the control of information and forms of communication

     An understanding of the impact of globalisation on Arts and Culture expression

    		 At this level the learner will explore:
    • The role and influence of technology in mass media and other forms of communication
    • The use of media and communication to promote social change
    • The mass media as it reflects and changes culture and arts
    • Forms of mass communication through the various processes of Arts and Culture
    • The use, ownership and control of the mass media and communication
    • The impact of globalisation through the mass media on Arts and Cultural domination and suppression
    • Documentation, research and use multiple forms of communication to aid development change and reconstruction

     

    PHASE ASSESSMENT CRITERIA RANGE STATEMENT
    Foundation
    Phase    		 The learner will demonstrate:

     
    Knowledge of various forms of communication

     An ability to identify various forms of communication

    A creative use of multiple forms of communication

    		 At this level the learner will identify and explore and experiment with:
    •  Various forms of communication and popular culture
    • The value and function of various communication forms, especially the role of the mass media

    6. USE ART SKILLS AND CULTURAL EXPRESSION TO MAKE AN ECONOMIC CONTRIBUTION TO SELF AND SOCIETY.

    Unequal resourcing and provision of Arts and Culture Education and Training contributed to entrenched social divisions, promoting access to knowledge and skills and career opportunities for a select minority. Presently the vast majority of South African learners remain deprived of the meaningful experiences and opportunities afforded by Arts and Culture Education and Training. This outcome seeks to redress the imbalance in this situation.

    PHASE ASSESSMENT CRITERIA RANGE STATEMENT
    Senior
    Phase    		 The learner will demonstrate

     

     The ability to take initiative, to innovate and be productive

     

     

     

     

     

     
    Evidence of an investigation into career opportunities in Arts and Culture fields

     
    Entrepreneurial skills and relevant technical skills

     
    The ability to create designs and products which reflect our heritage and changing culture.

    		 At this level work should be investigative with a view to innovation, productivity and marketability
    •  Use resources - personal, human, physical, found and natural materials - with creativity and productivity
    • Transform waste materials, renewable and found objects into utilitarian and artistic artefacts in an environmentally sensitive fashion.
    • Refine techniques in various art and cultural forms, including media and communications, for production, performance and presentation.

     

    • Investigate Arts and Culture processes, products, industries, organisations and enterprises through field trips
    • Investigate career opportunities
    • Explore skills of design - utility, functionality and practicality
    • Undertake field work and market analysis.
    • Develop economically sustainable organisational and marketing strategies.
    • Explore traditional practice and contemporary culture in design
    PHASE ASSESSMENT CRITERIA RANGE STATEMENT
    Intermdeiate
    Phase    		 The learner will demonstrate:

     An ability to take initiative, to innovate and be productive

     


    Evidence of exploration into career opportunities in arts and culture fields.

     

     
    Entrepreneurial skills and relevant technical skills

     

     
    The ability to create designs and products which reflect our heritage and changing culture.

    		 Work should be exploratory and productive:
    •  Make creative and productive use of resources
    • Transform waste material, renewable and found objects into utilitarian and artistic objects
    • Investigate and research arts and culture processes, products, industries, organisations and enterprises through field trips.
    • Identify career opportunities.
    • Undertake market analysis.
    • Develop techniques in various art and cultural forms including media and communication, for production, performance and presentation
    • Address environmental and heritage issues through arts processes.

     

    PHASE ASSESSMENT CRITERIA RANGE STATEMENT
    Foundation
    Phase    		 Learners will be able to demonstrate:

     
    The ability to take initiative and to be innovative

     
    An awareness of career opportunities in arts and culture fields

     

     Relevant technical skills

    		 Work should be exploratory, descriptive and productive:
    • Make creative use of resources - personal, human, found and natural materials to produce artefacts
    • Explore arts and culture processes, products, industries, organisations and enterprises through field trips.
    • Explore career opportunities.
    • Explore techniques in various art and cultural forms including media and communication.
    • Undertake field trips.

    7. DEMONSTRATE AN ABILITY TO ACCESS CREATIVE ARTS AND CULTURAL PROCESSES TO DEVELOP SELF ESTEEM AND PROMOTE HEALING

    The creative arts seeks to provide all learners with an open and supportive environment. It provides therapy for healing of traumatised learners and learners with special needs. The cathartic effect of participation in the arts can have a restorative influence. On a wider scale participation and growth in the Arts can unite and bring individuals and communities closer together. This outcome also seeks to promote nation-building.

    PHASE ASSESSMENT CRITERIA RANGE STATEMENT
    Senior
    Phase    		 The learner will be able to demonstrate evidence of

     
    Confidence and independence in arts and cultural processes

     
    Growth, healing and rehabilitation through creative activities

     
    Dignity and economic self reliance

    		 At this level the learner will work towards spiritual, emotional and psychological self definition and self renewal
    •  Engage in opportunities for creative expression, interaction, introspection and reflection
    • Collaborate and co-operate with others, expressing and communicating feeling and opinions
    • Explore and develop enabling and affirming strategies, individually and within groups

     

    PHASE ASSESSMENT CRITERIA RANGE STATEMENT
    Intermediate
    Phase    		 The learner will be able to demonstrate evidence of

     
    Confidence and independence in arts and cultural processes

     
    Growth, healing and rehabilitation through creative activities

     
    Dignity and economic self reliance

    		 At this level the learner will work towards development of self-esteem and self- expression
    • Engage in opportunities for creative expression, interaction, introspection and reflection
    • Collaborate and co-operate with others, expressing and communicating feeling and opinions
    • Explore and develop enabling and affirming strategies, individually and within groups

     

    PHASE ASSESSMENT CRITERIA RANGE STATEMENT
    Foundation
    Phase    		 The learner will be able to demonstrate evidence of

     
    Confidence and independence in arts and cultural processes

     
    Growth, healing and rehabilitation through creative activities

     
    Dignity and self reliance

    		 At this level the learner will work towards development of self-esteem and self- expression
    •  Engage in opportunities for creative expression, interaction, introspection and reflectio
    •  Collaborate and co-operate with others, expressing and communicating feeling and opinions
    • Explore and develop enabling and affirming strategies, individually and within groups

     8. ACKNOWLEDGE, UNDERSTAND AND PROMOTE HISTORICALLY MARGINALISED ARTS AND CULTURAL FORMS AND PRACTICES

    The historical domination of Western/European arts and culture has impacted adversely upon cultural development and provisioning. This institutionalised bias influenced which arts and culture forms and processes were acknowledged and promoted, and which were relegated to a lesser status. This outcome seeks to redress the problem.

    PHASE ASSESSMENT CRITERIA RANGE STATEMENT
    Senior
    Phase

     

     

     

     

    		 Learners will be able to demonstrate

    Evidence of Arts and Culture forms, processes and objects not usually seen and experienced

    Documented field studies around neglected/ marginalised/ disappearing Arts and Culture forms

    An understanding of how social and institutional structures control the access of marginalised sectors to Arts and Culture experiences

    An understanding of the contribution of resistance culture to developing democracy in South Africa

     

     

     

     

     

     

    		 At this level the learner will :
    • Investigate human rights issues as enshrined in the Constitution including
      • Cultural rights - culture fairness and anti-bias
      • Freedom of expression
      • Freedom of association
      • Human dignity and equality
      • Non-discriminatory practices e.g. against race, class, gender and disability
    • Identify various practices, meanings and symbols in neglected/marginalised Arts and Culture forms, used for similar purposes across a variety of cultures
    • Engage with and analyse various examples of oral traditions and processes that represent and reflect previously neglected/marginalised cultures
    • Identify common and diverse aspects of:
      • style
      • conventions
      • processes
      • design
      • materials, in works of Art and Culture practices from neglected/marginalised/vanishing cultures
    • Reflect on how various Art and Culture forms were used in certain contexts to articulate both cultural experiences and political resistance
    • Identify and describe contributions made to South Africa’s cultural heritage
    • Affirm diverse arts and cultural practices through group activities drawing on the multiple forms of communication
    • Explore and experience:
      • genres, characteristics, textual studies, socio-cultural factors
      • Verbal art/ Spoken art/ Oral art
      • folklore, folk art and other forms of ‘orally transmitted tradition’

     

    PHASE ASSESSMENT CRITERIA RANGE STATEMENT
    Intermediate
    Phase

     

     

     

     

     

     

    		 Learners will be able to demonstrate

    Evidence of Arts and Culture forms, processes and objects not usually seen and experienced

    Documented field studies around neglected/ marginalised/ disappearing Arts and Culture forms

    An understanding of how social and institutional structures control the access of marginalised sectors to Arts and Culture experiences

    An understanding of the contribution of resistance culture to developing democracy in South Africa

     

     

     

     

     

     

    		 At this level the learner will:
    • Investigate human rights issues as enshrined in the constitution including
      • Cultural rights - culture fairness and anti-bias
      • Freedom of expression
      • Freedom of association
      • Human dignity and equality
      • Non-discriminatory practices e.g. against race, class, gender and disability
    • Identify various practices, meanings and symbols in neglected/marginalised Arts and Culture forms used for similar purposes across a variety of cultures
    • Engage with and analyse various examples of oral traditions and processes that represent and reflect previously neglected/marginalised cultures
    • Identify common and diverse aspects of:
      • style
      • conventions
      • processes
      • design
      • materials, in works of Art and Culture practices from neglected/marginalised/vanishing cultures
    • Reflect on how various Art and Culture forms were used in certain contexts to articulate both cultural experiences and political resistance
    • Identify and describe contributions made to South Africa’s cultural heritage
    • Affirm diverse arts and cultural practices through group activities drawing on the multiple forms of communication
    • Explore and experience:
    • genres, characteristics, textual studies, socio-cultural factors
    • Verbal art/ Spoken art/ Oral art
    • Folklore, folk art and other forms of ‘orally transmitted tradition’

     

    PHASE ASSESSMENT CRITERIA RANGE STATEMENT
    Foundation
    Phase

     

     

     

     

     

    		 Learners will be able to demonstrate:

    Arts and Culture forms, processes and objects not usually seen and experienced

    Documented field studies around neglected/ marginalised/disappearing Arts and Culture forms

     

     

     

     

     

     

     

     

    		 At this level the learner will:
    • Investigate human rights issues as enshrined in the constitution including
      • Cultural rights - culture fairness and anti-bias
      • Freedom of expression
      • Freedom of association
      • Human dignity and equality
      • Non-discriminatory practices e.g. against race, class, gender and disability
    • Identify various practices, meanings and symbols in neglected/marginalised Arts and Culture forms used for similar purposes across a variety of cultures
    • Engage with and analyse various examples of oral traditions and processes that represent and reflect previously neglected/marginalised cultures
    • Identify common and diverse aspects of:
      • style
      • conventions
      • processes
      • design
      • materials, in works of Art and Culture practices from neglected/marginalised/vanishing cultures
    • Identify and describe contributions made to South Africa’s cultural heritage
    • Affirm diverse arts and cultural practices through group activities drawing on the multiple forms of communication
    • Explore and experience:
      • genres, characteristics, textual studies, socio-cultural factors
      • Verbal art/ Spoken art/ Oral art
      • folklore, folk art and other forms of ‘orally transmitted tradition’

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