Lesson Notes By Weeks and Term v5 - Grade 2

Lesson Video

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Performance objectives

• Respond to fast and slow music (tempo).
• Use your body to make rhythm patterns.
• Show emotions with your body and face.
• Tell a short story without words (mime).
• Move like animals or objects.

Lesson summary

This lesson introduces Grade 2 learners to the exciting world of Creative Arts, focusing on the interconnected elements of music, movement, and drama. In South Africa, a country rich with diverse cultures, music and dance are not just for entertainment; they are a core part of communication, celebration, and storytelling. From the rhythmic stomping of gumboot dancing, which tells a story of miners, to the powerful harmonies of isicathamiya, our heritage is alive with creative expression. This lesson helps learners connect with this heritage, develop their self-expression, improve coordination, and build confidence.

Lesson notes

A. Music: Understanding Rhythm and Tempo What is Rhythm? Rhythm is the heartbeat of music! It is a pattern of sounds and silences. We can find rhythm everywhere, not just in songs. The tick-tock of a clock has a rhythm. The drip-drop of a leaky tap has a rhythm. When we walk, our feet make a rhythm: step-step-step-step. What is Tempo? Tempo is the speed of the music. It tells us how fast or slow the beat is.

Fast Tempo (Allegro): This is music with a quick, speedy beat. It makes you feel energetic and want to dance or run. Think about the fast beat in a gqom song or the speed of a cheetah chasing its prey.

Slow Tempo (Adagio): This is music with a slow, relaxed beat. It can make you feel calm, sleepy, or sad. Think about a lullaby your Gogo sings or the slow movement of a tortoise.

Example: Body Percussion We don't need instruments to make music! We can use our bodies. This is called body percussion. Clap your hands. Stomp your feet. Snap your fingers. Pat your knees (this is called patsching).

Let's create a pattern: Stomp, Clap, Pat, Snap. Let's do it slowly, then speed it up!

B. Movement: Showing Feelings with Our Bodies Our bodies can tell stories and show feelings without saying a single word. How we stand, walk, and use our hands and face can tell someone if we are happy, sad, or angry.

Happiness: How does your body show happiness? You might jump up and down, skip, have a big smile, and your arms might be open wide.

Example: Imagine your favourite soccer team, Bafana Bafana, just scored a winning goal! Show me your happy dance!

Sadness: How does your body show sadness? Your shoulders might be slumped, you walk slowly, your head might be down, and you might have a frown.

Example: Imagine your ice cream falls on the floor. Show me how your body would look.

Anger: How does your body show anger? You might stomp your feet, make fists with your hands, and have a very serious or cross face.

Example: Imagine someone took your favourite toy without asking. Show me your angry stance.

C. Drama: Telling Stories with Actions (Mime) Drama is when we act out a story. A special kind of drama is called mime. In mime, we use NO words. We only use our bodies, gestures (hand movements), and facial expressions to tell the story. Why is mime useful? It helps us become better communicators and observers. We learn to watch carefully and show ideas clearly.

Example 1: Mime an Action Let's pretend to eat a very sour lemon.

See: Pretend to see the lemon on a plate.

Pick it up: Use your fingers to pick up the pretend lemon slice.

Taste it: Bring it to your mouth and take a pretend bite.

React: Squeeze your eyes shut, pucker your lips, and shake your head. Your face shows it's SOUR!

Example 2: Mime an Object Let's pretend we are inside a big, invisible box.

Feel the walls: Use your hands to press against the pretend walls in front of you, behind you, and on the sides.

Look for a way out: Look up and down. Can you find a lid or a door?

Try to push: Lean your whole body against a wall to show you are trying to get out. Guided Practice (With Solutions)

Question 1: The Echo Game (Rhythm)

Task: The teacher will create a simple 4-beat body percussion pattern. The learners must listen carefully and be the 'echo', copying the pattern exactly. We will try a slow pattern and a fast pattern.

Teacher's Pattern 1 (Slow): CLAP... STOMP... CLAP... STOMP... (with pauses in between)

Teacher's Pattern 2 (Fast): Pat-Pat-Clap! Pat-Pat-Clap! (done quickly) Solution and

Commentary: The teacher performs the first slow pattern clearly and loudly. The learners wait for the teacher to finish, then they 'echo' it back: CLAP... STOMP... CLAP... STOMP... The teacher then performs the second fast pattern.

The learners echo it back: Pat-Pat-Clap! Pat-Pat-Clap!

Commentary: This activity helps develop listening skills, memory, and rhythmic accuracy. Starting slow builds confidence before increasing the tempo and complexity.

Question 2: The Emotion Walk (Movement)

Task: The teacher calls out an emotion and a situation. Learners must walk across the room as if they are feeling that emotion.

Teacher's Prompt 1: "You are walking to your friend's birthday party and you feel very EXCITED!" Teacher's Prompt 2: "You are walking home on a very hot day and you feel very TIRED." Solution and

Commentary: Solution 1 (Excited): Learners should walk with a bounce in their step, maybe skipping a little. Their heads should be up, they should have smiles on their faces, and their arms might swing energetically.

Solution 2 (Tired): Learners should walk very slowly, dragging their feet. Their shoulders should be slumped, their arms might hang limply, and they might wipe pretend sweat from their foreheads.

Commentary: This exercise directly connects an abstract concept (emotion) to a physical action (movement), helping learners build an 'emotional vocabulary' for their bodies.

Question 3: Guess My Job! (Drama/Mime)

Task: The teacher will mime a job that is common in the community.