Grade 4

Creative Arts
Term 2
workbook

Juffrou Anri Se Klaskamer

Grade 4 Creative Arts term 2

WEEK 1-2
Visual literacy
What is art? (revision)
The definition of art has changed from the past. Art has always been seen as the
creation of something that originated in someone's mind. In other words, what the
person saw in his/her imagination, he/she transformed into a work of art. This
creation is then shaped by the use of media to make it visible to others. (We will
learn more about art elements and media later).

Art elements and design principles:

Different art elements are used to make a work of art. It can be considered the
building blocks of a work of art. Without it, visual arts would NOT be visible. We get
different art elements that artists use in performing their work:

ÞDecency
ÞShape
ÞLightning
ÞTone value
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ÞTexture
ÞColour
Line:
A line is a mark that is connected to a 2D surface. This is not 3D. A line has a start
point and an endpoint. Lines are all around us. We get different types.

Shapes:
Shapes are the outlines of an object to show its shape—for example, a rectangle or
circle.
We get geometric, natural, and organic shapes.
Þ Geometric shapes are usually man-made.
Þ Natural shapes are found in nature.
Þ Organic shapes do not have a definite form and are not rounded.

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Geometric shapes Natural shapes Organic shapes

Texture:
The texture is the way an artwork looks and feels. It can look rough, smooth, hard, or
soft.

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Colour:
We get primary colours and secondary colours.

Primary colours: red, blue and yellow.

Secondary colours: orange, green and purple.

We form secondary colours by mixing the

following:
Red + Yellow = Orange
Yellow + Blue = Green
Blue + Red = Purple

Complimentary colours:
Complementary colours are colour pairs that cancel
each other out when combined. This means that when
they are combined, they produce a grayscale colour such
as white or black. This helps to make a work of art stand out.

The design principles of a work of art are the basic components of any visual design:

Þ Balance
Þ Contrast
Þ Emphasis
Þ Movement
Þ Rhythm
Þ Composition
Þ Pattern

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Contrast:
Contrast is used to make elements in the artwork stronger in relation to other
elements. When elements (refer to art elements) are placed next to each other in
contrast, it will control the viewer's attention.

A good example of two contrasting elements is black and white colour next to each
other.

The black and white, side by side immediately grabs the viewer's attention.

Composition:
This design principle is the arrangement of the objects in the visual space. In other
words, this is where the objects appear in the artwork.

For example: In this work of art there are two objects, a fox and snow.

The composition of this artwork is the arrangement of the fox and the
snow.
Look at the comparison of
the following artworks. The
composition of the artwork on the right
works better than on the left.

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Let's look at the artwork on the left. The bird is positioned too close to the edge of the
artwork. The tree branch is also positioned too close to the corner of the artwork.

Now, look at the artwork on the right. There is plenty of space on both sides of the
artwork. This gives more balance to the artwork which results in better composition.

Tone value:
Tone value refers to the brightness and darkness in
colour. The difference in the tone values is called
contrast. The tone value can be darkened by adding
black and become brighter by adding white. It refers
to the shades.

Drawing media:
Drawing media refers to what was used by the artist to
create the artwork. For example soft pencil, crayon,
charcoal, pastels, pen and ink, paint.

Visual literacy:
What is visual literacy? This is not a special gift that people have. Everyone’s
feelings, thoughts, and creativity can be honed. The only way you can become
visually literate, is through art appreciation and analysis.

Activity 1:
Art elements

Let's practice the different art elements. You can use your pencil.

1. Draw the different types of lines in the blocks below.

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Straight:

Rounded:

Diagonal:

Waved:

Zig-zag:

Cloud:

Dotted:

Stripes:

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Spiral:

2. Draw the different types of shapes in the blocks below.

Organic shapes:

Natural Shapes:

Geometric shapes:

3. Draw a hard and soft texture in the block below.

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4. Represent the different tone values.

Letter work/Fonts:
During this term, you will be expected to do letter work. Letters are all around us. We
see it in towns and cities, especially in the context of marketing. We also see it in our
homes, on posters, and in magazines and books. Some letters are small and others
large. The writing can be brightly coloured or dull. It can also have a strong contrast
between the writing and the spaces in between.

Let's look at the art elements in the following lettering:

Shape, proportion, and size: Letters are all written in

capital letters. It is bright, has solid colours, and is very
striking.

Line and space: Letters with twists in black are soft and decorative.

Negative and positive space:

Negative space is the space between and around the lettering.
You can create an image with
negative space.
The space between the letter is
filled with pictures of flowers.
This makes the letter stand out
more.

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Activity 2:
Lettering with complimentary colours.
1. Find your favourite short quote.
2. Write it down on A4 paper in pencil, in any type of writing.
3. Draw patterns on the positive spaces and colour in the negative spaces.
4. Share your artwork with your partner. Talk about how you used lines, patterns,
proportions, and shapes.

Weeks 3-4
3D Designs: Create Mobile
Instructions:
For weeks 7-8, you are expected to create a 3D mobile structure. You will use
patterns and creative lettering to create the mobile structure.

You need to pay attention to the following art elements: line, shape, and colour, and
design principles: balance, proportion, and spatial awareness.

1. Requirements:
Þ Strong yarn/ribbon.
Þ Recycled materials.
Þ Natural objects.
Þ Wire/wood/straws for hanging.
Þ Beads or anything that can be used for decorative purposes.
Þ Coloured pencils, pastels, or Koki pens.
2. Make patterns and lettering: take different colours of paper or A4 white paper and
make different patterns/shapes with it. You can also do lettering. Then cut out the
different shapes/patterns/letters. Use coloured pencils, pastels, or Koki pens to
decorate it.

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3. Make holes in the shapes you cut out. Do not make the holes too close to the
ridge otherwise, it will shave.
4. Then thread the yarn/ribbon through it and fasten it so
that it does not come loose.
5. Make a frame out of wire/wood/straws from which you
will hang your shapes. It should be balanced when
hanging on its own.
6. Try to make a framework with different levels.
7. Now hang all your decorative shapes on the frame.
8. You can add more objects to decorate it.
9. Submit your artwork.

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Week 5-6
Creative Lettering
(Can be used as a formal or informal assessment.)
Think about where you've seen lettering. One can see it in books, on walls, on trains,
on buses and clothes. Many of these works of art make use of patterns. If we repeat
the same colours and shapes, we create patterns.

1. Make a pattern by writing your name in any

style and colour.
2. Your requirements:
Þ A3 / A4 paper
Þ HB pencil
Þ Oil pastels/crayons/paint (whichever is
available to you).
Þ Black permanent marker.
3. Insert different patterns in and around your
name. Use your imagination.
4. Your teacher will judge your art according to the criteria in the rubric.

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Practical formal assessment

Visual arts
Rubric

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WEEK 7
Performing arts
Breathing exercises:
Use the breathing exercises before completing the activity. These exercises are
imaginative. Adjust it as you see fit and as your child/class enjoys it.

Flower breath:
Imagine smelling a flower. Inhale through your nose and out through your mouth.

The bunny breath:

Sniff three times quickly through your nose and followed by one long inhale.

The snake breath:

Inhale through your nose and exhale through your
mouth with a soft hissing sound.

Birthday Breath:
Imagine you are blowing out the candles on your
birthday cake. Take a deep breath through your nose
and then blow out the candles with your mouth.

Musical instruments:
Musical instruments are divided into three groups depending on how the sounds they
make are produced. We get the following types of instruments we can use to make
music:

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Percussion Instruments:
This is an instrument that makes a sound when you hit or shake it. Such as drums,
tambourines, xylophone, and rhythmic sticks.

String Instruments:
These are instruments that make sounds using strings. Like a guitar, harp, violin, or
cello.

Wind Instruments:
This is an instrument that makes a sound when you blow it. We get woodwinds and
brass instruments. Woodwinds are made of wood or metal and brass instruments
are made of brass.

Þ Brass instruments (horns, trumpets, trombones, euphoniums, and tubas).

Þ Woodwind instruments (recorders, flutes, oboes, clarinets, saxophones, and
bassoons)

Some instruments produce sounds that are all the same pitch. Pitch means how high
or low a note is. Some instruments produce sounds that have different pitches. For

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example, a guitar, piano, and flute can produce different sounds of different pitches.
So you can play a melody with the instruments. This is a tune.

Activity 3
Improvise and create your musical instrument
For this activity, you are expected to use objects to make your musical instrument.
You can use recycled materials to make it. Please do not spend money on this
activity. Beware of sharp objects such as cans' edges and nails.

Examples:
Þ Shakers: You need any size container with a lid, for example, a pill container,
pillbox or can. Put different-sized seeds, corn kernels, rice, noodles, and so on in
it.
Þ Rattle: Cut a hole through the metal plugs and thread it on a piece of hat rack to

put on your wrists. It will rattle if the arms are shaken.

Þ Drums: Any coffee can with a plastic lid works well. You can hit the lid with your

hands or sticks.
Þ Wooden blocks: Strike wooden blocks against each other.

Þ Guitar: Take a shoebox with a lid. Then cut a hole in the lid and stretch four

rubber bands across the length of the hole. Place a pencil under each side of the
hole under the four rubber bands.

1.1 Planning:
1.1.1 Type of tool you are going to make:

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___________________________________________________________________
___________________________________________________________________

1.1.2 Materials required. Make a list of the materials you will use to make the
instrument.
___________________________________________________________________
___________________________________________________________________

1.1.3 Draw a picture of what your instrument will look like in the block below.

Activity 4
Warm-up
Walk, run, and hop on rhythmic patterns:
Þ Divide into groups of 4.
Þ One person from the group strikes lightly on their table as if it were a drum.
Þ The rest of the group moves around freely.
Þ Listen to the beat and walk, run, or hop.
Þ Join in with your body percussion.
Þ You can also use props to make your dance routine more interesting.

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Activity 5
Make groups of 4.
1. Stand in a circle in your group.
2. Each person in the group gets a turn to use their
instrument to make a rhythm.
3. Everyone follows the rhythm of their instruments.
4. Everyone in the group gets a turn to make a rhythm.

Week 8
Warming up: rolling up and down the back
Rolling your spine up and down increases its
flexibility. With this exercise, we learn to lengthen
and support the spine. It also helps with blood
circulation.

1. Lie on your back. Legs extended. The feet are

straight. Bring your arms back above your
head and stretch your entire body.
2. Now bring the arms forward. As the arms move forward, nod your head forward.
Keep your abdominal muscles tight and roll your torso off the mat.
3. Continue curling. Support the spine with your abdominal muscles. See if you can
touch your toes.
4. Roll back slowly again.

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Call and answer game: Adam and Eve

Þ Make groups of 4.
Þ Choose two learners from each group. One will be
Adam and the other one Eve.
Þ The two selected learners must close their eyes, and
they must stand back to back.
Þ They then walk three steps away from each other.
Þ They must then call each other and, according to what
they hear, try to find each other.
Þ The one learner asks, "Eva, where are you?"
Þ The other learner answers, "Adam, here I am."
Þ As soon as they find each other, it is the other two learners of the group's turn.

Locomotive and non-locomotive movements:

Locomotive and non-locomotive movements are fundamental movements that the
body performs. Movement is the ability to move from one place to another around
the axis of the body and also in space around the body.

Locomotive movements:
This type of movement involves the
movement of the body in the
available area. This movement uses
the feet for support.

Examples include: running, walking,

jumping.

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Non-locomotive movements:
During these movements, the body is anchored.
The movement takes place around the axis of
the body. There is no travel to another space.

Examples include: bending, stretching, twisting.

Activity 6
Locomotive movements
Perform the following movements. Your teacher can also play music during this
activity.

Walk
Þ Forward and backward with music; use as much space as possible without
walking into each other;
Þ Perform without music.

Heavy
Þ Walk with bent legs and crooked back (low level) at your own rhythm, like an
elephant.
Þ Follow someone and walk on the same rhythm.
Þ Change direction and follow someone else.

On the toes:
Þ Like a fairy (high level).
Þ With music

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Jerky:
Þ With stiff legs or straight knees like a robot

Run:
Explore variations of running.
Þ Quick change of direction several
times.
Þ Long steps.
Þ Bending with knees and lifting high.
Þ Walking on loose sand.
Þ Walking up and down a mountain.
Þ Create your combination and images.

Activity 6
Dance movement sentences
1. Do the spinal roll exercise before completing the next exercise.
2. In addition, do a breathing exercise.
3. In groups of 4, plan a dance series consisting of 4 different movements.
4. Then do the movements 4x. It will therefore be 4 movement sentences.
5. Make sounds. You can use your bodies.
6. Practice and then perform for the rest of the class.

Week 9
Read rhythmic patterns
Music contains a certain number of beats. The time signature shows us how many
beats there are in each measure. A number is written at the beginning of a song,
these are called time signatures.

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Study the following musical notes:

Quarter note: Is a note played for one-quarter of the duration of a whole note.
Half note: Symbol for a sound that lasts two of the beats.
Resting note: Quiet.

Music has different elements. We can use music to tell a story. The elements that
makeup music include:
Þ Beat
Þ Dynamics
Þ Harmony
Þ Timber
When we talk about the dynamics of music, we are referring to the differences in
volume.Harmony is formed when two or more notes are played at the same time to
form a beautiful sound.
The pace is how fast or slow the music plays.
The timbre is the specific sound that an instrument makes.

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Sound image:
Just as we get rhythmic patterns by using instruments, we can also get them by
using our bodies. This is what we call body percussion.

We can make sound pictures using body percussion, instruments and voices. We
can use sound pictures in a drama or dance performance.

Activity 7
Rhythmic patterns
A tropical storm in a rainforest:
Close your eyes and imagine you are trapped in a tropical storm in a rainforest. What
sounds do you hear? Do you hear the rain, birds, and water washing?
How loud or soft are the sounds?

1. Divide into groups of 4.

2. Each group brainstorms about the different sounds that emerge in a
tropical rainforest. Write down the sounds.
3. Think of ways you can mimic the sounds by using your bodies.
For example:
Þ Sound of misty rain: rubbing hands against each other.
Þ Light raindrops that are falling: click your fingers.
Þ Showers: slaps hands on legs.
Þ Thunderstorm: stamping feet on the ground.
4. Now think of different movements that accompany the sounds you have written
down. Misty rain will be accompanied by light, small movements. Heavy rain will
be accompanied by large movements. Write down examples of movements.
For example:
Þ Run around and draw patterns in the air with your arms.
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Þ Jump, skip and swing your arms. Big jumps and throw arms in the air, tripping
lightly on the ground.
5. Now that your group has explored different movements add different levels,
directions, rhythms, and weights to change the dynamics.
6. Next, form rhythmic patterns with the sounds you thought of.
7. Now memorize the rhythmic patterns and accompanying movements as a group.
Remember to use all the space and moments of silence.
8. Your teacher will assess you according to the criteria in the rubric.

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Grade 4 Creative Arts term 2

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