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FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA
MINISTRY OF EDUCATION

General Education Curriculum

Performing and Visual Arts

(Flow Chart, MLC & Syllabus for Grade 1-8)

March, 2021
1
Curriculum Developers of PVA

S.N
Name of Developers Specialization Email Phone Institution
1 Dame Tolina (MA) Music Expert tolinademie2018@gmail.com 0911 884050 Assela TTC

2 Jinenus Wako (MA) Music Expert jinetmusic@yahoo.com 0912 377653 Jimma University

3 Samuel Mamaru (MA) Theatre and Film Arts samuelmamaru12@gmail.com 0923 218127 Bahir Dar
expert University
4 Teklemariam Tilahun (MFA) Visual Arts expert tekleytilahun@gmail.com 0912 188906 Arbaminch TTC

5 Tujuba Beyene (MA) Visual Arts expert beyentujub@gmail.com 0911 083164 Jimma University

6 Woube Kassaye (PhD) Curriculum Expert woubek@gmail.com 0911 471567 Addis Ababa
Univesity

2
Timetable

S.N Grade level Periods/week Time/Period

1 Primary (1-6) 4 periods ¶ IRUW\ PLQXWHV

2 Middle (7-8) 2 periods ¶ IRUW\ PLQXWHV

3 Secondary (9-10) 2 periods ¶ IRUW\ ILYH PLQXWHV

3
Contents

Curriculum Developers of PVA ....................................................................................................................................................................................... 2

Timetable ....................................................................................................................................................................................................................... 3

Introduction ................................................................................................................................................................................................................... 5

Modality..................................................................................................................................................................................................................... 6

Primary school level (1-6): ......................................................................................................................................................................................... 6

Middle school level (7-8):........................................................................................................................................................................................... 7

Secondary school level:.............................................................................................................................................................................................. 7

Performing and Visual Arts Flowchart for Grade 1-8 ................................................................................................................................................... 8

Performing and Visual Arts MLC for Grade 1-8 ......................................................................................................................................................... 12

Performing and Visual Arts Syllabus for Grade 1-8 .................................................................................................................................................... 18

4
Introduction
Education is one of the key instruments for bringing growth and progress into society. And, if education is required to play its role
effectively, a well-developed curriculum is unavoidable. In other words education without curriculum is unthinkable. However, its
preparation requires a lot of effort. Education in Ethiopia has faced various challenges in different periods. The major drawbacks of
curriculum include lack of relevance of contents, prevalence of difficult and overloaded contents in textbooks, absence of interactive
learner-centered methodologies, and proper implementation of continuous assessment a major revision of the existing curriculum was
felt necessary. To this end the Ministry of Education adopted a Curriculum Framework known as the Ethiopian General Education
Curriculum Framework (EGECF) in 2020. This is a result of a nationwide consultation process. It focuses on Aims and Objectives,
Values and Principles, Competency, Learning Areas and Subjects, School Time, Curriculum Materials and Support Materials,
Teaching Methodology and Strategies, Assessment, Monitoring and Evaluation and Crosscutting and National Pressing Issues.

In this Framework, Performing and Visual Arts (PVA) as a single subject was identified as one of the learning areas. The contribution
Visual and Preforming Arts for humankind is immense. In this regard, various prominent scholars such as Grant Venerable, John
Dewy, Confucius, Kwabena Nketia have adequately emphasized its importance for personal and social development. The aim of
Visual and Performing Arts in general education is to lay the foundations for a common way of enlightened living that is seeking to
promote general or basic social adjustment, rather than an adjustment to specific interests and pursuits, vocational otherwise. It
promotes comprehensive and rounded growth that encompasses those competencies that have wider application to the enrichment of
living. The Visual and Performing Arts as a subject is based on visual Arts, Music, Dance, Theater and Film Arts. It is prepared for
preprimary (KG 1-2 and KG 2), Primary (Grades 1-8) and Secondary (9-10).

5
 Its preparation had taken place based on the requirements indicated in the Curriculum Framework specifically on Flowchart,
Minimum Learning Competencies (MLCs) and Syllabuses (KG 1-2, Primary 1-8 and Secondary 9-10) for this subject were prepared.
In this curriculum development various participants who had rich knowledge in music, dance, visual arts, Theater and film Arts had
st
taken part. After the preparation of the 1 draft of the curriculum, the pertinent comments of the assessors and stakeholders were
incorporated during its finalization. In the preparation of these curriculum materials, due consideration was given for balance and
diversity that could regions enable them to adapt to their objective reality in development of textbooks. Since, the preparation of this
subject is new to our country, it is hoped that the process of its refinement will continue. Curriculum materials are educational
resources helpful to organize and implement curricular and instructional experiences for learners from pre-primary to secondary
levels. Flowchart, Minimum Learning Competencies (MLCs) document, Syllabuses, Textbooks, and Teachers Guides are the major
curriculum materials that are essential for the implementation of the Arts education curriculum of Ethiopia.

Modality
The Visual and Performing Arts at this Level draws its content from Visual Art, Music, Dance, Theatre, film, Design and Technology.

Preprimary: Arts programs at this level provide essential first steps for students as they develop their ability to communicate their
thoughts, feelings, and understanding concerning the world around them.

Primary school level (1-6):

The Visual and Performing Arts at Primary Level draws its content from the above-mentioned disciplines/areas and also includes
contents from Indigenous knowledge and other relevance subject/issues to be studies as a package.

6
 Middle school level (7-8):
At this stage of school education, So far they have grasped developed and experienced earlier can be developed further. Courses in the
four arts disciplines (dance, music, theatre, film and the visual aUWV DUH GHVLJQHG WR LQFUHDVH DQG UHILQH VWXGHQWV¶ NQRZOHGJH DQG
VNLOOV
beyond those learned at the primary school level. Students may experience the five art disciplines to expand their knowledge and skill
and to make personal connections with themselves, school and other world. Middle school students should begin to develop a firm
foundation in the arts disciplines to be prepared for more focused study in one or more of the arts in high school. Accordingly,
articulation needs to occur between the middle school and high school arts teachers.

Secondary school level:

At the secondary stage of school education students will have the choice of opting for one of the following arts education subjects:
visual art, theatrical art, dance and music in the form of vocational approach. High school arts programs should be based on an overall
vision of secondary education. That is, they should engage student in a rigorous, standards-based curriculum enabling the student to
make the transition from high school to higher education and a career. Yearlong high school courses in dance, music, theatre/film, and
the visual arts should all be approved to meet the new visual and performing arts requirement for freshman admission to the
University/ TVET of Ethiopia.

7
Performing and Visual Arts Flowchart for Grade 1-8

8
 Flowchart of Visual and Performing Arts Grade 1- 6
Themat Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
ic Area
Artistic Unit 1: Unit 1: Unit 1: Unit 1: Unit 1: Unit 1:
Perception -Observe Simple Musical notes & rest up to Songs, Dance in Elements of visual The nature of
performances of musical quarter, simple rhythms, and performing arts Arts
songs, play, notes up to Colors and mixture of shapes, forms &
dance, and half, dance, colors, simple techniques color, drama &
image in daily shapes, of photographs & drama photograph.
experiences. drama and
Photograph
Creative Unit 2: Unit 2: Unit 2: Unit 2: Unit 2: Unit 2:
expression Mimicking, Group Draw using lines, shapes, Draw staff and naming and Melodic and
Imitation, Performance & colors. Related sounds clefs, use form and writing music rhythmic
Singing, and music symbols, texture to make notes; draw, dance songs from
Line scarabling Percussion instruments, art. and Theater stave.
and line theme in photograph, dance Perform traditional Performance using -draw & paint.
drawing, and plays dance. Costume and Props -Express
dance with Perform moods,
simple rhythmic monologue feelings,
songs themes, ideas
through
Theater,
Video and
Photograph.
- Demonstrate
skills in
Pantomime,
montage, and
improvisation.

9
Historical Unit 3: Unit 3: Unit 3: Unit 3: Unit 3: Unit 3:
and Arts in the Cultural Work of Performing and Role of Themes, telling -Story telling
cultural environment dimensions visual arts in the past and performing and story in performing through
contexts and the in music, present, focusing on visual arts in the & Visual Arts. visual and
community dance, cultural diversity environment performing
colors, and arts,
Drama. - Traditional
music
instrument,
local dance
Aesthetic Unit 4: Unit 4: Unit 4: Unit :4 Unit 4: Unit 4:
Valuing Appreciating Appreciating Appreciating traditional The value of Ideas through Appreciate
cultural Preforming arts (PVA) in Ethiopia rehearsal/practicin different arts form indigenous
practices and Visual g in performing knowledge in
arts and visual arts perfuming and
visual arts
Connection, Unit 5: Unit 5: Unit 5: Unit 5: Unit 5: Unit 5:
relationship Connecting and Connect Connecting PVA with Connecting PVA Connecting PVA Connecting
and applying learned other subjects with other subjects with other subjects PVA with
application PVA with other subjects
other
subjects

Flowchart of Visual and Performing Arts Grade 7& 8

Thematic Area
Artistic perception
Grade 7 Grade 8
Unit 1: Unit 1:
- Basic elements of Design - Elements of Design in 3D arts,
- Characteristics of Ethiopian music - Major categories of Ethiopian music and Dance
- Traditional techniques of dance - Film/Video and theater production elements
- Theater Arts & Film Arts

10
 Unit 2: Unit 2:
Creative expression - Application elements of Design in 2D Visual Arts, - Printmaking & doing sculpture (3D)
- Perform Solfeggio patterns of rhythm and pitch, - Perform Solfeggio in patterns of rhythm and
beats, rest by using modes of Ethiopian Music pitch, beats, rest by using Ethiopian modes
(Tizita and Bati) (Anchihoye and Ambassel)
- Perform folk dance styles - Present dance patterns (steps and motive)
- Express ideas through theatre, film & Photography - Theater & Film production
Unit 3: Unit 3:
Historical and cultural - Regional music history and indigenous ways of - Cultural dimensions of Music, Dance, theatre,
context performing music and dance film and visual Art
- Indigenous ways of painting and hand craft - Varity of musical instruments in diversified
- Indigenous knowledge in theatre and film culture
- Indigenous monuments and sculpture
Unit 4: Unit 4:
Aesthetic Valuing - Appreciating performing and visual art works - Compare and contrast performing and visual
art works
Connection, relationship Unit 5: Unit 5:
and application Apply concepts within PVA subjects Apply concepts of PVA in other subjects

11
Performing and Visual Arts MLC for Grade 1-8

12
13
 MLC of Visual and Performing Arts Grade 1- 6
Thematic Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
area
Competenci - Observation - understand - Improve creativity - improve self - Identify elements
es - Creativity and identify - Understand and confidence of PVA
- Artistic - collaboration perform in different - understand and - Writing skills
understanding - Appreciation ways identify - Nonverbal
- Valuing their - integration - Collaboration - collaboration communication
culture - Self confidence - Appreciation - recognizing
- integration - Appreciation

14
 - Understand nature of
PVA
- Dedication
- Expression
- Recognition
- Receiving constructive
indigenous feedbacks
artistic - Appreciate their culture
performances
Artistic Unit 1: Unit 1: Unit 1: Unit 1: Unit 1: Unit 1:
Perception -Observe Simple Musical notes & rest Songs, Dance in Elements of The nature of Arts
performances of musical up to quarter, simple rhythms, visual and
songs, play, notes up to Colors and mixture shapes, forms & performing arts
dance, and half, dance, of colors, simple color, drama &
image in daily shapes, techniques of photograph.
experiences. drama and photographs &
Photograph drama
Creative Unit 2: Unit 2: Unit 2: Unit 2: Unit 2: Unit 2:
expression Mimicking, Group Draw using lines, Draw staff and naming and Melodic and rhythmic
Imitation, Performance shapes, & colors. clefs, use form and writing music songs from stave
Singing, Related sounds and texture to make art. notes; draw, -draw & paint.
Line scarabling music symbols, Perform traditional dance and -Express moods,
and line Percussion dance. Theater feelings, themes, ideas
drawing, instruments, theme Perform Performance through Theater,
dance with in photograph, dance monologue using Costume Video, and
simple rhythmic and plays and Props Photograph.
songs - Demonstrate skills in
Pantomime, montage,
 and improvisation.

Historical Unit 3: Unit 3: Unit 3: Unit 3: Unit 3: Unit 3:

and Arts in the Cultural Work of Performing Role of performing Themes, telling -Story telling through
cultural environment dimensions and visual arts in the and visual arts in story in visual and
contexts and the in music, past and present, the environment performing & performing arts,
community dance, focusing on cultural Visual Arts - Traditional music
colors, and diversity instrument, local
Drama. dance
Aesthetic Unit 4: Unit 4: Unit 4: Unit :4 Unit 4: Unit 4:
Valuing Appreciating Appreciating Appreciating The value of Ideas through Appreciate indigenous
cultural Preforming traditional arts rehearsal/practicin different arts knowledge in
practices and Visual (PVA) in Ethiopia g in performing form perfuming and visual
arts and visual arts arts
Connection, Unit 5: Unit 5: Unit 5: Unit 5: Unit 5: Unit 5:
relationship Connecting and Connect Connecting PVA Connecting PVA Connecting PVA Connecting PVA with
and applying learned with other subjects with other subjects with other other subjects
application PVA with subjects
other
subjects

Flowchart of Visual and Performing Arts Grade 7& 8

Thematic Area Grade 7 Grade 8
Competencies - Increase understanding of PVA - Excelled teamwork
- Enhance expression - Accountability
- Problem solving - Dedication
- Collaboration - Creativity
- Creativity - Expression
- Confidence - Recognition
- Appreciate indigenous artistic performances - Receiving constructive feedbacks
- Appreciate diversified culture Receiving

15
 constructive feedbacks
- Reflection on self and others
Artistic perception Unit 1: Unit 1:
- Basic elements of Design - Elements of Design in 3D arts,
- Characteristics of Ethiopian music - Major categories of Ethiopian music and Dance
- Traditional techniques of dance - Film/Video and theater production elements
- Theater Arts & Film Arts
Unit 2: Unit 2:
Creative expression - Application elements of Design in 2D Visual Arts, - Printmaking & doing sculpture (3D)
- Perform Solfeggio patterns of rhythm and pitch, - Perform Solfeggio in patterns of rhythm and
beats, rest by using modes of Ethiopian Music pitch, beats, rest by using Ethiopian modes
(Tizita and Bati) (Anchihoye and Ambassel)
- Perform folk dance styles - Present dance patterns (steps and motive)
- Express ideas through theatre, film & Photography - Theater & Film production
Unit 3: Unit 3:
Historical and cultural - Regional music history and indigenous ways of - Cultural dimensions of Music, Dance, theatre,
context performing music and dance film and visual Art
- Indigenous ways of painting and hand craft - Varity of musical instruments in diversified
- Indigenous knowledge in theatre and film culture
- Indigenous monuments and sculpture
Unit 4: Unit 4:
Aesthetic Valuing - Appreciating performing and visual art works - Compare and contrast performing and visual
art works
Connection, relationship Unit 5: Unit 5:
and application Apply concepts within PVA subjects Apply concepts of PVA in other subjects

16
17
Performing and Visual Arts Syllabus for Grade 1-8

18
 Learning outcomes:
At the end of this grade level, learners will be able to:
- Identify sounds, images and color in their surrounding
- Demonstrate singing and role plays
- Understand Arts in the environment
- Appreciate work of arts
Performing and visual Arts syllabus for Grade One
Thematic Area Contents Learning strategies Teaching and learning Assessment
materials
Artistic Perception Unit 1:  let children listen  Rehearsal class/rooms - Observation
1. Observation: - and watch the  Image, music and video - Self reflection
1.1. Listen and watch messages, images players, - group reflection
simple recorded songs and actions in given  Audio/video materials
with dances audio/videos
1.2. Watch recorded
video tell the actions
1.3. Identify image,
action and message
Creative expression Unit 2:  Singing simple  Rehearsal class/rooms - Observation
2. Expression family songs  Audio/video player, local - Self reflection
2.1. Mimicking family  Showing exemplar percussion, - group reflection
roles family activities LQVWUXPHQW«HWF - portfolio
2.2. Exercise line through songs,  Audio/video materials
scrabbling line, dances, mimicking  pencil, crayon, and
drawing and coloring and role Plays. locally available
2.3. Sing about family  Free drawing and materials
2.4. Dance with simple coloring
rhythm

19
Historical and Unit 3:  perform local art  Rehearsal class/rooms - Observation
cultural contexts 3. Culture activities through  Audio/video player, local - Self reflection
3.1. Arts in the songs, role play and percussion, - group reflection
environment and the dances LQVWUXPHQW«HWF - portfolio
community (songs,  Identify the colors of  Images, Audio/video - Oral questions
colors, dances, folk cloths in their family materials
telling, myth, and and friends.  pencil, crayon, and
ULGGOH SOD\V«HWF (colors of locally available
3.2. colors in regional/national materials
surrounding flags)

Aesthetic Valuing Unit 4  Let students  Rehearsal class/rooms - Observation

4. Appreciating cultural participate in:  Audio/video player, local - Self reflection
practices  singing, percussion, - group reflection
4.1. Family song ,  dancing, LQVWUXPHQW«HWF - portfolio
dance, role plays  role playing,  Images, Audio/video - Oral questions
and image  free drawing and materials
photograph  pencil, crayon, and
locally available
materials
Connection, Unit 5  Initiate students for  Rehearsal class/rooms - Observation
relationship and 5. Performance group singing about  Audio/video player, local - Self reflection
application 5.1. Group singing colors of nature by percussion, - group reflection
5.2. Role plays in groups using: dance with LQVWUXPHQW«HWF - portfolio
5.3. Connecting and rhythm and perform  Images, Audio/video - Oral questions
applying (singing, role plays materials
explaining, image and  pencil, crayon, and
symbolizing about locally available
historical places) materials
Performing and visual Arts syllabus for Grade Two

20
 Learning outcomes:

At the end of this grade level, learners will be able to:

- Play easy theater games
- Identify simple musical and free movement dance
- Describe simple photographs and images observed
- Show line scrabbling and line drawing made
- Perform music, dance and Drama based on familiar stories
- Identify colors available around their area
- Describe the importance of PVA in learning other subjects

Performing and visual Arts syllabus for Grade Two

Thematic Area Contents Learning strategies Teaching and learning Assessment
materials
Artistic Perception Unit 1:  Children practice  Rehearsal class/rooms - Observation
1. Identify: and sing musical  Image, music and video - Self reflection
1.1. Musical notes notes up to half players, - group reflection
1.2. Free notes  Audio/video materials
movements/dance  the messages,
1.3. Easy theater games images and actions
1.4. Observe Photograph in given
1.5. Image in daily audio/videos
experiences
Creative expression Unit 2:  Singing simple  Rehearsal class/rooms - Observation
2. Creative expression: family songs  Audio/video player, - Self reflection
2.1. Musical notes  Showing exemplar local percussion, - group reflection
2.2. Free family activities LQVWUXPHQW«HWF - portfolio
movements/dance through songs,  Audio/video materials
2.3. Theatre games dances, mimicking  pencil, crayon, and
21
 2.4. Line scrabbling and and role Plays. locally available
line drawing  Perform theatre materials
games in group
 Free drawing and
coloring
Historical and Unit 3:  perform local art  Rehearsal class/rooms - Observation
cultural contexts 3. Cultural activities through  Audio/video player, local - Self reflection
perspectives: songs, role play and percussion, - group reflection
3.1. Folk music and dances LQVWUXPHQW«HWF - portfolio
dance  Tell familiar stories  Images, Audio/video - Oral questions
3.2. Familiar stories  Students know about materials
3.3. Cultural dimensions familiar folk songs  pencil, crayon, and
in music, dance, colors, and dances locally available
and Drama.  Identify the colors of materials
cloths in their family
and friends.
(colors of
regional/national flags)
Aesthetic Valuing Unit 4  Students participate  Rehearsal class/rooms - Observation
4. Appreciation: in:  Audio/video player, - Self reflection
4.1. Performances in:  singing, local percussion, - group reflection
Music, Visual art and  dancing, LQVWUXPHQW«HWF - portfolio
theatre games  role playing,  Images, Audio/video - Oral questions
 free drawing and materials
photograph  pencil, crayon, and
locally available
materials
Connection, Unit 5  Initiate students for  Rehearsal class/rooms - Observation
relationship and 5. Connection: group singing about  Audio/video player, - Self reflection
application 5.1. Musical activities colors of nature by local percussion, - group reflection
5.2. Identification of the using: dance with LQVWUXPHQW«HWF - portfolio

22
 relationship between rhythm and perform  Images, Audio/video - Oral questions
performing and visual role plays materials
arts  Connecting and  pencil, crayon, and
5.3. The importance of applying arts locally available
PVA in learning other discipline within and materials
subjects other subjects
 Let students sing
about nature (stars,
ULYHUV ELUGV«HWF
Performing and visual Arts syllabus for Grade Three

At the end of this grade level, learners will be able to:

- Describe musical notes (up to quarter notes and rests), basic colors and simple techniques of photography & drama,
(the messages, images and actions in given audio/videos)
o Demonstrate playing percussion instruments based on easy music notation
o Show exemplar family activities through songs, dances, mimicking and role Plays.
o Demonstrate drawing, mixing colors, printing and coloring
o Compare simple visual arts in the past with the present, focusing on cultural diversity
o Perform local art activities through songs, role play and dances
- Distinguish familiar folk songs and dances from past to present
- Make verbal report on the cultural places visited
- Appreciate folk arts of performing and visual arts in Ethiopia through singing, dancing, role playing, free drawing
and photograph

Thematic Area Contents Learning strategies Teaching and learning Assessment

materials
Artistic Perception Unit 1:  Children practice  Rehearsal class/rooms - Observation
1. Identification and and sing musical  Image, music and video - Self reflection
Description: notes up to half notes players, - group reflection

23
 1.1. Music notes up to
quarter notes and rests
1.2. Basic colors
1.3. Simple techniques of
photography & drama
Creative expression Unit 2:
2. Practical Exercise:
2.1. Sounds, music
notations and
percussion
instruments
2.2. Draw the outline of
simple shapes, form
and coloring
2.3. Mixing basic colors
and direct printing
2.4. Messages in drama,
video and photograph
Historical and Unit 3:
cultural contexts 3. Cultural Expression:
3.1. Works of Performing
and visual arts in the
past and present,
focusing on cultural
diversity
Aesthetic Valuing Unit 4
4. Appreciation:
4.1. folk arts of
performing and visual
with rests  Audio/video materials
 the messages,
images and actions in
given audio/videos
 Identify basic colors
 Rehearsing reading  Rehearsal class/rooms - Observation
music notation by  Audio/video player, local - Self reflection
using percussion percussion, - group reflection
instruments LQVWUXPHQW«HWF - portfolio
 Showing exemplar  Audio/video materials
family activities  pencil, crayon, and
through songs, locally available
dances, mimicking materials
and role Plays.
 Drawing, mixing
colors, printing and
coloring
 perform local art  Rehearsal class/rooms - Observation
activities through  Audio/video player, local - Self reflection
songs, role play and percussion, - group reflection
dances LQVWUXPHQW«HWF - portfolio
 Distinguish familiar  Images, Audio/video - Oral questions
folk songs and materials
dances from past to  pencil, crayon, and
present locally available
 Visit cultural places materials
 Students participate  Rehearsal class/rooms - Observation
in:  Audio/video player, local - Self reflection
 singing, percussion, - group reflection
 dancing, LQVWUXPHQW«HWF - portfolio
24
 arts in Ethiopia  role playing,  Images, Audio/video - Oral questions
 free drawing and materials
photograph  pencil, crayon, and
locally available
materials
Connection, Unit 5  Initiate students for  Rehearsal class/rooms - Observation
relationship and 5. Group performances: group singing about  Audio/video player, local - Self reflection
application 1.1. Connect PVA within colors of nature by percussion, - group reflection
and with other using: dance with LQVWUXPHQW«HWF - portfolio
subjects rhythm and perform  Images, Audio/video - Oral questions
role plays materials
 Students sing about  pencil, crayon, and
nature (stars, rivers, locally available
ELUGV«HWF materials

Performing and visual Arts syllabus for Grade Four

At the end of this grade level, learners will be able to:
o Describe the types of shapes, forms with variety colors and the musical notes (up to quarters notes)
o Perform mime (acting silently), singing and dancing
o Describe photograph (landscape and portrait)
o Demonstrate the messages, images and actions in given audio/videos
o Understand music writing on the staff (lines and spaces), clefs in connection with places of notes (including
ledger lines).
o Perform exemplar family activities through songs, dances,.
o Demonstrate directed drawing, making collage and coloring
o Appreciate indigenous practices in connection with KRXVH PDNLQJ DQG GHFRUDWLRQ PXVLF DQG SOD\V«
o Differentiate between mime and monologue, and drawing and photograph

25
 o Describe the connection between PVA with other subjects
o Demonstrate the importance of songs, shapes and colors
o Imitate dances from movements of plants and animals
Thematic Area Contents Learning strategies Teaching and learning Assessment
materials

Artistic Perception Unit 1:  Children practice  Rehearsal class/rooms - Observation

1. Observation: and sing musical  Image, music and video - Self reflection
1.1. Songs and dance in notes up to quarters players, - group reflection
simple rhythms, notes  Audio/video materials
1.2. Study types shape  Demonstrate the
and forms with messages, images
variety colors and actions in given
1.3. Understand audio/videos
mime(acting silently)
1.4. Photograph
(landscape and
portrait)
Creative expression Unit 2:  Draw and explain  Rehearsal class/rooms - Observation
2. Individual/group VWDII¶V OLQHV DQG Audio/video player, local - Self reflection
performance: spaces, identify clefs percussion, - group reflection
2.1. Staff and clefs and their starting LQVWUXPHQW«HWF - portfolio
2.2. Traditional dances places of notes  Audio/video materials
2.3. Collage from locally (including ledger  pencil, crayon, and
available recourses lines). locally available
and portray different  Showing exemplar materials
form and texture family activities
2.4. Forms and textures through songs,
2.5. Mime and dances,.
Monologue  Directed drawing,

26
 making collage and
coloring

Historical and Unit 3:  Visiting historical  Rehearsal class/rooms - Observation

cultural contexts 3. Value of arts for the place  Audio/video player, local - Self reflection
community  Performing local art percussion, - group reflection
3.1. Role of performing activities through LQVWUXPHQW«HWF - portfolio
visual arts in the songs, mime and  Images, Audio/video - Oral questions
community in relation monologue and materials
to history and culture dances  pencil, crayon, and
 Study familiar folk locally available
songs and dances materials
 Identify the symbol,
colors of cloths in
their family and
friends.
(colors of
regional/national flags)
Aesthetic Valuing Unit 4  Participate in:  Rehearsal class/rooms - Observation
4. Appreciativeness:  singing,  Audio/video player, local - Self reflection
4.1.Value of  dancing, percussion, - group reflection
rehearsal/practicing in  mime and LQVWUXPHQW«HWF - portfolio
performing and visual monologue,  Images, Audio/video - Oral questions
arts  drawing and materials
4.2.Recognition and photograph  pencil, crayon, and
appreciation of locally available
indigenous house materials
making and
decoration, music,
SOD\V«

27
Connection, Unit 5  Invite students for  Rehearsal class/rooms - Observation
relationship and 5. Connecting PVA group singing about  Audio/video player, local - Self reflection
application with other subjects colors of nature by percussion, - group reflection
5.1. Shapes forms and using: dance with LQVWUXPHQW«HWF - portfolio
colors in relation with rhythm and perform  Images, Audio/video - Oral questions
mathematics and role plays materials
5.2. other subjects  Application of shapes  pencil, crayon, and
5.3. Songs on washing forms and colors in locally available
their face, goods and relation with materials
cleaning the mathematics and other
environment subjects
5.4. Imitate dances from  Let students sing
movements of plants about nature (stars,
and animals ULYHUV ELUGV«HWF

Performing and visual Arts syllabus for Grade Five

28
 At the end of this grade level, learners will be able to:
o Identify simple elements of visual Arts (line, shape, form, color, value, texture, size, pattern), theater, techniques
RI YLGHR UHFRUGLQJ PXVLF UK\WKP G\QDPLFV WHPSR SLWFK« GDQFH DQG WHFKQLTXHV RI YLGHR UHFRUGLQJ
o Read simple musical notes
o produce paper mosaic and block printing (potato print),
o demonstrate easy theater performance using costume and Props
o Demonstrate the similarly and differences of ideas through different performing arts
o Describe the importance of visual arts and crafts in the society
o Perform songs, dance and theatre with issues connected with traffic, HIV and doping (cross-cutting issues)
o Explore signs and symbols available in the community (Logo & poster)
o Identify types of folk songs and dances of the community
o Describe types of visual arts in history(cave art and painting )
o Perform local art activities through songs and dances, theatre, pantomime
o Classify familiar folk songs and dances
o Report on visits made verbally
Thematic Area Contents Learning strategies Teaching and learning Assessment
materials

Artistic Perception Unit 1:  Demonstration and  Rehearsal class/rooms 1. Observation

1. Elements PVA: practice  Image, music and video 2. Self reflection
1.1. Elements of visual players, 3. group reflection
Arts (line, shape,  3DSHU 3HQFLO FUD\RQ« 4. portfolio
form, color, value,  Audio/video materials 5. Oral questions
texture, size, pattern  Written materials
1.2. Elements of music
(rhythm, dynamics,
WHPSR SLWFK« DQG

29
 dance
1.3. Basic elements of
theatre
1.4. Simple techniques of
video recording
Creative expression Unit 2:  Draw and explain  Rehearsal class/rooms - Observation
2. Creative expression: VWDII¶V OLQHV DQG  Audio/video player, - Self reflection
2.1. Naming and writing spaces, identify clefs pictures of clefs and - group reflection
music notes; and their starting notes on boards/flip - portfolio
2.2. Paper mosaic and places of notes. FKDUWV «HWF
block  Express moods,  Audio/video materials
printing(potato feelings, ideas  News paper, magazine,
2.3.Theater Performance through theatre and glue, pencil, crayon, and
using Costume and short video locally available
Props  Making paper materials
mosaic and block  Costume and props
printing(potato
print)
Historical and Unit 3:  perform local art  Rehearsal class/rooms - Observation
cultural contexts 3. Themes in PVA: activities through  $XGLRYLGHR SOD\HU«HWF - Self reflection
3.1.Types of folk songs songs and dances,  Images, Audio/video - group reflection
and dances that theatre, pantomime materials - portfolio
community using  Classify familiar - Oral questions
3.2. Identify types of folk songs and
visual arts in dances
history(cave art and  Demonstration and
painting ) visiting
3.3. Folk story telling

30
 Aesthetic Valuing Unit 4  singing,  Rehearsal class/rooms - Observation
4. Promoting:  dancing,  Audio/video player, - Self reflection
4.1.Discuss about  Theatre, photograph local percussion, and - group reflection
difference and and video available music - portfolio
similarity of Ideas  Identify the LQVWUXPHQW« - Oral questions
through different importance of visual  Images, Audio/video
performing arts arts and crafts in the materials
4.2.Importance of visual society  Sample crafts and
arts and crafts in the images
society
Connection, Unit 5  Group singing,  Rehearsal class/rooms - Observation
relationship and 5. Connection: dancing, theatre  Audio/video player, - Self reflection
application 5.1. Demonstration: about crosscutting local percussion, lyrics, - group reflection
Songs, dance and theatre issues stage play, and available - portfolio
about traffic, HIV and  Let students sing music inVWUXPHQW« - Oral questions
doping (cross-cutting about nature (stars,  Images, Audio/video
issues) ULYHUV ELUGV«HWF materials
5.2. Signs and symbol in  Application of arts  Logo, poster and locally
the community in understanding available materials
(Logo & poster) signs and symbol in
the
community(Logo
& poster)
Performing and visual Arts syllabus for Grade Six

At the end of this grade level, learners will be able to:

o Identify simple elements of visual Arts (line, shape, form, color, value, texture, size, pattern), theater, techniques
RI YLGHR UHFRUGLQJ PXVLF UK\WKP G\QDPLFV WHPSR SLWFK« GDQFH DQG WHFKQLTXHV RI YLGHR UHFRUGLQJ
o Read simple musical notes

31
 o Reflect on the listed and watched messages, images and actions after listening/watching a particular audio/videos
o Identify the similarities and differences between major & minor keys, high and low pitches and key signatures
o Describe the similarities and differences between theatre arts ((acting, directing, play writing) and film arts
o - Demonstrate the skills of drawing for painting and other related visual arts
o - Perform easy melodic and rhythmic songs from a staff stave (treble & bass clef)
o - Differentiate between high and low pitches
o - Demonstrate skills in drawing, painting and printing Pantomime, montage, and improvisation
o - Express moods, feelings, themes, ideas through music, theater, video, and photograph.

Thematic Area Contents Learning strategies Teaching and learning Assessment

materials
Artistic Perception Unit 1:  Listen and watch the  Rehearsal class/rooms  Observation
1. The nature of Arts messages, images  Image, music and video  Self reflection
1.1 Drawing as base of and actions in given players,  group reflection
painting and other audio/videos  Paper, Pencil, charcoal,  portfolio
visual arts  Differentiate major & crayon and locally  Oral questions
1.2 Major & minor keys, minor keys, high and available materials
pitches and key low pitches and key  Audio/video materials
signatures signatures  Written and locally
1.3 Theatre arts (acting,  Understand theatre available materials
directing, play and film arts
writing) and film arts  Drawing for painting
and other visual arts
Creative expression Unit 2:  Perform Melodic and  Rehearsal class/rooms  Observation
2. Creative expression rhythmic songs from  Audio/video player,  Self/practical
2.1. Rhythmic songs stave (treble & bass pictures of clefs and reflection
from stave (treble & clef) and Ability to notes on boards/flip  group reflection
bass clef), high and differentiate between FKDUWV «HWF  portfolio
low pitches high and low pitches  Audio/video materials
2.2. Drawing for  Demonstrate  News paper, magazine,
painting and printing drawing, painting and glue, pencil, crayon, and

32
 2.3. Expression of ideas printing locally available
in theatre, video and  Express moods, materials
photograph feelings, themes,  Costume and props
ideas through
Theater, Video, and
Photograph.
 Demonstrate skills in
Pantomime, montage,
and improvisation.
Historical and Unit 3:  Tell and illustrate  Rehearsal class/rooms  Observation
cultural contexts 3. Telling and local artistic stories  $XGLRYLGHR SOD\HU«HWF  Discussion
illustrating stories through songs, visual  Images, Audio/video  Self/practical
through visual and art, theatre/video/film materials reflection
performing arts, and dances  group reflection
3.1. Traditional music  demonstrate symbol  Feedback
instrument, local DQG VLJQ RI VRFLHW\¶V  portfolio
dance culture  Oral questions
 distinguish and play  Written tests
traditional music
instruments and local
dances
Aesthetic Valuing Unit 4:  perform local artistic  Rehearsal class/rooms  Observation
4. Appreciate stories through songs,  Audio/video player, local  Discussion
indigenous visual art, percussion, strings,  Self/practical
knowledge in theatre/video/film blowing instruments, and reflection
performing and and dances locally available music  group reflection
visual arts  drawing and making LQVWUXPHQW«  Feedback
paper mosaic of  Images, Audio/video  portfolio
cultural and historical materials  Oral questions
figures  Sample crafts and images  Written tests
 demonstrate symbol

33
 DQG VLJQ RI VRFLHW\¶V
culture
 Preform in traditional
music instruments
and local dances
Connection, Unit 5:  Connecting  Rehearsal class/rooms  Observation
relationship and 5. Connecting PVA performing Arts with  Audio/video player, local  Self reflection
application with other subjects other subjects & percussion, lyrics, stage  group reflection
5.1 Connection of arts cross cutting issues play, and available music  portfolio
with conservation and (singing, dancing, LQVWUXPHQW«  Oral questions
reservation of WKHDWUH YLGHR«  Images, Audio/video
valuable resources  Demonstration and materials
5.2 Connecting visiting  Logo, poster and locally
performing Arts with available materials
other subjects & cross
cutting issues (gender,
WUDIILF +HDOWK«
Performing and visual Arts syllabus for Grade Seven

Learning outcomes:
At the end of this grade level, learners will be able to:
 Describe Characteristics of Ethiopian music and traditional techniques of dance
 Identify theater Arts & Film Arts
 Draw and paint
 Apply Art elements in 2D Visual Arts(painting and Printing)
 Express moods, feelings, themes, ideas through Theater, Video, and Photograph.
 Demonstrate skills in Pantomime, montage, and improvisation.
 Perform Solfeggio in different time signature ( ¾4, 4 / ) using notation
 Play rhythm pitch, beats, rest by using modes of Ethiopian Music (Tizita and

34
 Bati) and perform folk dance styles
 Tell and illustrate local artist stories of singers, dancers, visual artists,
 Express indigenous knowledge through theatre/video/film
 Perform or appreciate artistic stories through songs, visual art, theatre/video/film and dances
 Appreciate and recognition of ways of preparing indigenous art works

&RQQHFW SHUIRUPLQJ $UWV ZLWK RWKHU VXEMHFWV & FURVV FXWWLQJ LVVXHV VLQJLQJ GDQFLQJ WKHDWUH YLGHR«

Thematic Area Contents Learning strategies Teaching and learning Assessment

materials
Artistic Perception Unit 1:  Characteristics of  Rehearsal class/rooms  Observation
1. Artistic Perception Ethiopian music and  Image, music and video  Self reflection
1.1 Role and functions of traditional players,  group reflection
basic elements of techniques of dance  Paper, Pencil, charcoal,  portfolio
Design  Identify theater Arts crayon and locally  Oral questions
1.2 Ethiopian music and & Film Arts available materials
traditional, dance  Drawing and  Audio/video materials
1.3 Identify theater & painting  Written and locally
Film Arts available materials
Creative expression Unit 2:  Application of Art  Rehearsal class/rooms  Observation
2.1 Painting and Printing elements in 2D  Audio/video player,  Self/practical
2.2 Perform Solfeggio Visual Arts(painting body percussion and reflection
patterns of rhythm and Printing) recorders, notes on  group reflection
and pitch, beats, rest  Express moods, ERDUGVIOLS FKDUWV «HWF  portfolio
by using modes of feelings, themes,  Traditional music
Ethiopian Music ideas through instruments (locally
(Tizita and Bati) Theater, Video, and available)
2.3 Folk dance Photograph.  Audio/video materials
2.4 Write ideas for  Demonstrate skills (recorded)
theatre, film/video in Pantomime,  Fabrics, paints, glue,
montage, and pencil, crayon, and

35
 improvisation. locally available
 Perform Solfeggio in materials
different time  Costume and props
signature ( ¾, 4/4 )
using notation
 Playing rhythm
pitch, beats, rest by
using modes of
Ethiopian Music
(Tizita and
 Bati) and perform
folk dance styles

Historical and Unit 3:  Tell and illustrate  Rehearsal class/rooms  Observation

cultural contexts 3. History and culture  $XGLRYLGHR SOD\HU«HWF
ORFDO DUWLVWV¶ VWRULHV  Discussion
3.1. Regional music of singers, dancers,  Images, Audio/video  Self/practical
history and visual artists, materials reflection
indigenous music  Express indigenous  Written materials  group reflection
artists and dancers knowledge through  Feedback
3.2. Indigenous painting theatre/video/film  portfolio
of hand crafts  Demonstration and  Oral questions
(Manuscripts, visiting  Written tests
paintings and 
pottery)
3.3. Indigenous
knowledge in theatre
and film
Aesthetic Valuing Unit 4:  Perform or  Rehearsal class/rooms  Observation
4. Aesthetic Value appreciate artistic  Audio/video player,  Discussion
4.1. Value of performing stories through local percussion, strings,  Self/practical
art works songs, visual art, blowing instruments, reflection

36
 4.1 Indigenous art theatre/video/film and locally available  group reflection
works and dances PXVLF LQVWUXPHQW«  Feedback
 Appreciation and  Images, Audio/video  portfolio
recognition of ways materials  Oral questions
of preparing  Sample crafts and  Written tests
indigenous art works images
Connection, Unit 5:  Connecting  Rehearsal class/rooms - Observation
relationship and 5. Connection: performing Arts with  Audio/video player, - Self reflection
application 5.1 Application of other subjects & cross local percussion, lyrics, - group reflection
pottery and ceramic cutting issues stage play, and available - portfolio
in decoration of (singing, dancing, PXVLF LQVWUXPHQW« - Oral questions
home and WKHDWUH YLGHR«  Images, Audio/video
surrounding  Demonstration and materials
5.2 Performing arts with visiting  Logo, poster and locally
other subjects available materials
Performing and visual Arts syllabus for Grade Eight

Learning outcomes:
At the end of this grade level, learners will be able to:

 Express moods, feelings, themes, ideas through Theater and Video.

 3URGXFH 3ULQWPDNLQJ¶V & GR VFXOSWXUH FOD\ & SDSHU 0DFKH
 Describe major categories of Ethiopian Music and Instruments
6 2
 Perform Solfeggio in different time signature ( 8/ , 2/ 2, 4 / ) using notation
 Play rhythm pitch, beats, rest by using modes of Ethiopian Music (Anchihoye and Ambasel)
 Perform folk dance styles
 Describe music, musical instruments and dances in their cultural dimension
 Express indigenous knowledge through theatre/video/film
 Appreciate performances of music, dance and theatre/video/film

37
  Appreciate and recognizing tools and messages on monuments and artifacts.
 Connect performing Arts with other subjects & cross cutWLQJ LVVXHV VLQJLQJ GDQFLQJ WKHDWUH YLGHR«
 Apply of relationship of the important meanings in cultural artifacts

Thematic Area Contents Learning strategies Teaching and learning Assessment

materials
Artistic Perception Unit 1:  Major categories of  Rehearsal class/rooms  Observation
1. Artistic Perception Ethiopian music and  Image, music and video  Self reflection
1.1 Role and function of musical instruments players,  group reflection
Elements of Design Modes of Ethiopian  Paper, Pencil, charcoal,  portfolio
music and Styles crayon and locally  Oral questions
in 3D arts
of Dance available materials
1.2 Ethiopian music and
musical instruments,  Demonstration  Audio/video materials
Modes and dance  Understand the basic  Written and locally
a. Film/video and stages of theatre and available materials
theatre production film production
elements (basic
stages)
Creative expression Unit 2:  Express moods,  Rehearsal class/rooms - Observation
2. Creative expression feelings, themes,  Audio/video player, body - Self/practical reflection
2.1. Solfeggio in modes ideas through Theater percussion and recorders, - group reflection
of Ethiopian Music and Video. notes on boards/flip - portfolio
(Anchihoye and  Printmaking & doing FKDUWV «HWF
Ambassel) sculpture (clay &  Traditional music
2.2.Folk dance paper Mache) instruments (locally
2.3.Theater and  Perform Solfeggio in available)
film/video production different time  Audio/video materials
(create and write signature ( 6/8, 2/2, (recorded)
short story and 2/4 ) using notation  Paper, scotch, glue, clay,
interpret)  Playing rhythm pitch, and locally available

38
 2.4.Printmaking and beats, rest by using materials
sculpture (clay & modes of Ethiopian  Costume and props
paper Mache) Music ( Anchihoye
and Ambassel)
 Perform folk dance
styles
Historical and Unit 3:  Study music,  Rehearsal class/rooms - Observation
cultural contexts 3. History and culture musical instruments  $XGLRYLGHR SOD\HU«HWF - Discussion
3.1. Cultural dimensions and dances (in  Images, Audio/video - Self/practical reflection
in Music, musical cultural dimension) materials - group reflection
instruments and  Express indigenous  Written materials - Feedback
Dances. knowledge through - portfolio
3.2. Sculpture theatre/video/film - Oral questions
(monuments) and  Demonstration and - Written tests
artifacts in early visiting
history
3.3. Local stories for
theatre and
film/video
Aesthetic Valuing Unit 4:  Appreciate  Rehearsal class/rooms - Observation
4. Aesthetic Value performances of  Audio/video player, local - Discussion
4.1. Value of performing music, dance and percussion, strings, - Self/practical reflection
art works theatre/video/film blowing instruments, and - group reflection
4.2. Compare and  Appreciating and locally available music - Feedback
contrast performing recognizing tools LQVWUXPHQW« - portfolio
art works (music, and messages on  Images, Audio/video - Oral questions
dance, theatre, video) monuments and materials - Written tests
4.2 Tools and messages artifacts.  Sample crafts and images
on monuments and
artifacts
Connection, Unit 5:  Connecting  Rehearsal class/rooms - Observation

39
relationship and 5. Connection: performing Arts with  Audio/video player, local - Self reflection
application 5.1. Apply concepts of other subjects & cross percussion, lyrics, stage - group reflection
PVA in other cutting issues play, and available music - portfolio
subjects and cross (singing, dancing, LQVWUXPHQW« - Oral questions
cutting issues WKHDWUH YLGHR«  Sample crafts and
 Application of images, Audio/video
relationship of the materials
important meanings in
cultural artifacts

40