Professional Documents
Culture Documents
Visual and Performing Arts Infant
Visual and Performing Arts Infant
Visual and Performing Arts Infant
ZIMBABWE
MINISTRY OF PRIMARY AND SECONDARY EDUCATION
SYLLABUS
2015-2022
ZIMBABWE
MINISTRY OF PRIMARY AND SECONDARY EDUCATION
SYLLABUS
2015-2022
i
Visual and Performing Arts Infant 05-10-16.qxp_Layout 1 13/10/2016 12:44 PM Page ii
TABLE OF CONTENTS
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv
1.0 Preamble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
1.2 Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
1.4 Assumptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
3.0 Aims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
5.1 Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Table of Contents
ACKNOWLEDGEMENTS
l Universities Representatives
l Publishers
1.0 PREAMBLE
1.1 Introduction
The Visual and Performing Arts is a learning area that seeks to develop the skills of creativity,
performance and originality. It involves music, dance, theatre and visual arts which leads to
entrepreneurship. The syllabus is for Infant level and intends to help learners gain
understanding and appreciation of visual and performing arts. It places visual and performing
arts in its socio-economic, political and cultural context in order to help learners understand
and appreciate their culture and society.The syllabus follows a developmental approach that
leads learners to grow into a mature relationship with Music, Dance, Theatre and Art through
primary education.
1.2 Rationale
Zimbabwe is endowed with cultural diversity and therefore it is imperative for learners to acquire
visual and performing art skills and competencies as these are essential for national and self-
identity , entertainment, employment creation, problem solving, critical thinking, creativity and
self-discipline. Visual and Preforming Art embraces inclusivity as leaner are encouraged to
appreciate their uniqueness and their products.
1.4 Assumptions
The syllabus assumes that learners have innate abilities to:
➢ Heritage Studies
➢ Climate Change and Environmental Issues
➢ Human Rights
➢ Children’s Rights and Responsibilities
➢ Child protection
➢ Financial literacy
➢ Gender
➢ Sexuality, HIV and AIDS Education
➢ Disaster Risk Management
➢ Collaboration
3.0 AIMS
The syllabus aims to enable learners to:
3.3 value confidence, self-esteem and self-expression and practice skills necessary
for creative expression
4.1. perform in a chosen area of arts with consistency, artistry, technical ability and
proficiency
4.2. attain creative skills that progress towards literacy in dance, theatre, visual art and
music
4.3. express ideas and feelings through music, dance, theatre and visual arts
4.4. acquire basic enterprise skills in music, dance, theatre and visual art
4.6. develop natural abilities and potential to acquire techniques in visual and
performing arts
4.9. recognise works of dance, music, theatre, and visual art as a reflection of societal
values and beliefs of Unhu/Ubuntu/ Vumunhu in the past and present
4.11. recognise the significant contributions of individual artists in dance, music, theatre,
and visual art from diverse cultures throughout Zimbabwean history
4.12. evaluate the impact of technology and innovation in music, theatre, dance and
visual art
5.1 Methodology
a) Animation
b) Notation
c) Song and dance
d) Story telling
e) Group work
f) Games
g) Integrated learnig
h) Simulation
i) Resource method
j) Educational tour
k) Gallery walk
l) Discussion
m) Survey method
n) Problem solving
o) Experimentation
p) Research
q) Poems and Rhymes
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9.0 ASSESSMENT
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9.1.1. describe the value of music, dance, art and theatre in Zimbabwean culture
9.1.2. identify pre-colonial, colonial, chimurenga and post-colonial songs
9.1.3. compose songs or pieces for different occasions.
9.1.4. play musical instruments
9.1.5. create poetic works linked to different occasions
9.1.6. apply the elements and principles of design
9.1.7. dance, mime and perform to a variety of traditional and contemporary music
linked to Zimbabwean culture
9.1.8. construct, paint and decorate artifacts used in visual and performing arts
9.1.9. design dance sequences (choreography) from songs taught in class
9.1.10. identify dances, songs and artifacts of other cultures
9.1.11. describe aesthetic values through visual and performing arts
9.1.12. demonstrate entrepreneurial, Unhu/Ubuntu (soft skills) through visual and
performing arts
9.1.13. analyse finished artworks and performances
9.1.14. express themselves creatively through visual and performing arts
9.1.15. use visual and performing arts as a medium of communication
9.1.16. use visual and performing arts as a vehicle for the enhancement of community
consciousness and national identity
9.1.17. identify careers in visual and performing arts
9.1.18. demonstrate an understanding of the elements and principles that govern the
creation of works of art in dance, music, theatre and visual arts
9.1.19. synthesise skills, media, methods and technologies that are appropriate to
creating, performing and presenting works of art in dance, music, theatre and
visual art and
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