Elaine Browne.pdf - Nelson Mandela Metropolitan University

Elaine: Yes you are lucky at this school.
12
H: Yes we are, we are very privileged. The only thing is, we haven’t ... Next quarter we will be going into that
fully because.... Hopefully we will be getting the key to the cupboard, because we don’t want those instruments
to disappear, now. So, hmm it is quite a schlep moving the instruments from the library to the club house etc.
Elaine: So actually it is the venue that is the problem?
H: But they’re enjoying it. It is starting to get to them now. They’re enjoying it.
Elaine: I want to ask you, how did you feel when the principal ask you to do drama and dance?
G: I think I speak on behalf, I think we both like music and dance as I was ... Before I got married I was a
professional dancer in Latin and I found that together we like dance things. So it was, it was something...
E: Well it was totally new to me. All the years I had English, Social Science for many years. And then last, two
years ago, they gave me the technology, so this year, they put me into Arts and Culture. So its, its new, and
every time it is a learning experience.
H: She is doing very well, she is very flexible sometimes. (Laughing)
G: Well you are still young, Donna. (They were all laughing)
E: I am older than you.
Elaine: And the assessment of these four elements of Arts and Culture?
E: The, well the dance and drama consist of 50 marks, so 25 for dance and 25 for drama. This past quarter we
divided the disky dance into 5 sections. So they need to know the movements of the juggle, the head, the chest,
the kick and the table mountain. So we divided that into 25 marks.
Elaine: What I want to know is, it easy for you to assess them.
E: It is, yes it is, the smaller children are. It is easier as they pick up steps very easily and movements and what I
do normally. I don’t take them one by one. It takes too long and they become noisy, so we take 5 at a time. So
we watch all 5 of them and so it goes quicker. So in the period we can get through the whole class and then with
the miming it is always in advance we ask them to plan something. Getting them into little groups and then they
plan their miming and so on. And I divided this quarter into 12 and 13 to make up our 25. And then gave then
out of 12 for their planning and then the actions out of 13. So after the actions are done they would come to
the table and the leader would now tell me exactly what they did because sometimes the actions won’t make
sense to the rest of the children. With the miming it is not always that it make sense. So they would come and
the one would explain exactly what they did. So that is how we do the assessment.