Grade 7 Ethiopian Performing and Visual Arts PDF

Fetena.net : Ethiopian No#1 Educational Resource Grade 7 Unit Artistic Perceptions 1 Introduction to Unit One: This unit introduces you that characteristics of Ethiopian traditional music, characteristics of Ethiopian techniques of dance, identify theatre arts, film arts, draw and paint. General Learning Outcomes of the Unit: After learning this unit, you will be able to: Describe Characteristics of Ethiopian traditional music, Describe characteristics of Ethiopian traditional techniques of dance, Identify theatre Arts & Film Arts, Draw and paint 1.1 Characteristics of Ethiopian traditional music 1.1.1 Ethiopian Music Specific learning outcomes: At the end of learning this unit, you will be able to: Describe the characteristics and classification of Ethiopian traditional music. Ethiopia has a long and at times tormented history. With that it has an equally long and fascinating history of traditional music arts, and dance culture. Its folk music and culture has a long step in the history of civi- 3 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 lization. Ethiopia is the only country in Africa never to have been colo- nized. It can be said that it is one of the most unique folk music and also culture in the world. Folk music of Ethiopia is consisting of many type music instruments with thousands years old which survived through the history. The music and culture of Ethiopia has been influenced by Chris- tian, Islam, Jewish and also Afros. Ethiopia has diverse number of ethnic groups (more than 80 ethnic groups). Each ethnic group has its own traditional music and sounds. This folk music, have tighten with other cultured aspect of each ethnic group like dances, clothes, spirituality, wars and etc.… Ethiopian music began as a form of religious expression during the 4th century AD with the advent of the Ethiopian Orthodox Church. The churches own unique musical style was created by St Yared, the fa- ther of Ethiopian Church music and his appreciable three mode sounds are still practiced today. The northeastern part of Ethiopia is home to the city of Wollo, which is where the Muslim musical form called Manzuma developed and later spread throughout the country. Traditionally, in the Ethiopian Highlands, "azmaris" or minstrels are the main musicians and are treated with respect. Furthermore, Ethiopian music employs a unique modal system called "qenet" that is pentatonic with long intervals between most notes. The four main modes of "qenet" are "tezeta", "bati", "ambassel" and "anchihoy", with 3 additional modes that are variations of the main 4 modes: "tezeta minor", "bati major", and "bati minor". Ethiopian music is generally heterophonic or monophonic, while certain areas in the south of the country use a polyphonic style (Dorze poly- phonic). 4 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 1.1.2. Ethiopian St. Yared When we see the music of Ethiopia, it is derived from St. Yared, who is Ethiopian Outstanding music expert. He introduced Ethiopia with mod- ern music in the sixth century by introducing the three kinds of melodic styles named Geeze “ግዕዝ”, Ezeil “ዕዝል” and Array “አራራይ” with their corresponding symbols of representation. Figure 1 St. Yared Under these melodic styles there are four Main scale based class under which there are other more than. Even if his work can make him before those who are declared as great contributor to the birth hand development of system of modern music, like Franz Joseph Haydn, Wolfgang Amadeus Mozart and Ludwig van Beethoven. These musicians are emerged over thousands of years after him in Europe but due claim has not been given to St. Yared because of many years of isolation of Ethiopia from the technology directed world. Unique character and sound of Ethiopian folk music comes from a pen- tatonic modal system, with strange and long interval between the notes. For the modern ears nowadays, this will be more strange and tasty when this music played with western instruments. 5 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 The music from highlands of Ethiopia has a modal system called kegnet which consist of four main modes: Tezeta, Bati, Ambassel, and Anchi- hoye. It also contains two additional modes: Tezeta minor and bati mi- nor. Some songs has the same name with it'sqenet/kegnet. For example: tizita or tezeta. The word Tizita is Amharic word for is memory. This type of folk songs usually compared with the blues in western music. On the list of songs below you can listen to different variation of this mode with Ethiopian music instruments and also western instruments. The first recordings of folk music of Ethiopia and popularizing it, hap- pened during the time of Emperor Haile Selassie. In 1924 he had a dip- lomatic tour to Europe but he started his travel with Jerusalem. Because every respected Ethiopian should visit and be pilgrim to JerusalemIn Jerusalem he met a marching band of young Armenian orphans. He was impressed by this band and made a deal to send them to Ethiopia and to form a military music band. This was the seed of early recording for oth- er early Ethiopian musicians like TilhunGessesse, NewayDebebe, and Ethiopia’s most famous musical artist, Mahmoud Ahmed. The same as many other African countries (or even Asian countries), military was a place to grow and develop folk music into popular music or receiving of western modern instruments and combine it with folk music instruments and harmony. Ethiopia is one of the countries with ancient civilization and history. There are 80 nationalities and languages in Ethiopia. When we look at the country's indigenous music, there are many songs, dances, and musical instruments in every nation. These songs and dances are sung with joy, sorrow, work activity, war, hunting, Etc. Ethiopian indigenous music was used as an amateur before foreign music entered the coun- try. This means that even though the musicians are not recognized as a 6 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 musician, the community sings and dances together. It is difficult to say or write much in this field due to lack of enough research in the field of Ethiopian indigenous music, the wide variety of music character, and variety of Ethiopian indigenous music. 1.1.3. Characteristic by geographical location Meanwhile, some musicians divide Ethiopian traditional music into three categories. These are: 1. Northern Ethiopian Music This category includes Gondar, Gojjam, Tigray, Shoa, Wollo, Gurage and Welega, all of which have the same musical instruments and type of singing. In terms of the nature of the melody, those areas are performing Or- thodox Tewahedo Christianity and there is a culture of spiritual / church melody. The musicians also grew up listening to the music of the church in their daily activities and because they are involved and the spiritual music is spread in these areas, the spiritual music is reflected in their secular music. For spiritual songs music instruments like harp, lyre, harp, tambou- rine, etc., now widely served 2. Eastern Ethiopia and the surrounding This category includes music and dance for the majority of the Muslim community. They include Harar Oromo, Harari, Somali, Afar, Bale and others. 3. Southern Ethiopia Southern Ethiopia includes Wolayita, Gamogofa, Kefas, Sidama, Konso and others. For the past 120 years, musicians have been working in Addis Ababa 7 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 since coming to the city. As a result, Addis Ababa began to pay salary for musicians for the first time in 1934 E.C in Hager Feker. Witnesses at the time said it was new to them that considering music as a profession.. Because of music was not considered as a profession in that day, the musician considered as to be idle man. In the process, they formed the Meder Tor Orchestra in 1935, the Police Serawit in 1936, and the KiburZebegna in 1947, making them a better career and source of income for the musicians. In the 1960s, Ethiopian music flourished and private musicians emerged. As a result, in addition to Amharic music, the Oromo, the Tigray, Wolay- ta, and Dorzi songs began to be performed. In recent years, some European and American musicians have been able to study the music of certain nationalities in various parts of the country. 8 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 Activity 1.1 A.Individual work 1. Who is Ethiopian Outstanding music expert? 2. Name the three kinds of St. Yaredmelodic styles? B. Name the four kinds of Ethiopian music kegnet? C. Group discussion Discuss the following question in three groups and present your dis- cussion outcome through your group representative. 1) Present the Northern Ethiopian Music and perform one music in group? 2) Present the Eastern Ethiopia music and perform A music in group? 3) Present the Southern Ethiopia music and perform A music ingroup? 1.2. Characteristics of Ethiopian traditional techniques of dance Specific learning out comes: At the end of this lesson, you will be able to: Describe the characteristics of Ethiopian traditional Dance. Dance is a way of knowing and communicating. All societies use dance to communicate on both personal and cultural levels and to meet physi- cal and spiritual needs. Dance, as with all the arts, has its own language. We need to learn this language in order to fully understand and appreciate the world of Dance. 1.2.1 Characteristics of Ethiopian folk dance Ethiopia has over 80 ethnic groups in the country, and each group has a 9 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 very unique step and rhythm. Due to its old history, one that dates back to 3000 years, Ethiopia's folk dance is a symbol of their mosaic culture. Dancing is an integrated part of life for Ethiopian's and they love danc- ing. Let's enjoy and experience the Ethiopian folk dance. A. Dance of Tigray People The dance of Tigray region is characterized by two-beat drum rhythmes. According to the distinctive drum rhythmes, they dance in a circle like Japanese bon dance. It also has different variety of steps, such as delicate neck motion, rhythmical shoulder movement, jumping steps, and so on. 10 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 Practical technique steps: 1. Stand frilly and relax the whole body 2. Open the leg as the shoulder level 3. Put the hand on the waist freely 4. Walk slowly, by alternating the legs with the flow of the melody rythm 5. Rotate right and left 6. Repeat this pattern as the melody ends B. Dance of Amhara People The dance of people in Amhara region (Northern Ethiopia) is called “Eskesta” which has unique movement of neck, shoulder and chest. There are several variations of motion and steps according to areas such as Gondar, Gojjam, Showa, and Wollo. Practical technique stapes 11 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 7. Stand frilly and relax the whole body 8. Open the leg as the shoulder level 9. Put the hand on the posterior freely 10. Stoop a little and shack the chest and shoulder 11. Count 1- 2 – 3- and 4 and Reith up 12. Repeat this pattern as the melody ends C. Dance of Somali People In eastern Ethiopia, people living near the border to Somalia. Women’s dance style, dancing with their hair covered with scarf, emphasizes their beauty that modest women have. Men dance to drum rhythm with mas- culine but elegant steps. Women dance with spreading their long skirts like butterfly. It is a very beautiful dance. Practical technique stapes: 13. Stand frilly and relax the whole body 14. Stamp by your feet separately, by one- two, one –two … 15. Count 1- 2 – 3- and 4 to the right leg 16. Count 1- 2 – 3- and 4 to the left leg 17. Repeat this pattern as the melody ends D. Dance of Oromia People Oromiya region is the largest and their dance styles are different de- pending on places. Some of famous dances are “Shoa Oromo” and “Ha- 12 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 rar Oromo”. Especially, Shoa Oromo dance has unique costume as well as steps. Women wear leather-made wild two-piece costume decorated with shells. Men wear fur skin like lion’s mane on the head and use stick for dance. What is most surprising is women’s very fast and sharp neck motion. You never forget it once you watch it! Practical technique stapes: For men: 18 Stand frilly and relax the whole body 19. Stamp by your feet separately, by one- two, one –two … 20. Stoop a little and keep stamping the rhythm. 21. Count 1- 2 – 3- and 4 jump by the right leg 22. Count 1- 2 – 3- and 4 jump by the left leg 23. Repeat this pattern as the melody ends For female 1. Open the leg as the shoulder position 2. Put your hands in the abdomen and open the elbow. 3. Relax the neck and round and roll slowly and gradually fast to the left E. Dance of Gurage People The Gurage area is about 100Km Southwest from the capital city Addis Ababa. Gurage people are famous for hard working, and their dancing style brings such an image of hard working people. Differing from other 13 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 dances, women dance with pants and they cover their hair with scarf for preparing for the fast tempo dance. According to upbeat music both women and men keep steps first without rest like a marathon runner. Practical technique steps: 24. Stand frilly and relax the whole body 25. Stamp by your feet separately, by one- two, one –two … 26. Stoop a little and keep stamping the rhythm. 27. Count 1- 2 – 3- and 4 jump by the right leg 28. Count 1- 2 – 3- and 4 jump by the left leg 29. Repeat this pattern as the melody ends F. Dance of Walyta People Walyta people living in Southern Ethiopia dance with distinctive move- ment of waist. Compared to the Northern Ethiopian dances like Amhara, which mainly require to move upper body (e.g. neck, shoulder, chest), the further people go to Southern Ethiopian, the more movement of low- er body their dances require. Practical technique steps: 14 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 30. Stand frilly and relax the whole body. 31. Swing and twist your haunch rhythmically. 32. Open your hands at said and waggle the whole haunches and nudge the other dancers. 33. Round to the left, round the right. 34. Repeat this pattern as the melody ends G. Dance of Gambella People Gambella region is located in the western part of Ethiopia close to the Sudanese border. The people living in this region are slim and tall with looks that differ from other parts of the country. The dance of Gambella is characterized by the agile spin of the waist. The women dance while hurling a fringe decorated with cowrie. They dance using their entire body while playing the instrument (fringe) which makes a special type of sound. Practical technique steps: 35. Stand frilly and relax the whole body 36. Stamp by your feet separately, by one- two, one –two … 37. Turn the hand at 90 degree and keep stamping the rhythm. 38. Count one, two, three, and four and turn and round to the left. And one, two, three and four to the right. 39. Repeat this pattern as the melody ends reference:- Video link:https://www.youtube.com/hashtag/ethiopiantra- ditionaldancetutorial. 15 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 Activity 1.2 I. Individual work 1. Who is Ethiopian Outstanding music expert? 2. Name the three kinds of St. Yared melodic styles? 3. Name the four kinds of Ethiopian music kegnet? II. Group discussion Discuss the following question in three groups and present your discus- sion outcome through your group representative. 1. Present the Northern Ethiopian Music and perform one music in group? 2. Present the Eastern Ethiopia music and perform one music in group? 3. Present the Southern Ethiopia music and perform one music in group? 1.3. Identify theatre & Film Arts 1.3.1. Identify theatre Art Specific learning out comes: At the end of this lesson, you will be able to: Identify theatre art The word "theatre" is derived from the Ancient Greek root word “the- atron”, meaning, "a place for viewing", and “theaomai,” meaning "to see", "to watch", to view, or "to observe" that the specific place for per- formance is named comedy. At it is stated above, the words theaomai and theatron combined togeth- er to state theatre as it includes the place of performance and what is performed in the given acting area that is connected to a sense of per- ception to observe. As a performing art, it is a collaborative form of art which combines words, voice, movement and visual elements to express meaning that 16 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 uses live performers, typically actors or actresses, to present the expe- rience of a real or imagined event before audience in a specific place, often called a stage which combines words (dialogues), voice of an ac- tor or actress, movements of performers and visual elements to express meaning and encompasses live improvised and scripted (texted) work to deliver an idea that reflects daily lives that demonstrate about the con- flict and resolution of fundamental human issues and problems to build positive interactions between societies. Theatre art is a tool as a springboard for learners to present important aspects of life that develops the art sensitivity to understand the other students’ points of view can be taken as the means of communication to deliver messages through individual and social experiences that in- terpreted, or reflected, and reacted concerning the understanding of the audience from the performances they view on the stage. To communicate with the audience, theatre art learners (students) make choices for the development of a script idea, design character, or char- acterization students’ experience of the creative process theatre should include an investigation of the “how, when, and why” choices get made to know the source of the stories for the performance of theatre through elements of art such as painted scenery, stagecraft and lighting that are used the acting area of the performance. To deliver the message to the audience, it needs the flow in theatre which is important for learners to follow how to use the voice, body, and imag- ination to express concepts, ideas, and emotions such as sadness, happi- ness, nostalgia, and the like. Before performing on the stage, artistic creation is fundamental concept that consists generating ideas for the stories and “imagined worlds” and the real world we live in which are communicated through words, mind, 17 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 body movement, aural elements, and visual elements. The performers may communicate the experience of real-life to the audience through combinations of gesture, speech, song, music, and dance in a specific place to enhance the physicality, presence, and immediacy of the daily experience. The above mentioned point, about the word theatre, explains that the term “theatre” also refers to building (theatre spaces), an activity for doing or going to the theatre, an institution that more narrowly studies theatre as an art form and suggests theater as the art or activity of writ- ing and performing plays, or the public performance of plays, or other activity or presentation considered in terms of its dramatic quality. The- atre, also spelled theater, in architecture, a building or space in which a performance may be given before an audience. Although the definition of "theatre" contains different contents, the term, in general, refers to acting area or building that the audiences are going to watch the performance and the actors and actresses that perform what is seen on the stage. 1.3.1.1. Theatre Art in the Context of Ethiopia According to modern technology, the development of the Ethiopian Theatre is indeed a recent phenomenon to discuss and investigate its background. It is very difficult to show a clear period of Ethiopian the- atre when it began. Because of the lack of publishing works regarding Ethiopian theatre, it needs further research to explore its facts. Nevertheless, there are not enough resources with Ethiopian Theatre History, Fabula (comedy of animals or Yawureoch Commedia) is prob- ably the first original African play ever written and produced (Plastow, 2010) in the case of Ethiopia. 18 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 Fabula was probably written in 1913 by TeklehawariatTeklemariam but the country has different theatre houses such as Hager Fikir Theatre, Haile Selassie Theatre (National Theatre of Ethiopia), Addis Ababa City Hall and Ras Theatre that can be mentioned as the oldest theatre build- ing and institution in Ethiopian Theatre History. Even though there are few written pieces of evidence explore playhous- es (theatre houses) of Ethiopia, there are few resources that narrate about theatre houses of the country. But the invention of the Ethiopian Theatre states that theatre houses es- tablished in the country during Haile Sellasie 1st regime. For instance, Hager Fikir Theatre was founded in 1935, at the time when people of Addis Ababa founded "Hager FikirMaheber"(Association for the love of the Motherland) to stand against the upcoming Italian invasion. The founder, MekonnenHabtewold, wanted to encourage the patriotic mettle of the Ethiopian people. The first open-air productions took place at Menelik Square, the city center of Addis Ababa. Although the Italian occupation could not be prevented, Hager Fikir Theatre survived. However, there were few un- critical and fascist friendly plays brought on stage during the period of occupation. After the withdrawal of the Italian troops (regime) in 1941, the theatre crew moved from Menelik Square to the place where it is located nowa- days in the Piazza district. A former Italian night club was reconstructed as a theatre hall. At the 25th anniversary of Haile Selassie's reign in 1955, the main entrance of the hall was enlarged and an imperial balco- ny and lounge were built. During the reign of Haile Selassie, the Hager Fikir Theatre grew, al- though the Emperor established the Haile Selassie Theatre (today the 19 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 National Theatre) as an additional theatre in Addis Ababa. The Hager Fikir Theatre continued as a popular theatre for the common people of the city whereas the Haile SelassieTheatre was mainly visited by high- class society. Besides regular performances, the Hager Fikir Theatre also broadcast live radio shows on Ethiopian radio. Moreover, the troop went on tour regularly, so that people from rural Ethiopia also could have access to the productions of Hager Fikir. After Haile Selassie's reign at the time of the Derg Regime, the Hager Fikir Theatre continued to produce socialistic plays and performances. Musicians and actors were mostly controlled and the work of the di- rectors was censured by the government. For example, because of the censorship done, in 1975, the Hager Fikir director TesfayeGesesse was arrested for his play "Iqaw" ("The Thing"). It was said to be anti-Derg and anti-revolutionary. After the downfall of the Derg Regime in 1991, the Hager Fikir Theatre continued its work. The Hager Fikir Theatre that is found in Addis Ababa is not only the theatre with the greatest tradition in Ethiopia but also it can be taken as the oldest indigenous theatre in Africa. Hager Fikir stands for more than 80 years of cultural life in Addis Ababa. It is a playhouse where modern Ethiopian music and drama were born and nurtured. Many stars like Aster Aweke, TilahunGessesse and FrewHailu began their careers on the stage of Hager Fikir Theatre. Both traditional Ethiopian plays and translations of plays by William Shakespeare, Friedrich Schiller, Henrik Ibsen, and Moliere have been produced at Hager Fikir Theatre in recent decades. After the establishment of Hager Fikir Theatre, the National Theatre of Ethiopia is the other big theatre house that is formerly known as the 20 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 Haile Selassie First Theater is the oldest theatre (playhouse). Its archi- tecture (hall) had begun to be built during the Italian occupation as the Cinema Marconi with some 350 seats. The building was later completed in 1955 for the celebrations of the Silver Jubilee and expanded to seat 1260 people. The theatre group was founded by the government in the late 1940s, with the main objective of playing Ethiopian songs by solo- ists accompanied by a modern orchestra. The Austrian composer Franz Zelwecker became the first director of the National Theater. The theater is divided into two directorates, one for theater and the other for music. The music directorate includes the Izra Folk Music and Dance Group, Yared Modern Orchestra, Dawit POP Or- chestra and String Orchestra (Wikipedia, the free encyclopedia). Because of the intangibility of different data resources to narrate Ethi- opian Theatre History, it is difficult to point out the relevant facts but theatre research on the development of Ethiopian theatre suggests that it is very likely that plays were performed in the country during Axumite period. The word “theatre” exists in Ge’ez and archaeological evidence indicates that Greek was spoken in the Axumite court. With the advent of Christianity in the country, the pagan theatre would have been closed down. And as it was in Europe, passion plays devel- oped as part of church ceremonies. Every Easter the pageant of the pas- sion was performed throughout Christian Ethiopia. The church, with its costumes and props, the clerical vestments, multi- colored umbrellas, the dances of the clergy, the prayer sticks and drums and sistra, was an arena for the highest theatrical development in Ethi- opia. There were also other forms of traditional theatre in the country(Ethi- opia), such as the different kinds of dance-drama, Fukera (war songs), 21 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 and even the institution of the Azmaris (wandering minstrels) and Are- hos (wandering singers) who, as paid professionals, may have been the first Ethiopian actors. In Ethiopia, plays in the modern sense are a recent phenomenon. The advent of modern drama coincides with the development of the modern school system. Students presented the first modern play in Ethi- opia at the Menelik II School in 1914. There is no record of what the play was about or who wrote it. However, at about the same time the first modern play in Amharic was produced and written by FitawrariTekleHawariat, who was born in 1881 and had studied in Russia and France, the play was entitled Fabula (Comedy of Animals), and was based on La Fontaine’s Fables. As a satire of contemporary Ethiopian administration, the play was banned along with all other theatrical performances until the corona- tion of Emperor Haile Selassie I in 1930. Studies indicate that theatrical activity, after being forgotten for years, was restarted on the eve of the Italian invasion. It could be said that most theatre shows presented at this time were re- lated to the impending war and aimed at mobilizing the people to defend the country’s independence. In 1935 the Ethiopian National Patriotic Association (Hager Fiker) was founded. Before the building was erected, plays intended to arouse pa- triotic feelings were performed in the open air at Menelik II Square. It was during this time that YoftaheNigusse wrote and produced Afajeshi- gn (You Made Me Quarrel), an allegorical play forewarning the dangers awaiting Ethiopia. Written in verse with songs and dance, Afajeshign has several memorable scenes of lamentation, which reflect Yoftahe's considerable poetic talents. YoftaheNigusse was not the only playwright 22 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 in the prewar years. Though less well known, MelakuBegosew wrote several plays during this period. Captain Nalbandian’sGonderewGebre Mariam (Adventures of Gebre Mariam of Gondar) was presented in 1933 at the Menelik II School. After the war, the Association resumed activities centered on further uniting the people and assisting national development. It was felt that the theatre was an excellent medium for enlightening the public. The Hager Fiker Theatre, beginning a tradition of popular theatre, which is still being carried on, put on regular plays. In 1947 the Addis Ababa City Hall formed a committee headed by YoftaheNigusse to start a theatrical group. After Yoftahe’s untimely death, AfeworkAdafre, Captain Nalbandi- an and TesfayeTessemma carried on the work, and before long they were presenting plays at the City Hall. This ushered in a period of great activity in the theatrical field with the then Prime Minister Bitwoded Mekonen Endalkatchew’sYedem Dimts (Echo of Blood) in 1948, his Salsawi Dawit (David the Third) in 1951, WoizeroSeneduGebru’sYe- libeMetshaf (Book of My Heart) in 1949. 1950 saw the production of DejazmatchGirmatchew Teklehawariat’s Theodros, based on the life of the famous 19th-century emperor. This stirring historical play has already become a classic in Ethiopian drama. Kebede Mikael also came up with several plays during this period. In 1947 his YetinbitKetero (Appointment with Destiny) appeared. Two years later came Ato Belayneh, which one critic calls the Amharic “Faust.” In 1954, came his translation of “Romeo and Juliet.” In 1955, the Haile Selassie 1st Theatre (now Ethiopian National Theatre) was inaugurated on the occasion of the Silver Jubilee of the Emperor’s Cor- 23 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 onation. The inaugural play was Dawitna Orion (David and Orion) written by RasBitwodedMekonnen Endalkatchew. Hannibal of Kebede Mikael was also presented at the theatre for the Jubilee celebrations. The series of theatrical shows presented following the opening of the Ethiopian National Theatre was by far modern in their styles compared to the ones performed earlier. The stagecraft, the lighting, costumes, and make-ups were advanced enough to draw the appreciation of the people. The themes entertained by the theatre show performed in the time be- tween1961-1974 were closer to the social life of the people, rather than being historical and religious, and thus could be taken as advancement in the development of the art. During this time, Tsegaye GebreMedhin's plays YeshohAklil (A Crown of Thorns), Yekermo Sew (A Man of To- morrow) and PetrosYatchin Seat (Petros on that Hour) and his transla- tions of Shakespeare's "Othello", "Macbeth" and "Hamlet" were staged. Mengistu Lemma also wrote stage comedies that display an astute satir- ical sense, pungent irony and a thorough knowledge of traditional Ethi- opia. His two stage plays, Telfo Bekise (Marriage by Abduction) and Yalacha Gabitcha (The Marriage of Unequals) have been very success- ful at making Ethiopian audiences laugh at themselves. TesfayeGessesse, Abate Mekuria, AwlachewDejenie, TesfayeSahilu, AsnakechWorku, WogayehuNigatu, and DebebeEshetu are also im- portant figures that have contributed significantly to the development of Ethiopian theatre. In 1974 and thereafter, the art of theater was spread not only in Addis Ababa but also in other towns in the country. During this time, most of the plays were agitprops. In the years that followed and up until 1991, the government's censorship became a serious hindrance to the develop- 24 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 ment of theater. The area still suffers from lack of training and equipment such as sound system, lighting, video, and cameras, overhead and slide projectors, photocopy and fax machines, computer, printer, scanner, amplifiers, tape recorders, and vehicles. The National Theater of Ethiopia, which is one of the five theaters in the country, is itself lacking the capacity that should go with its name. It is unable to meet the expectations to portray the genuine and unadul- terated artistic life of the various nations and nationalities of the country and to create a forum whereby nationalities could learn, appreciate and respect each other's arts. With the multifaceted commitment made to strengthen the activities of the Regional States, the fact that this theater is not organized with the capacity necessary to provide artists coming from different regions with short term training in dancing, acting, stagecraft, and other such skills is worth considering. In addition to the above-mentioned idea, that most capitals of the Na- tional Regional States do not have institutions for the arts is a serious setback and an indicator as to how the importance of the sector to devel- opment is overlooked. (Retrieved from Wikipedia, Hager Fiker Theatre and National Theatre of Ethiopia.com) The Theater Arts Department of Addis Ababa University was opened in 1978 and has been producing the necessary skilled manpower. This has been an enormous contribution to the development of art. The graduates of the Department (theatre arts) have been employed by various gov- ernmental and non-governmental organizations both at the federal and regional levels. The Department, however, with its very limited budget could not have 25 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 important materials and technical equipment such as lighting and sound systems, computers, printers, scanners, etc. The fact that the (theatre arts) Department’s auditorium at Amist Kilo is serving as a conference center has affected the teaching and learning process. As it is declared in this research, theatre changes itself with the devel- opments of societies to discover the mechanical movements of human desires to explore their personalities, so what connects the history of theatre stated above to this study is to show that theatre of the earlier is not similar to the theatre of the present day. Indeed, it evolved from religious rituals through sophisticated refining human expressions that happened from time to time based on the needs and wants of the past audience that are not alike with the current theatre audience. Nowadays, audiences are wishing to entertain in theatre, through the modern concept to the values they need to get according to their un- derstandings, thought, life experience, age, specialization, educational background, norms, customs, beliefs, observations, judgment, and artis- tic taste as the advanced societies. 26 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 Summary: Theatre by itself and its study is not in stagnant or static phenomenon rather it consists the ongoing thoughts that evolved from ritual concept to different societal purposes such as educational development, eco- nomic, community status, religious teaching, political, language func- tion, culture, customs, conventions of the past historical present and the present societal conditions through dynamism process of societies in the general situations of human life to exist in the reflection of theatre arts. Because theatre, in Ethiopia, the social cohesion to bring people togeth- er in the way that members of society think about their lives of the con- current advanced time that shows the time to forecast about their future identities about entertainment that is based on the lives or the persistence of individuals to declare the heritance from the tradition society in the dynamics passages of human experiences it is the turning point to know Ethiopian theatre of the past to understand its development of today’s. Summary Questions: Discuss the following: a) Identify theatre arts Say True or False: 1) Theatre is the study of static phenomenon. 2) Theater is highly connected with culture. Choose the Correct Answer: 1) Theatre is _______________ in human life. a) reflection b) tool for cultural development c) the means of communi- cation d) all are correct 2) Theatre in Ethiopia is still on going. a) Goes with social development b) cyclical c) a and b d) none 27 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 1.3. 2. Identify Film Art Specific learning out comes: At the end of this lesson, you will be able to: ♦ Identify film art The name or the word "film" originates from the fact that photographic film that called film stock has historically been the medium for record- ing and displaying motion pictures. In this term, it describes that other terms exist for an individual motion-picture, including picture, picture show, moving picture, photoplay, and flick. The film art relates to all aspects of the production of film like television or movies for cinema (a story or event recorded by a camera as a set of moving images and shown in a cinema or on television considered to be an important art form taken as a source of popular entertainment, and a powerful medium for educating and indoctrinating students. The visual basis of film gives it an effective power of communication processed through writing, story, photography, drawing, painting, con- cept art, animation, visual effects, music, acting, and a whole host of other talents, skills, and abilities from talented individual students. On the other hand, a film art is known as a "movie" or a "motion picture," which a series of moving images shown on a screen, usually with sound, that makes up a story. The word movie here is to mean the photographic strip of plastic that runs through a camera and captures the film's images. Generally, Theatre is a live medium that involves live performance with actors and actresses who act out a real or imagined event before the au- 28 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 dience on the stage. In a cinema (theatre house where film is shown), the film, is audio-video medium which is projected with a movie projec- tor on to a large projection screen at the front of the auditorium. 1.3.2.1. Film in the Context of Ethiopia As it is stated later in this unit, film is considered as the highest form of the technology of arts in our era. According to different researches, this art was first introduced to Ethiopia during the reign of Emperor Menelik II and this was not long after the beginning of the film industry. Its re- search shows the following concepts: Later, the first cinema hall called Seytan Bet (House of the Devil) was opened in the year 1923. Until 1974, there were many cinema halls in the country. However, due to the nationalization of all cinema houses by the govern- ment in1974, the number of cinema houses, instead of showing prog- ress, has gradually decreased. As a result, their number today does not- exceed 20. Setan bet, even these cinema houses, more often than not, is closed. This is due to not only to the decrease in the number of film importers and distributors, but also to the absence of the supply of good quality films and other related problems. As result, a great number of the youth are nowadays compelled to go to video shops that are opened in different corners of cities (Addis Ababa) and towns to see films that could have negative impacts on their physical and psychological well being. The production of film in Ethiopia began during the reign of HaileSelassie I with a film on his coronation. Following this, documentary films on different issues featuring historical sites, developmental activities and the like were produced. As the reign of Emperor HaileSelassie I was replaced by the military 29 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 dictatorship of the Derg, a film entitled“Harvest Three Thousand Years, “which features the bitterness of the life of the peasantry under the feu- dal system was produced by Haile Gerima, a renowned Ethiopian film director. There were also films produced by Ethiopian such as Guma (Vendetta), and Hirut. Following this, the Film Production Section, established un- der the Ministry of Culture and Sports Affairs, produced another film en- titled“3002”. The Ethiopian film industry that focused on the production of documentary films continued with the establishment of the Ethiopian Film Center in 1978. The center was then replaced by EthiopianFilm Corporation IN 1997 E.C. These institutes were able to produce 27 documentaries altogether. Apart from these documentaries two feature films entitled BehiywetZuria, and Aster were produced. In contrast to the period covered, however, very little was achieved. This was particularly the effect of the divorce of the sector from private investment after the 1974 revolution. Summary: As the sector, film, could not be profitable in developing countries such as Ethiopia, the number of investors that would join the sector and the amount of capital they could invest in it are not expected to be high in a short period of time. In addition to encouraging private investors the government is thus expected to play a significant role in the production of films. In view of the important role that films could play in educating and entertaining the society as well as their significant place in the life of modern society,the task has to be taken seriously. Summary Questions: Discuss the following: 1) Identify film arts 30 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 Say True or False: 1) Film never existed in Ethiopia. 2) Film industry is only about profit making. 3) Ethiopia is rich in Film industry. 1.4 Role and Function of Basic Elements of Design 1.4.1. The Basic Elements of Design What Are the Elements of basic Design? Specific learning outcomes: At the end of this lesson you will be able to: ♦ Identify the basic elements of design ♦ Understand drawing and painting Art is a vital and persistence aspect of human experience. But where does the artistic impulse originate? We can see that it is inborn by ob- serving children. Who make pictures, sculptures and model buildings before learning to read or write? Children trace images in dirt build snowmen and sandcastles and decorate just about anything from their own faces to the wall of their houses. All this activities are efforts to impose order on disorder and to create form from formlessness. Think of the elements of design as the ingredients you need for a recipe. These basic components are essential in art and design and how you can visually construct pieces. Each element is a crucial part of a visual message, and the combination of these has an impact on how the design is perceived. You can use these elements alone or in combination with each other, depending on what you're looking to achieve. 31 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 The main elements are: Space, Line, Shape, Form, Texture, Value, Color Exercise 1.4.2 A If a statement is correct write ``True`` and if it is incorrect write ``False`` 1. Form is two dimensional. 2. Line is not an element of design. 3. Texture is the surface quality of roughness and smoothness. 1. Space At the end of this lesson you will be able to á Understand and manage positive and Negative space The Element of Design Space refers to the area within, around, above or below an object or objects. It is important to creating and understanding both two dimensional and three dimensional works of art. With three dimensional art the space things occupy is real as is the space around object. In two dimensional art this is deﬁnitely not the case. Two dimen- sional arts exist on a ﬂat surface, so if something looks three dimension- al- it is an illusion! Even the most realistic paintings or photographs are illusions. Two dimensional artists use a number of "tricks" for creating the illusion of depth in their art. Point A point has no dimension or scale. When made visible as a dot, the point establishes a position in space. 32 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 2. Line At the end of this lesson you will be able to á Understand and make different kinds of lines When points move through space or two points are connected line is generated or line is a path of a moving point such as a mark made by a tool or instrument as it is drawn or dragged across a surface. Line is one of the seven elements of art. It is considered by most to be the most basic element of art. A. Types of Lines 1. Vertical lines- lines that move up and down without any slant. Fig. 1 Vertical lines 2. Horizontal lines - lines that are parallel to the horizon Fig.2Horizontal lines 3. Diagonal lines - lines that slant Fig. 3 Diagonal lines 33 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 3. Zigzag lines - lines made from a combination of diagonal lines Fig. 4 Zigzag lines 4. Curved lines -Lines that change direction gradually Fig. 5 Curved lines B. Pressure A pressure is a force used by the hand of an artist to create different val- ue of line or strokes. Fig. 6 Pressure C. Types of stroke Stroke: - Line refers to a long and contentious thread with a consistent width and pressure refers to forces to create value, while strokes are comparatively short and broken lines in a variety of width. 1. Short individual strokes; change direction occasionally to create a 34 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 cross-hatching effect. Fig. 7 Short individual strokes 2. Short, continuous strokes; change direction occasionally Fig.8 Short, continuous strokes 3. Continuous M-strokes; change direction constantly Fig.9 Continuous M-strokes 4. Continuous W-strokes; change direction constantly. Fig.10 Continuous W-strokes 5. Very short M-strokes; with constant direction Fig.11 Very short M-strokes Exercise 1.4.2 B Draw different types of lines and strokes. 35 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 3. Shape At the end of this lesson you will be able to á Understand shapes á Identify geometric and organic shapes A shape is created when a line is enclosed. It has a variety of uses in the creation of art. Shapes can play important roles in the creation of art. They help to create complex drawings and paintings, affect composition, and contribute to the balance within a work. Shape is a two-dimensional area that is defined by a change in value or some other form of contrast. There are two major types of shape. Those are Geometric and organic. ☻ Geometric shapeslook as though they were made with a ruler or drawing tool. The square, the circle, the triangle, the rectangle and the oval are the five basic geometric shapes. Fig. 12 Geometric shapes ☻ Organic shape also called free form, organic shapes are not regular or even, their outlines may be curved or angular or they may be a combination of both, to make free-form shapes, organic shapes, such as clouds & pebbles are usually found in nature. Fig. 13 Organic shape 36 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 Exercise 1.4.2 C 1. Draw geometrical shapes. 2. Draw organic shapes. 4. Form At the end of this lesson you will be able to á Understand form á Identify the difference between shape and form Form is an element of art, means objects that have three dimensions. Form is one of the seven elements of art which are the visual tools that an artist uses to compose a work of art. Fig14 Form 5. Texture At the end of this lesson you will be able to á Understand Texture. á Identify surface characteristics. Is the surface quality of a shape - rough, smooth, soft hard glossy etc? Texture can be physical (tactile) or visual. 37 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 The surfaces feel of an object or the representation of surface character. Texture is the tactile (physical) and visual (mental) feel of surface area as it is arranged and altered by nature. The three best known kinds of texture are; actual, simulated, and invent- ed. Actual is actual Simulated is the imitation of real or actual. Invented or decorative textures do not imitate textures of real life. Fig 15 Texture 6. Value At the end of this lesson you will be able to á Understand and make different kinds of Value Value is the lightness or darkness of a color. Value is also called Tone The relative degree of lightness or darkness distributed or applied to an area by the amount of light reflected from it. A gradual or step by step difference of light to dark in shading through any visual recording me- dia. Black, grays, and white: Light to dark scale. Full strength or diluted, high contrast.The relative degree of lightness and darkness. 38 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 Fig 17 Value 7. Color At the end of this lesson you will be able to á Understand types of colors. á Identify the nature of colors. á Know mixing of colors. What is color? Color is a basic element of art that involves light. It is produced when light waves (wavelength) strike an object and are reflected into our eyes. Each light wave has a distinct color. Objects appear to be different col- ors because some wavelengths are absorbed while others are reflected or transmitted. The wavelengths that are reflected back to our eyes give us the colors we see.Color consists of three properties. 39 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 Those are:- A. Hue -The name given to a color, such as red, yellow, blue, purple, green, orange, etc. B. Intensity-(or saturation) — the purity or dullness of a color. A col- or’s C. Value - the lightness or darkness of a color. Using color effectively in creating art involves understanding three ba- sic areas: the color wheel, color value, and color schemes (or color har- mony.) Test 1.4.3. The Color Wheel Fig 18 Color Wheel The color wheel is a useful visual aid used by artists and interior de- signers to understand the relationship between colors. Sir Isaac Newton developed the color wheel in 1666 when he took the color spectrum and bent it into a circle. Primary colors: - are red, yellow, and blue. These hues are equally spaced apart on the color wheel. There only three primary colors and they are the most basic colors on the wheel. Fig 19Primary colors 40 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 Secondary colors:- are orange, green, and purple (or violet). These col- ors are created by mixing equal parts of any two primary colors. Fig 20 Secondary colors Tertiary colors:- are red-purple, red-orange, blue-green, blue-purple, yellow-green, and yellow-orange. There are six tertiary colors, and they are the result of mixing equal parts of a primary color with a secondary color. Fig 21 tertiary colors 1.4.4. Color Temperature The temperature of color is how we perceive a particular color, either warm or cool. Warm colors range from red to yellow on the color wheel, whereas cool colors range from blue to green and violet. Warm Colors Fig 23 warm colors 41 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 1.4.5. Neutral Colors Neutral colors do not appear on the color chart and are neither warm nor cool. These colors are Black, White and Gray. Exercise 1.4.1 B I. If a statement is correct write ``True`` and if it is incorrect write ``False`` 1. The point establishes a position in space. 2. Space is not important to creating and understanding both two dimen- sional and three dimensional works of art. 3. Two dimensional arts exist on a ﬂat surface. II. Choose the correct answer 1. __________is the lightness or darkeners of a color? A. Line B. Texture C. Value D. Form 2. The three properties of color are? B. Hue B. Intensity C. Value D. All 3. _________is the complementary color of red? A. Yellow B. Green C. Gray D. Orange Summary: The basic design education is a process which enables the student to communicate with the field by introducing perceptions, impressions, observations, researches, associations, inventions, information, evalu- ation and many other intellectual processes while delivering new forms to original forms. In this context, basic design education is an educa- tion-training process that provides basic theoretical knowledge of the field for students and supports this knowledge through applied studies. At the same time, basic design education is equipped with a content based on realizing the work of art and design fields by teaching visual 42

Grade 7 Ethiopian Performing and Visual Arts PDF

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