Grade 7 Performing and Visual Arts PDF

Fetena.net : Ethiopian No#1 Educational Resource Grade 7 Unit 2 Creative Expressions Introduction to unit two Under unit two you are going to learn different concepts of PVA subject those are adjusted in to music, Dance, Theatre/film and...

Fetena.net : Ethiopian No#1 Educational Resource Grade 7 Unit 2 Creative Expressions Introduction to unit two Under unit two you are going to learn different concepts of PVA subject those are adjusted in to music, Dance, Theatre/film and Visual arts re- spectively. Based on that the main concepts of these Arts are as follows: In the case of music, you will learn what solfeggio is and will perform solfeggio in ¾ and 4/4 time signature. In the case of dance, you will understand the characteristics of Ethiopian folk dance. In this lesson you will introduce participants to dance styles from the diverse cultures in Ethiopia such as Tigray, Wollo, Gondar, Gurage, Wolaita, and Oromo. In addition to teaching these dances in a hands-on manner and you will explain the dances’ geographical, histor- ical, and socio-cultural contexts, their meanings in these contexts, and their development in contemporary Ethiopia. In the case of theater,it describes the expression of ideas: in theater, video and photographExpress ideas in theater, video and photographEx- press moods in theater, video and photographexpress feelings in theater, video (film) and photographExpress themes in theater, video and pho- tograph, Express Ideas in Theatre. In the case of visual Arts, it describe A painting is a one-off created by hand, whereas prints are usually mul- tiples.... There are many different types of print, some produced man- ually while others are made by automated printing processes. The term 44 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 'print' includes a whole range of artwork, from inexpensive disposable posters through to rare antiques. General learning outcomes of unit two At the end of unit two, you will be able to: ♦ Perform Solfeggio in different time signature ( ¾, 4/4 ) ♦ Use notation Play rhythm pitch, beats, rest by using modes of Ethiopian Music (Tizita and Bati) ♦ Perform folk dance styles ♦ Write ideas for theatre, film/video ♦ Express moods, feelings, themes, ideas through Theater, Video, and Photograph. ♦ Apply Art elements in 2D Visual Arts (painting and Printing) 2.1. Perform Solfeggio in different time signatures ( ¾, 4/4 ) 2.1.1. Origin of solfeggio Specific learning out comes At the end of this lesson, you will be able to: ♦ Describe the origin and meaning of solfeggio. ♦ Identify tonic solfaand letter name of pitches. ♦ Identify Name of piano keys and note name on G clef staff ♦ Perform solfeggio with the use of tonic solfa and musical letter naming A. The Origins of Solfeggio Solfeggio originated nearly a thousand years ago. An Italian monk named Guido d’Arezzo noticed that the beginning of each phrase in the 45 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 Latin hymn “Ut Queant Laxis” began on each successive step of the scale. He developed a six-note ascending scale based on the first pitch of each phrase. The first syllable of the original (“ut”) was eventually changed to “do”. With this system, one could sing the hymn using these syllables, instead of the note names. B. Pitch naming Solfeggio is a method of naming pitches and perfuming singing vocal exercises. For example: the C major scale can be named do-re-mi-fa- so-la-ti-do, with C corresponding to do, D to re, etc These syllables are easier to sing than the actual note names, and give the melody a more memorable “song-like” quality. There are two solfeggio systems. They are movable “do” and fixed “do” Figure 2.1 diatonic scale of C- key on the piano or keyboard 46 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 Exercise2.1.1.A Look at the following numbers on white piano keys and based on that Match apitch nameunder column A with a number under column B Column A Column B 1. 1 A. A 2. 2 B. B 3. 3 C. C 4. 4 D. D 5. 5 E. E 6. 6 F. F 7. 7 G. G Exercise2.1.1.B Look at the following numbers on G clef staffand based on that Match apitch name (note name)under column A with a number under column B 1 2 3 4 5 6 7 1 1 1 1 1 1 1 47 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 Column A Column B 1. 1 A. Do 2. 2 B. Re 3. 3 C. Mi 4. 4 D. Fa 5. 5 E. Sol 6. 6 F. La 7. 7 G. Si Exercise2.1.1.C Match a musical letter under column A with a pitch nameof a Latin syl- labic under column B Column A Column B 1. A A. Do 2. B B. Re 3. C C. Mi 4. D D. Fa 5. E E. Sol 6. F F. La 7. G G. Si 2.1.2. Perform solfeggio with Latin syllabics and musical letters Specific learning out comes: At the end of this lesson, you will be able to: ♦ Call pitch names with tonic solfa and musical letter naming system ♦ Perform Solfeggio in ¾ and 4/4 time signature ♦ Understand and perform Ethiopian Tizita and Bati moods 48 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 A. Calling pitches with Latin syllabics and musical letters Call pitches in ascending order:Do-Re-Mi-Fa-Sol-LA-Si-Do Call pitches in Descending order: Do-Si-LA-Sol-Fa-Mi-Re-Do Call pitches in ascending order: C-D-E-F-G-A-B-D-C Call pitches in Descending order: C-B-A-G-F-E-D-C B. Practice the above pitches to perform rhythm and pitch Practice with a piano or virtual keyboard. Play the major scale in the key of C as you sing Do-Re-Mi-Fa-Sol-La-Si-Do. Sing up (Ascending) and down (Descending) Major diatonic scale of C. Once you can sing the scale in tune by yourself (without the help of music instrument), try moving around the scale in stepwise motion. For example: Do-Re-Do-Re-Mi-Fa-Sol-Fa-Mi-Fa-Sol-La-Ti-La-Ti-Do etc. This way, you can practice the exercises at your own pace. You may need to move slower at first and that’s ok. Song’s Meter If the song is notated, you can just look on the music to find the meter (e.g. 3/4, 4/4, etc.). By setting the number of beats in a bar and the note value assigned to one beat, the time signature ensures that there is bar- to-bar consistency in the music where rhythm is concerned – it helps en- sure that there is an underlying structure, called meter or time signature. Meter is defined as the structure of beats – more specifically, the fact that some beats are naturally more strong, or “stressed”, than others. The meter engages the ear through consistency, and is what gives music its “feel”. In an overwhelming majority of simple time signatures, beat 1 is the strongest beat in the bar, meaning you can often hear when a new bar starts by listening for an emphasized note. 4/4 time signature We’ll start with the popular kid in school – 4/4 times, being so ubiq- 49 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 uitous that it’s commonly referred to by its alternate name – common time. It can appear on sheet music in one of two ways: 4/4 times So what makes a song “sound” like it’s in 4/4? It’s the pattern of empha- sized beats, which is as follows: Figure 3 4/4 time strong (S), weak (W), and medium (M) Try counting or clapping along with the song; chances are, it will sound like clap-clap-clap-clap clap-clap-clap-clap, or one-two-three-four one- two-three-four. 3/4 Time The quarter note still gets one beat, but we now have three beats to a bar.What does this mean, considering the first beat of every bar gets the strongest emphasis? Figure-4, 4/4 time strong (S), and weak (W) Play rhythm, pitch, beats, rest by using modes of pentatonic modes Before you practice Ethiopian Kegnet, first you practice the seven pitch- es of diatonic scale. After that you will perform Tizita and Batikegnet. Number the scale This is a cognitively challenging exercise. 11 50 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 121 12321 1234321 123454321 12345654321 1234567654321 123456787654321 One, One, One Two, One, practicing examples 51 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 Exercise: 2.1.2. A.I. write true if a statement is correct and false if the statement is notcorrect. 1. A time signature tells you how the music is to be counted. II. Perform the following music in ¾ and 4/4 time properly 2. Sing the following music in ¾ time 3. Sing the following music in 4/4 time B. Group discussion Discuss the following question in three groups and present your dis- cussion outcome through your group representative the scale of Tizita major. 1) Sing the scale of Bati major 52 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 2.2. Perform Folk dance style 2.2.1 Folk Dance style practice Specific learning outcomes: At the end of this lesson you will be able to: ♦ Understand the folk dance style 1.The dance of Tigray people The dance style of Tigrayis performed by counting one and two. In the count of one – two there is a leg, shoulder and neck one & two rhythmi- cal coordination. First slightly open your leg and stand relaxes. One –move the right leg at saying and fix it Two – move the left leg towards the right leg at saying and fix it One - move the left leg at saying and fix it Two – move the right leg towards the left leg at saying and fix it Repeat these movements to the right and to the left,scroll, move forward and backward rhythmically 53 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 2. The Amhara people dances The dance ofAmhara/ Eskestaisis performed by counting the fast move- ment of One - Two. In the count of one – two there is a leg, shoulder and neck one & two rhythmical coordination. First slightly open your leg and stand relaxes. One –move the right leg at saying and fix it Two – move the left leg towards the right leg at saying and fix it One - move the left leg at saying and fix it Two – move the right leg towards the left leg at saying and fix it Repeat these movements to the right and to the left,scroll, move forward and backward rhythmically 2.3. EXPRESSION OF IDEAS IN THEATER Specific learning outcomes: at the end of learning this les- son, you will be able to: ♦ Express ideas in theatre, film/video Theatre is a collaborative (a set of) arts form which combines: words, voice, movement, and visual elements to express the story (meaning). The work of theatre encompasses the live performance of improvised and scripted (text) work. It also the basic for dramatic forms such as film, television and other electronic media. As a creative expression, theatre is one of the creative works that com- monly identified methods which include drama (play), dance, music, creative writing and the visual arts, including photography, so the- 54 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 atre production is a professional activity that suggests the interactive creative processes of the collaborators and their work that the work it- self becomes a kind of creative entity. Concerning creative expression, it is any process in which a person pro- cesses and idea and brings it to life in different mediums of expression or forms such visual art, music, writing, theatre play, poetry, and dance, are some of the most common. Creative expression usually engages your physical body in some way, opening the potential for deeper body- mind connection that physical body, mental body and spiritual body to express one’s idea. On the other hand, expression of ideas in theatre can be transferred through elements of drama such as character role, their relationships, sit- uation, voice (of actor, actress), movement, focus, tension, space, time, language (dialogue), symbol, audience, mood and atmosphere. Role and character The identification and portrayal of a person’s values, attitudes, intentions and actions as imagined relationships, situations and ideas in dramatic action; role focus on type and stereotype; characters are de- tailed and specific. Relationships: the connections and interactions between people that af- fect the dramatic action. Situation: The setting and circumstances of the dramatic action. For example: who, the what, the where, then when and what is at stake of the roles/characters. Voice Using: it is the technique that suggests voice expressively to cre- ate roles, situations, relationships, atmosphere and symbols. Movement: using facial expression, posture and action expressively in space and time to create roles, situations, relationships, atmosphere and symbols. Focus: to concentrate the attention on a spatial direction or a point in space to intensify attention or increase the projection of intent and to direct and intensify attention and frame moments of dramatic 55 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 action or to identify the main idea of the drama. Tension: a sense of anticipation or conflict within characters or charac- ter relationships, or problems, surprise and mystery in stories and ideas to propel dramatic action and create audience engagement. Space: the space of the performance and audience, fictional space of the dramatic action and the emotional space between characters. Time: the fictional time in the narrative or setting; timing of one mo- ment to the next contributing to the tension and rhythm of dramatic action. Language expresses that ideas and dramatic meaning which is the choice of linguistic expression and ideas in drama used to create dra- matic action. Symbol Associations that occur when something is used to represent something else to reinforce or extend dramatic meaning. Audience: a collection of individuals or groups f people who experi- ence the arts in a range of settings and contexts (formal, informal, virtu- al or interactive) through intellectual, emotional and social engagement. The artist is audience to their own artwork. Mood and atmosphere: are the elements of drama that describe the feeling or tone of both the physical space and the dramatic action creat- ed by or emerging from the performance. Dramatic Action: it is the sense that the driving force and forward mo- tion of drama to create dramatic meaning, tension, belief and audience engagement, and also it expresses the movement of the drama from the introduction, exposition of ideas and conflict to a resolution. Exercise: Explain the following question 1. Discus about mood and atmosphere in theatre performance? 2. Describe the idea of dramatic action? 56 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 2.3.1. The Work of Theatre from Script to Stage Presentation Producing theatre is the process of long term work (profession) that needs the collaboration of all crews that involved in it. On the other hand, producing a play involves a lot of hard works and a lengthy pro- cess, but the end results are always worth it as long as everyone does their part. It is also the result of group efforts coming together to make it good for the audience to be viewed. To help you (students) to understand what all goes into the average pro- duction, this unit is a rough outline (basic lines, important concepts) of how plays get from the script to the stage. Not every director, company (theatre companies), producer (who pro- duces the theatre, play) or individual play will follow this exact process, but it will give you (the learners) the clue (hint) of how the typical pro- duction schedule will run. To change the story or the script from page, to the stage or from script, to the stage for the performance, the following steps have to be considered. A. Find a Script (Find the Idea, Story of the Play) Obviously, the first step is to decide which play will be produced. Scripts should be chosen not just for their artistic quality but also based on how realistically the production can be assembled given your specific limita- tions. For example, few local theatre companies (such as National The- atre of Ethiopia, Hager Fiker Theatre) will have the resources to put, for example: ritual performances of Ethiopian Nations, Nationalities and People Traditional Plays), to create the plat form for the wide audience in our country, so our script is suggested to have the ideas of Ethiopians’ cultural values. 57 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 B. Figure out the Nitty Gritty Nitty gritty is the process of making outlines for the basic ideas to be done. It involves several smaller but equally-pivotal (vital, important) steps. C. Deciding who will be in charge (Who will be responsible, Forma- tion of Staffs, Crew) Assigning titles like director, choreographer, producer, musical director, production, PR (public relation) etc. will help establish chain-of-com- mand and make decisions easier to make division of labor for the sake of production quality. D. Forming a Rough Budget Even if all you have is pocket lint, the available funds must be account- ed for and allotted towards certain needs like costumes, props, make-ups and publicity. This step can also involve determining volunteers to help with production work, like finding a skilled seamstress who is willing to contribute for free. Determining a venue is also crucial at this time (level). E. Crafting an Initial Artistic Vision The producer and the director will have to work together to decide their initial interpretation of the script. This interpretation must account for the available budget as well as any ideas each party brings to the table. 3. Casting Auditions let the director and producer find actors (actresses) who are able to fill the needed roles. At this point, technical workers like lighting crew, stage crew and others may be assigned or hired. 4. Rehearsals Rehearsals go through their own multi-step process in such as: a) Read through: Under this point, it suggests that the first rehearsal 58 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 usually involves a “table read” of the script where each person simply says their lines or dialogues character. Directors (director) may choose to cut or modify lines at this point based on how the table read goes. b) Blocking: (Actors movement on the stage), blocking is the process of determining how actors will move throughout a scene (unit). Most stage directions are quite bare (blank space), so the director will have to figure out who is going to be doing what while they say their lines. Blocking usually takes up the first one to two weeks of rehearsal. c) Rehearse, rehearse and rehearse some more: this point suggests that blocking, line deliveries and even script elements will be modified at first to fit within the director’s needs and vision. Eventually, actors will have to memorize their lines and try to get the play perfect in prepa- ration for opening night. d) Special rehearsals are that: plays (play) that require singing or dancing will often have separate rehearsals at first to practice these ele- ments before they can be brought into regular rehearsals. e) Dress rehearsal are that: in the last weeks of rehearsal, costumes, props and finalized set elements should all be ready to be incorporated within rehearsal. A final set of rehearsals known as dress rehearsals im- itate the exact conditions of the live production. 5. Publicity and Opening Night (The Work of Public Relation, PR) Finally, the producer must advertise the play in order to ensure that an audience will be there. Publicity should be ongoing for several weeks leading up to the first production. These publicity efforts can involve fliers, school announcements, newspaper coverage, paid advertisements and anything else the producer can do to draw an audience for their play. Once rehearsals have been perfected and an audience has been assem- bled, everyone will gather for opening night to see if all the hard work 59 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 has paid off. A play will usually run for a few nights to a few weeks. Longer productions will require constant regular and dress rehearsals to keep everyone at the top of their game in between shows. Note: the term an idea represents that what we want to deliver, what we want to say, what story we wish to tell to the audience in the planned or formulated thought that narrates our belief, opinion, or plan in theatre arts. 2.3.2. Express Ideas in Photography Specific learning outcomes: At the end of learning this lesson, you will be able to: ♦ Express ideas (themes) in photography (Creative Idea Expression in Photography, Creative Photography) The specific objective of this content: the specific objective of this content is to enable learners to express their ideas in photography. Creative is a somewhat unique category in photography. This category includes photos and edits that are specifically made to give a certain mood, focus on a certain theme, or anything to be honest. It involves adopting a new, different approach towards a photo, without which it would be seen as a common picture. Adding extra elements to a picture to highlight certain textures and fea- tures has become a common practice in the industry (photography in- dustry), although the amount and the post-processing will often separate creative photography from common photography. The photographers don’t have to stay in the formal learning of the pho- tography. They are able to become better thinker, able to learn new in- 60 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 novations, come up with new goals and plans to implement their knowl- edge. This technical strategy in photography is called thinking out of the box to be creative photographers. The photographers are also advised to ask themselves what they can do differently in the shoot they want to capture. Many ideas will then pop up. Execute each of them, and maximize the potential of each photo that you take. Start off by carrying your camera everywhere to seek out some pictures and ideas that randomly cross your mind. Exercise: Discuss the following question 1. Identify about the tasks of photographers? Photo (1) The photographer may see a beautiful sunset, and two sunsets. He/she can also pour some water onto a surface and try to shoot its reflection on the water. Photographers could also go the extra kilometers to re-photograph it after adding some strokes or smudges using paint or any other medium, to highlight the main focus even more or cheat and use Photoshop. If paintings aren’t your forte or skill, then feel free to rescan it after add- ing objects on it as long as it fits the theme and your goal. On the other hand, the tricky part of (photography) is the ‘creative’ as- 61 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 pect. With how ‘abstract’ the word creative can be, combined with how different people’s standards are for each creative artwork, it is difficult to please everyone. For example: in fictional shoots as creative, some photographers ask for a deeper meaning, and some just don’t need that much “abstractness”. It deepens on their goal and new strategies to implement their knowledge in photography. In the vast world of photography and creativity, it may be hard, or diffi- cult to fit everyone’s, photographer, and criteria. But certain techniques have been so popular that they have become the specific photographer’s trademark. If a picture has intentionally been treated in a way that gives it a deeper meaning, then it can be categorized as a creative photograph! A creative photograph would be a photograph that intentionally uses various techniques and effects to reach the desired result. At the core of it, it is about conscious attempts to manipulate (handful) and take photos, where your imagination becomes the limit. Many pho- tographers have different takes on what a creative photograph is, but after skimming through them and drawing connections between them, we’ve concluded that a creative photograph is a photo given a twist to invoke certain meanings. Photo (2) 62 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 2.3.2.1. Popular Creative Photography Techniques/Ideas/ The term itself may be a bit confusing for new or even experienced members of the photography community, or for photographers. Some photographers have many ideas for creative photography but are afraid to execute them because they think creative photos must be super ex- travagant and abstract. This isn’t always true, and in order to give you a rough idea of what cre- ative photography looks like and how it’s done, we have put together a few techniques, ideas, and some creative photography examples. One of the examples in creative Photography is “Bokeh” that is taken as a pop- ular example is which looks like small glowing orbs. These orbs appear when your camera lens tries to record unfocused points of light. Photo (3) It is typically unwanted and appears unintentionally in the background when shooting photos. Try and figure out different points of view, depth of field, and settings that can create” bokeh” in a beneficial way. 2.3.2. 2. Creative Photography in Painting Other creative photography examples that we love involve painting. Af- ter printing the photo (post-production), incorporate paint or any desir- able medium by smearing, dipping, redrawing, and the list goes on. 2.3.2.3. Creative Photography in Double Exposure Another cool technique is to project images onto textured surfaces and re-photograph. These techniques give a normal, mundane, nothing out of the ordinary 63 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 picture some extra meaning. Photo (4) The photographer could take a picture of a near by tower and project it onto a water ripple or any textured surfaces that you deem fit, and voi- la (there you are). A unique and creative photograph is born. A similar alternative is to perform a double exposure that a favorite trick of film photographers; some modern SLR’s, or single lens reflex is incorporat- ing this feature. 2.3.2.4. Creative Photography in Motion Blur Motion blur is another popular technique that brings life to a photo. Photo (5) The motion blur can be achieved by either photographing moving ob- jects with a longer exposure or by moving the camera to follow a mov- ing object. 2.3.2.5. Creative Photography in Get Macro Macro photography can bring smaller objects to life. With a macro lens you open up a whole new world. There are many more creative photography examples out there. 64 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 Photo (6) The photographers will be able to use a source of inspiration that they do like and give it unique twist and push the boundaries and find what works best for them. They also create creative effect by using special lenses to create creative camera effects. 2.3.2.6. The Importance of Creativity in Photography Creativity is an integral part of photography. With the rise of social me- dia and the mundane shots that often circulate on those platforms, there seems to be less space for creative photography to thrive. All of these creative photography ideas offer something new, refreshing, and more noticeable. When it comes to photography, being creative is beneficial in many ways. It gives you a huge advantage over more mundane photographers. The reason behind this lies in the uniqueness, which can make your photo- graphs more eye-catching when people are skimming over photos. This uniqueness shows the audience your capability in expressing yourself. Creativity allows you to slap all the emotions you want onto a picture. Indirectly, your photograph will be able to inspire many more people and possibly start a new trend. Summary: creative photography is an interesting and simple, yet unique category of photography. Many people can enter the scene yet not every artwork will become a trend. By intentionally doing something new and unique to a normal photo, it can turn into a creative photograph. 65 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 People do have different standards about how a creative photograph should look, which makes it a bit hard to please everyone in the photog- raphy community. 2.3.3. Creative Expression of Theme in Movie (Film) Specific learning outcomes: At the end of this lesson you will be able to: ♦ Express ideas in movie or film. Concerning the creative expression of theme in video, it is vital to dis- cuss its definition, so the term theme is defined as the central idea in film or video making. It is the film's central or unifying concept that evokes a universal human experience and can be stated in one word or short phrase like: “beauty, renaissance, love, death, democracy, infla- tion, covid-19, HIV/Aids” and etc. can be taken as an example of theme in one word or short phrase. It is also referred as the idea, premise, or purpose of a movie. In this context, it is the whole reason why movies are made. On the other hand, the theme is the heart of the movie in which the movie is regulated by the theme. It suggests that why people, or viewers go to the movies. People may prefer to go to movies to learn something new, to enjoy, whatever it may be, that is useful to keep the viewers’ brains active and more youthful, plus it's interesting and makes movies a lot more fun. On the other hand, the theme will answer why people go to movies that states movies help people to escape from real life for a few hours, and 66 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 sometimes that can be a wonderful distraction from everything that is going on. This process of people who goes to movie is gained through theme understanding. The characters, story (action), photography, or cinematography, plot and genre of the movie are regulated by theme. They demonstrate how the theme is displayed, yet most people do not know or understand what the theme is when they go to see a movie and when they discuss the movie afterward. The producer, who does the hiring and firing of employees and finds the money to make the movie, picks the theme. Once the producer picks the theme for a movie, he or she will hire a writer, to create the theme, and a director, to express the theme on film. Or, the producer can look through completed scripts to find a script that exemplifies his or her preferred theme. By the end of the construction of the theme, the script will contain a sto- ry or action plus a plot. Both of these elements, combined, produce the character development, which yields or reflects the theme. Essentially, all aspects of the movie revert back to the theme. Theme made of story (Action) + Plot = Character Development that yield the Theme. The above elements of the story, plot, and character development give meaning to the theme. Theme or idea or premise of a movie can be expressed in one sentence. It may seem unusual that the purpose of a multi-million dollar, or multi-thousand birr of Ethiopians movie project will begin with one sentence, and it may seem unusual that, at the end of the project with the completed movie, it all boils down to one sentence, but it really does. Examples of themes can be analyzed by the period or decade in which a movie was made. Themes, and the resulting mov- ies, are often a product and reflection of the social, economic or politi- cal climate of that time in history. The importance of the theme cannot 67 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 be overemphasized. The whole purpose and perspective of a movie is transformed when the theme changes. Generally, movie acceptance is based on themes. The themes indicated throughout this chapter change and develop. Seeing this change and de- velopment will help students understand themes and why movies are the way they are in the modern age. Exercises: A) What is the work of theatre from script to stage presentation? Discuss in the class. B) What is photography? Use the camera and express your ideas. 2.4. Painting and printing Specific learning outcomes: at the end of learning this lesson, you will be able to: ♦ understand the nature of colors ♦ identify painting and printmaking materials ♦ distinguish colors by types and degree ♦ develop creative skills by making paintings and printmaking ♦ do drawings, printing and printmaking ♦ identify the types of printings 68 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 2.4.1. Drawing At the end of this lesson you will be able to á Understand the purpose of drawing. á Skill up drawing skill. Drawing is often used as a starting point in the creation of most artwork. Artists use it as a means to record and experiment with their initial ideas as well as to help them to plan the production of their finished works. Sculptors, painters, printmakers, and ceramic artists often use drawings prior to producing their final pieces. Fig.1 Symmetrical drawing Fig. 2 Asymmetrical drawing Exercise 2.4.1 1. Practice still life drawings and show for your teacher 2. Prepare still life drawing for painting 69 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 2.4.2. Painting At the end of this lesson you will be able to á identify painting materials. á identify the types of printings. á develop creative skills by making paintings. Painting, like drawing, is another major means by which marks are cre- ated on the surface. Whether painting is to create a realistic representa- tion of a subject, to explore an idea or to react to a feeling, painting just like drawing, allows anyone to respond and express themselves visu- ally. Paint is obviously used in painting. The paint itself is made up of two separate ingredients – pigment that creates the color and a medium which moistens and bonds the color onto a surface. Mediums of painting Equipment needed for painting Pencil, charcoal, crayons, traditional dyes, contemporary paints- acrylic, watercolor, gauge, tempera, oil paint, poster color canvas, brushes, palette, sponge, string, and palette knives. The major elements of painting is color Exercise 2.4.2 1. Practice mixing colors. 2. Paint still life drawings use one (monochromatic) color. Color: Color (or hue) is at the heart of every painting. It is arguably the most important element because it sets the tone for how viewers feel about the work. It can, for instance, be warm and inviting or cold and stark. Either way, color can set the mood for a piece. There are endless ways that painters can play with color. Quite often, an artist may be 70 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 drawn toward a particular palette that tends to define the style of their entire body of work. Color theory is one of the keys to working with color, especially for painters. Each new color you introduce to a canvas plays a vital role in the perception viewers have of the piece. Color can be broken down further into hue, intensity, and value. Also, many artists choose to work with a mother color when painting. This is a particular paint hue that is mixed intoeach painting that touches the canvas and it can bring uniformity. Color wheel Fig 3 color wheel Exercise 2.4.2 Choose the correct answer 1. Which one is primary color? A. Orange B. Violet C. Red D. Black 2. The three properties of colors are? A. Hue B. Value C. Intensity D. All 3. Which one is secondary color? A. Orange B. yellow C. Red D. Blue 71 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 2.4.3. Printmaking At the end of this lesson you will be able to á Identify and apply the types of printings á develop creative skills by making printmaking Printmaking is the process of creating artworks by printing, normally on paper, but also on fabric, wood, metal, and other surfaces. "Traditional printmaking" normally covers only the process of creating prints using a hand processed technique, rather than a photographic reproduction of a visual artwork which would be printed using an electronic machine (a printer); however, there is some cross-over between traditional and digital printmaking, including risograph(digital screen printing). Except in the case of mono-typing, all printmaking processes have the capacity to produce identical multiples of the same artwork, which is called a print. Each print produced is considered an "original" work of art, and is correctly referred to as an "impression", not a "copy" (that means a different print copying the first, common in early printmaking). However, impressions can vary considerably, whether intentionally or not. Master printmakers are technicians who are capable of printing identical "impressions" by hand. Historically, many printed images were created as a preparatory study, such as a drawing. A print that copies another work of art, especially a painting, is known as a "reproductive print". Exercise 2.4.3 Choose the correct answer 1. Which one of the following is not methods of print making A. Painting B. Screen-printing C. Block printing D. Intaglio 72 Fetena.net : Ethiopian No#1 Educational Resource Grade 7 printing 2. _________ is a type of stenciling that involves designing an image and then applying the paint or ink through a screen. A. Screen-printing B. Block printing C. Intaglio printing D. Lithography 3. __________ is the process of carving patterns, shapes and designs into a ‘block’. A. Intaglio printing B. Block printing C. Screen-printing D. Lithography Summery questions 1. Draw and paint still life 2. Make paper cut then  Describe your painting and paper cut for your teachers and friends. Identify the media you used to create the different areas.  Judge state whether your art work symmetrical or asymmetrical? Unit summery In This unit covers two types of topics including the first lesson on painting, which deals with color characteristics and watercolor painting technics. It also contains, primary colors, secondary colors and tertiary colors as well as the complementary color and analogous color scheme. On the other lesson it has detail information about the types of printing technics and printmaking materials has raised. 73