Grade 7

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Addis Ababa city administration education bureau
Grade 7

Performing and Visual Arts

Student’s Text Book
Grade 7

Writers: Bareke Tadesse

Gizachew Tasew
Sara Mengistu
Ashenafi Nigussie

Evaluators: EyerusalemBedane
Markos W/Hanan
Solomon H/Mariam

Cordinator: Getachew Talema Atnafu

Layout Desing:- Entoto Poly Technique college

September 2021

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Grade 7

© ADDIS ABABA CITY ADMINISTRATION EDUCATION BUREAU

2014 E.C.
Addis Ababa

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 Acknowledgement
To complete this textbook internally from the beginning, by sharing
their experiences, Generating and presenting ideas in panel discus-
sions, by being prepared by the teachers who teach in our city, by ap-
proving the necessary budget, we also thanks D.r Zelalem Mulatu, the
head of the education bureau, for his support in enforcing strict disci-
pline.
By providing night and day for the success of our work, solving prob-
lems, monitoring the implementation process, reviewing and recogniz-
ing although the preparation of the work is a key task the management
members of the Education Bureau have always been by our side. Mem-
bers of the Education Bureau, Ato Adimassu Dechasa, Deputy Head
of the Curriculum Division , Ato Dagnaw Gebru, Deputy Head of the
Education Technology Division, Ato Samson Melese, deputy Head of
teacher development division, W/ro Abebech Negash, Bureau head
advisor , Ato Sisay Endale head of education beroue office and Ato
Desta Mersha Technical Advisor . They are to be commended for their
contributions.
Finally, we would like to thank the school principals for giving per-
mission to the principals to complete the book and to give you moral
support.
Grade 7
Table of Contents
page
Introduction to grade 7 PVA................................................................1
Unit One: Artistic Perceptions.............................................................3
Introduction to Unit One:....................................................................3
1.1 Characteristics of Ethiopian traditional music.........................3
1.1.1 Ethiopian Music..........................................................................3
1.1.2. Ethiopian St. Yared....................................................................5
1.1.3 Characteristic by geographical location.....................................7
1. Northern Ethiopian Music.................................................................7
2. Eastern Ethiopia and the surrounding.................................................7
3. Southern Ethiopia...............................................................................8
1.2. Characteristics of Ethiopian traditional techniques
of dance........................................................................................9
1.2.1 Characteristics of Ethiopian folk dance........................................ 9
1.3. Identify theatre & Film Arts....................................................16
1.3.1. Identify theatre Art...................................................................16
1.3.1.1. Theatre Art in the Context of Ethiopia..................................18
1.3. 2. Identify Film Art.....................................................................28
1.3.2.1. Film in the Context of Ethiopia............................................29
1.4 Role and Function of Basic Elements of Design.....................31
1.4.1. The Basic Elements of Design ................................................31
1.4.2. What is color?..........................................................................40
1.4.3. The Color Wheel.......................................................................40
1.4.4Color Temperature....................................................................41
1.4.5. Neutral Colors.......................................................................42

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Unit Two: Creative Expressions........................................................44
2.1. Perform Solfeggio in different time signatures ( ¾, 4/4 ).......45
2.1.1. Origin of solfeggio...................................................................45
2.1.2. Perform solfeggio with Latin syllabics and musical
letters......................................................................................48
2.2. Perform Folk dance style.........................................................53
2.2.1 Folk Dance style practice.........................................................53
2.3. EXPRESSION OF IDEAS IN THEATER................................54
2.3.1. The Work of Theatre from Script to Stage Presentation..........57
2.3.2. Express Ideas in Photography..................................................60
2.3.2.1. Popular Creative Photography Techniques/Ideas/................63
2.3.2. 2. Creative Photography in Painting........................................63
2.3.2.3. Creative Photography in Double Exposure..........................63
2.3.2.4. Creative Photography in Motion Blur...................................64
2.3.2.5. Creative Photography in Get Macro.....................................64
2.3.2.6. The Importance of Creativity in Photography......................65
2.3.3. Creative Expression of Theme in Movie (Film)......................66
2.4. Painting and printing...................................................................68
2.4.1. Drawing...................................................................................69
2.4.2. Painting....................................................................................70
2.4.3. Printmaking............................................................................. 72
Unit Three: History and Culture........................................................74
Introduction to Unit Three:..............................................................74
3.1. Indigenous music history and indigenous music artists...........76
3.1.1. The importance of Indigenous music......................................78
3.1.2. Indigenous music.....................................................................78
3.1.3. Music of indigenous people.....................................................78
3.1.4. Music and culture.....................................................................80

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3.1.5. Indigenous musical artists........................................................80
3.2. Dance Education..........................................................................81
3.2.1. Indigenous Dance....................................................................83
3.2.2. Indigenous dance practice.......................................................84
3.2.3. Dance of indigenous people.....................................................85
3.2.4. Indigenous dance artists...........................................................86
3.3. Indigenous Knowledge in Theatre and Film.............................87
3.4. Indigenous painting of hand crafts (manuscripts,
paintings and pottery)................................................................90
3.4.1. Indigenous paintings................................................................90
3.4.2. Ethiopian manuscripts ............................................................94
3.4.3.Crafts.........................................................................................96
3.4.4. Pottery .....................................................................................97
Unit four:...........................................................................................102
Aesthetic Values...............................................................................105
4.1. The Values of Musical works and indigenous
music works...............................................................................103
4.1.1. Music appreciation.................................................................103
4.1.2. Values of music appreciation.................................................104
4.1.3. Appreciate elements of music................................................104
4.2. Indigenous dance........................................................................105
4.2.1. Dance appreciation.................................................................106
4.3. Value of Performing Art Works of Theatre and Film............108
4.4. Appreciate Ethiopian indigenous art.......................................114

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UNIT FIVE
Connection, Relation and Application.............................................122
Application
5.1. The importance of songs related to other subjects....................123
5.1.1. Selected songs connected to English language......................126
5.1.2. Selected songs linked to Math education...............................128
5.2. Connection of Dance with other Subjects and
Cross Cutting Issues.................................................................129
5.3. Connecting Theatre, Film/Video with other
Subjects and Cross-cutting Issues........................................132
5.4. Connection of Visual Arts with other Subjects
and Cross-cutting Issues.........................................................136
5.4.1. Decoration of home and surrounding with
pottery and ceramic.............................................................136
Bibliography.......................................................................................144

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INTRODUCTION TO GRADE 7 PVA
Performing and visual arts include music, dance, theatre and visual art.
The arts such visual art, dance, theatre, music, and media arts (PVA) are
legally defined as a core thematic area in Ethiopian education; they are
commonly considered a special subjects and usually the first learning
area to make room for something new to create and innovate in perform-
ing and visual art works. Educators of PVA must never underestimate
the power of the arts.
Performing and visual arts (PVA) inspire and delight learners perform-
ing and visual arts are used to promote massive ways in learning and
teaching processes to create meaning and find fulfillment for the gaps of
good values of our societies.
This grade level was designed to provide quality education in teach-
ing performing and visual arts studies in Ethiopian 1st and 2nd cycle
schools. This PVA instructional program has been designed to meet the
country’s needs of PVA educators, students and educational institutions
at different level The arts education visual and performing arts instruc-
tional program is designed in the arts sciences under a disciplined prac-
tice is to create the competent students as accomplished grade 7 educa-
tions.
The program evolved out of a responsibility to enhance, nurture and
in power the cultural assets of the earlier generations while providing
a way for the contemporary generation to create something of its own.
From this process, it became necessary to develop the program of arts
(PVA) grade 7 educations that was fit for capable grade 7 students and to
support in raising the professional rank and usefulness of arts education
for the young generation.
Competent PVA education will facilitate student growth through care-

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fully constructed courses, Reports, advisement, and other delivery sys-
tems. Qualified PVA school will ensure that PVA student develop excel-
lence on a primary arts knowledge and proficiency with all standard and
traditional art tools.
Under ministry of education general institutional process which not
took place so far, Fine Arts and Design underwent an all-rounded trans-
formation process in the incorporation of the grade 7 performing and
visual art proficient subject are integrated together. Performing and vi-
sual art teaching processes, the school revised its curriculum to train
more qualified and better equipped competent students, talented and art
appreciators in a way that they could balance and satisfy the urgent need
of grade 7 students.
The rationale behind developing the curriculum was the urgent need in
the shift away from the traditional method of instruction to enable and
maximize student learning and performance.
Accordingly, the school changed its teaching learning methodology to
integrate the four art fields of studies in the year 2014.
Currently, this grade level has been highly engaged in exploring possi-
bilities to refine the quality of art and create critical platforms in which
local and international creative, innovative and professional thoughts
can be discussed and performed through the understanding of arts in
general. This grade level also includes: music, dance, theatre and visual
arts as the main contents in different thematic areas to be learned in the
class.

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Unit 4
Aesthetic Values
General Learning outcomes of Unit four:
At the end of this unit you will be able to:-
♦ Appreciate music works and recognize ways of preparing
indigenous music works.
♦ Appreciate dance works and recognize ways of preparing
indigenous dance works.
♦ Appreciate and recognition of ways of preparing indige-
nous art works
♦ Appreciate art works Perform or appreciate artistic values
in theatre, and film
♦ Understand aesthetics in film and theatre
♦ Appreciate Ethiopian indigenous art

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Specific learning Outcomes of this unit:

At the end of this lesson you will be able to:
♦ Appreciate indigenous artistic musical performances
♦ Understand the value of some selected indigenous music
♦ Enhance musical expression
♦ Work with Collaboration
♦ Enhance Creative power

Music is made up of sounds that can be organized into three main ele-
ments: melody, rhythm, and harmony. These elements are passed from
one musician to another by music notation, which allows a reader to pre-
cisely locate and reproduce any musical sound by a set of symbols that
represent both the pitch of a note and its rhythm (placement in time).

4.1.1. Music appreciation

The subject Music opens up an exciting world of creative and personal
exploration. Students are able to develop new ways in which to respond
to and interact with their world. The learning of music will enable you
to:
■ Value and appreciate the diversity of music traditions in the north,
south, east, and west parts of Ethiopian indigenous music and view
both their own and other cultural traditions as a vital creative re-
source;
■ Develop an awareness of the ethical and environmental implications
of your own practices.

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4.1.2. Values of music appreciation
Dear students this unit is talking about the idea of aesthetics, appreci-
ation and values of musical works and how to appreciate and evaluate
musical works in general. In this strategy, students individually consider
an issue or problem and then discuss their ideas with a partner. This
activity is an excellent one to use in combination with a text as a foun-
dation for further role-playing and writing in music role.

4.1.3. Basic elements of music

In order for the effective teaching and learning of musical concepts,

the following elements of music must be grasp by the student.
Rhythm - the beat or steady pulse of music. Duration which is the length
of each sound or silence is also an important feature of rhythmic struc-
ture. The duration of sounds are represented by symbols called notes.
Silences are represented by symbols called rests.
Pitch- represents the perceived fundamental frequency (which is heard
as high /low sounds) of a note. It is these variety of sounds which gives
music its polyphonic nature. Pitch can be graphically represented on a
system of five lines and four spaces called a staff, where each of these
individual lines and spaces represents a specific frequency.
Timbre – this is the individual tonal color of each musical instrument.
For example, brass instruments (trumpets, trombone etc) are bright and
brilliant, while wooden instruments (clarinets, oboe etc) are mellow and
dark when play.
Tempo – the relative speed at which a musical piece is played. There-

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fore a piece will be either played slow or fast. Tempo in music is often
indicated at the beginning of the piece or left to the consideration of the
performer.
Dynamics - the loudness or softness of the music. Sometimes this is
called the volume. Music can change volume gradually, and going from
loud to soft or from soft to loud. Dynamic level can also suddenly move
from loud to soft or soft to loud.
Form- the structural outline of the piece or sections which are found in
a piece or song? (AB or Verse Chorus)
Texture- refers to a "structure of interwoven fibers." In music, texture
refers to the way multiple voices (or instruments) interact in a compo-
sition. One may also think of texture as a description of musical hierar-
chy: which voice is most prominent?

4.2. Indigenous dance

Specific learning Outcomes of this unit:

At the end of this lesson you will be able to:
♦ Appreciate indigenous artistic dance performances
♦ Understand the value of some selected indigenous dance
♦ Enhance dance expression
♦ Work with Collaboration
♦ Enhance Creative power

Appreciating Quality dance is defined by understandings and beliefs

about dance education informed by current theory, and practice. These
understandings and beliefs are brought into focus through the lenses of
learning environment and assessment.

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The Learning Lens: The learning lens highlights key understandings
about learning that inform quality dance practice.
■ Learning is an active, embodied, and social process of constructing
meaning
■ Is recursive and shaped by the dynamic interaction of prior knowl-
edge and new experiences.

4.2.1. Dance appreciation

Dance Appreciation is an exciting exploration of how to understand and

think about dance in all of its various contexts. This lesson explains a
brief history of dance with engaging insight into the social, cultural, aes-
thetic, and kinetic aspects of various forms of dance. Dedicated chapters
cover traditional, modern, indigenous, folk dance, and ancient dance,
complete with summaries, charts, timelines, discussion questions, move-
ment prompts, and an online companion website all designed to foster
awareness of and appreciation for dance in a variety of contexts. Dance
Appreciation enables readers to learn and think critically about dance as
a form of entertainment and art.
■ Value and appreciate the diversity of dance traditions in the north,
south, east, and west parts of Ethiopian indigenous dance and view
both their own and other cultural traditions as a vital creative re-
source;
■ Develop an awareness of the ethical and environmental implications
of your own practices.

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Appreciate the following religious and tribal dance of Ethiopia

Tribal dance of body ethnic group

The ritual dance of Gada ceremony 

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4.3. Value of Performing Art Works of Theatre and Film

Specific learning outcomes:

At the end of learning this lesson, you will be able to:
♦ Perform or appreciate artistic values in theatre, and film
♦ Understand aesthetics in film and theatre

Concerning aesthetics in Film and Theatre, it is important to understand

Aesthetics itself. Aesthetics refers to the philosophy of art that is con-
cerned with the nature of art and closely related to the terms of works of
art in which individual or artistic works are evaluated and interpreted.
The aesthetic experience is gained from understanding and appreciation
of the work.
In aesthetics concept, an appeal that gains attention from the object
(work of art) is perceived to be (beautiful).When the meaning reaches
the audiences and acknowledged that is when the aesthetic experience
gained. Aesthetics as in general, covers the artistic phenomenon left by
the (theatre: playwright, director, designer, actors, actress, or an artist)
or film maker. It can be dubbed as a theory that has everything to do
about beauty in all its delightful, pleasant and stunning aspects that re-
volves around in the ‘World of Art’ and beyond. Here, the word (plea-
sure) derived from the artistic sense, with the ‘beauty’ filled in the piece
of art, or in the work of art (theatre and video). The term aesthetics was
broadened to film/video in the late 20th century. The concept of aesthet-
ics is used to assess the artwork (theatre, and film). It is well noticed
that every artwork (theatre, film) made is evaluated in different aspects
based on the concepts, purpose and how far the concept has reached the
mind of its viewer/audience. This sort or type of judgment decides the
aim of the artwork presented and considered as an experience gained

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from the portrayal of work.
When, dealing with the concepts of aesthetics, the first thing that comes
to the mind is the preference. Paying attention to the beauty and details
expressed is the basic principle to judge and reason to bring forward
both criticism and approval of the audience.
The beauty brought forward, is not just artistic but also made realistic,
from scenes used to character portrayed resemble with the characters of
real life. This is also called as imitation/representation of characters is
otherwise also called as realism.
Aesthetic attains its beauty only when the quality of the art is reached,
the visual creativity achieved with its colors and the arrangement giving
a visual delight to the viewers and is not realistic visual but emphasis on
the way the visual is portrayed.
The intentions in which the artwork is done, the quality does not end
with just visual creativity, it extends to the expressions and emotions,
that communicate the feelings from one side to other, representing the
views of the views and vivid ideas of the crowd in the form of art that
not only calls for attention but also arouses emotions of the audiences.
And artist who can understand that kind of emotional pressure can suc-
ceed in giving out the right the message to the viewers.
The aesthetic experience is gained from understanding and appreciation
of the work. An appeal that gains attention from the object is perceived
to be ‘beautiful’. The beauty and gracefulness are the basic and the spe-
cific aesthetic properties that determine the meaning of the work. In line
of Aesthetic application on films, Aesthetic theory of films is the exer-
tion of specialists stipulating the frameworks of cinematic censure span-
ning intercontinental-wide connecting with cross cutting issues (HIV/
AIDS, Corona, War and etc.)

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Aesthetics and cinema (film, video) is defined as a metaphysical of the
creative skill and its source of determination was the contemporary up-
swing fascination of methodical thinkers concerning phlegmatic insin-
uations on the core subject within the cinematic suppositions and req-
uisitions of the mainstream out flowing in aesthetics down to particular
exhibition of a certain motion picture. A cinematic motion picture is
frequently subsumed with artistic method. Nevertheless, it does not
completely designate identical territory. The film theory, in terms of its
lineage, is relatively a focal target of an admonition relating to approx-
imations undesignated to the films and may emanate from a firm hand
domination not covered from its inner circle of sphere. It is a presenta-
tion of a much broader demonstration of the two fusion of arts (film and
television productions) itself using a myriad of incorporated methods,
techniques, manpower, devices, apparatus and even the participation of
literature in terms of cinematic screen writings particularly in intellec-
tually writing the movie lines, scripts and storyboard frameworks, plus
add to that the ability and skills and the talents of the actors and staffs
and directors involved in the making of a particular motion picture.
Just like a marriage of the two pillars of art, this union of the aesthetic
and the film theory in a cinematic movie. A film can be said as a mag-
nanimous pool to various servants of arts itself. And some of the films
listed have made their memorable mark as Aesthetic Films in the Cin-
ema of World. Here, the beauty and gracefulness are the basic and the
specific aesthetic properties that determine the meaning of the work.
It is also a set of guidelines or principles that are concerned with the
nature and appreciation of beauty in art.
Theatre by itself is an art that includes different mediums of art such
as play directing, play acting, play criticism, designing, and all aspects

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about theatre production.
On the other hand, theatre is a collaborative art form which combines
words, voice, movement and visual elements to express meaning. The
field of theatre encompasses not only live improvised and scripted work.
Aesthetics in art reflect overall values of a society. An artist of theatre:
actors, actresses, directors, playwright, designers) challenges traditions
and advances an audience’s thinking through quality of dealing or ab-
straction. Performing Arts as Aesthetic, whether or not encountered as
'beautiful', the performing arts exist in relation to beauty-centered values
such as creativity, imagination, playfulness, balance, coherence, mean-
ingfulness, and so forth. Concerning abstraction, the specific qualities
of theatre distinguish itself from any other literary genres. As a theatre
presupposes performance, undoubtedly then, it must contain the factors
that make it playable.
The aesthetic constitution of a theatre and the characteristics of theat-
rical discourse, which, together with the aesthetic quality of theatre as
a branch of literature, make the total charm of a piece of theatrical cre-
ation.
As a form, theatre play is not really a piece of literature for reading be-
cause there are three dimensions of a play.
1) It is literature that walks and talks before our eyes as a viewer or an
audience.
2) It is not intended that the eye shall perceive marks on paper and the
imagination turn them into sights (visions), sounds and actions; the text
of the play is meant to be translated into sights, sounds and actions,
which occur literally and physically on a stage
3) Theatre text (script) is read differently. It is read as something incom-
plete, rather than as a fully rounded unit, since it is only physical. In the-

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atre, a play is something a person or the audience can see, as is a work
of art. The idea of ‘beauty’ is also linked to vision, making it difficult to
entirely grasp the aesthetics of play performance. Theatre explores the
emotions of beauty such as happiness, anguish, depression or anger.
It would seem more logical, therefore, to proceed on the assumption
that a theatre text, written with a view to its performance, contains dis-
tinguishable structural features that make it performable, beyond the
stage directions themselves. Consequently, theatre in nature is a kind of
performing art. The word drama is the companion of theatre that shows
the action or to do. To make it theatre, the seeing place and what is done
in that place is drama itself. As an art, theatre is that something is seen;
something is witnessed. Theatre is the art of making play into work,
specifically, into a work of art. It is exhilarating work, to be sure, and
it usually inspires and invigorates the energies and imaginations of all
who participate. The theatre is artistic work. The word art brings to mind
hosts of intangibles: creativity, imagination, elegance, power, aesthetic
harmony, and fineness of form. Furthermore, we expect a work of art
to capture something of the human spirit and to touch upon senses, but
intellectually elusive, meanings in life.
Certainly great theatre never fails to bring together many of these in-
tangibles. The art of the theatre is never pure art in the sense that it
represents the personal vision of a solitary artist. Indeed, many pure
artists consider theatrical art a bastard form, combining as it does the
several arts of acting, writing, designing, directing, and architecture of
the play. In theatre, a play is a piece of life animated, shaped, and framed
to become a work of art. It provides a structured synthesis sometimes
a critique and sometimes a celebration of both life’s glories and life’s
confusions.

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A play is also a piece of literature. Drama is a live performance, some
of whose repeatable aspects may be captured in a written and published
text to make the beauty of theatre. Aesthetics in the theatre takes three
forms: a) normative b) descriptive and c) production. Normative aes-
thetics of theatre evaluates a script based on the norms of the time peri-
od. Descriptive aesthetics of theatre categorizes types of theatre, as well
as types of reception and reaction.
Theatre Esthetics of production analyzes text within a script, taking into
consideration the author’s intention and the audience’s reactions. Mor-
als and ethics in defining an aesthetic take in a theatrical production.
Theatre is a special member of the literature family in that it doubles as
a branch of the performing art. It follows that the aesthetic constitutions
of a dramatic creation is a complex problem, which needs to be settled
before the reproduction of these artistic features in translation. The chief
aesthetic qualities of a drama lie in its per-formability which can be dis-
played in several ways as compression, economy (financial), intensity
and intrigue. On the other hand, as a subgenre of literature, a theatrical
text also shares the aesthetic value with other literary creations, which
mainly lie latently in the languages. Generally, art appreciation is useful
to understand cultures and societies through works of art (theatre, film)
in the sense of beauty.

Exercises:
Discuss the following terms:
1) Aesthetics
2) Art appreciation
3) Theatre aesthetics
4) Film aesthetics

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4.4. Appreciate Ethiopian indigenous art

At the end of this lesson you will be able to

 • appreciate and recognition of ways of preparing indigenous
art works
 • appreciate art works

What makes Ethiopia a unique culture and a unique country is not only
her amazing landscape and its fantastic people or their traditional foods
and drinks. Ethiopia is also unique in her paintings and representations
of life as it is lived by the people and drawn by its world famous artists
who have achieved international fame.
From the sophisticated and modernist arts of Wossene Kosrov, Zeri-
hunYetemgeta, Skunder Bogossia or Gebrekristos Desta to the- down-
to-earth naturalist portraits of the late Lemma Guya, Ethiopian paintings
are defined or influenced by Ethiopian Orthodox Church paintings in
their use of color as well as in their subject matter.
Ethiopia has a tremendously rich history dating back to the dawn of hu-
manity. Humans have been navigating life in Ethiopia for millennia with
each civilization leaving behind artefacts and clues that have helped us
slowly unravel the origins of humanity and life on Earth.
1. TadesseWoldearegay

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Fig 1 coffee ceremony
In this painting depict the coffee ceremony. Ethiopia is well-known for
its coffee. Full and fragrant: In the ceremony, coffee is drunk with pop
corn, shown in the basket at the lower right.
2. Mezgebu Tessema

Fig 2 the Stretched

This painting in titled Stretched , which is painted 2013. The work, sized
at 146 x 308.5cm, was executed in oil on canvas and represents the boy
stretched his hands in to the viewer and the landscape that cover with the
rocky mountain. Many of Mezgebu`s paintings are an attempt to show
that by bringing one's imagination to bear on simple life experiences,
the everyday can become extraordinary, and one can sense the possibil-
ity of transcending boundaries.
He often fined inspiration in nature he like to develop ideas that show
connections between diverse elements and environments.
3. Wosene kosrof

Fig 3 Word play by wesenekosrof

He is best known for his inventive renderings of the Amharic script;
and he is the first Ethiopian-born contemporary artist to incorporate

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these script symbols as a core aesthetic element in fine art paintings. His
recognizable "signature" emerges by distorting, elongating, dissecting,
and reassembling the symbols as images. Amharic is derived from the
ancient language Ge’ez and a major modern language of Ethiopia, is
one of the few written systems indigenous to Africa.

4. Memorial The Red Terror Martyrs

Fig 4 the Red Terror Martyrs’

The Red Terror Martyrs’ Memorial Museum is located at the corner of
the historical Meskel square of the city of Addis Ababa. At the entrance,
a bronze statue was erected. It consists of three girls who are crying and
it represents the victims of the period of repression known as Red Terror
(1977-1978).
5. Monument Lion of Judah

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Fig 5 Monument Lion of Judah

The monument to the Lion of Judah is a statue of the Lion of Judah,
symbol of Ethiopian Emperors and Addis Ababa is located in Ethiopia
6. Statue of Oromo people

Fig 6 Statue of Oromo people:

Statue of Oromo people, in front of the Oromo Cultural Center (Gid-
du-gala Aadaa Oromoo of the Oromo people, the largest ethnic group
of Ethiopia, out numbering Amhara people. Addis Ababa.

Test

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7.statue of Emperor Haile Selassie

Fig 7 statue of Emperor Haile Selassie:

sculpted by artist Bekele Mekonnen, (Ass. Professor)
The African Union has unveiled the commemorative statue of Emperor
Haile Selassie at the 32 African Union Summit in Addis Ababa on 10
February 2019 in Addis Ababa. The statue of Emperor is an important
recognition to his effort towards Africa’s liberation and unity leading to
the formation of the Organization of African Unity (OAU) in 1963.
8. statue of the emperor Menelik II

Fig 8 statue of the emperor Menelik II

Menelik II Statue is a statue of the emperor sitting gloriously on a horse,
and has been standing there since 1930. The statue was erected in mem-
ory of the battle of Adowa. This was the only major battle in the histo-

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ry of Africa, when Emperor Menelik and his army defeated the Italian
army. The victory of Adowa became somewhat of a national fiesta in
Ethiopia.
Exercise 4.4
I. If the statement is correct write true and if the statement is incor-
rect write false.
1. Ethiopia has a tremendously rich history dating back to the dawn of
humanity.
2. Artist Mezgebu Tsema ideas that show connections between diverse
elements and environments.
3. There is nobody known for inventive renderings of the Amharic script
in Ethiopia.
4. The Red Terror Martyrs is not memorial statue.

II, Answer the folowiing Questions

1. After visiting the museums in your city write a brief description of the
works of art in group.
2. Students, as a group, visit the sculptures and monuments in your city
and write a short description on it.

Summary of unit four:

The subject Music opens up an exciting world of creative and personal
exploration. Music is an art of science. It can be assess, evaluate and
appreciate by listening, singing, writing and reading musical works. In
the field of art education, students not only draw pictures, but also the
activities around them, to enhance their natural vision, and to stimulate
their curiosity about the arts. and student to communicate with the field

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by introducing perceptions, impressions, observations, researches, asso-
ciations, inventions, information, evaluation and many other intellectual
processes while delivering new forms to original forms. Art apprecia-
tion is useful to understand cultures and societies through works of art
such as theatre, film in the sense of beauty.
Unit final exercise:
I. Match the words with their definitions.
A B
________1. Sharp A. relative highness or lowness of a note
________2. Step B. the systematic arrangement of musical
sounds According to duration and period
ical stress
________3. Pitch C. Two beats sound
________4. Duration D.the symbol at the beginning of a piece of
music; the first symbol that appears on the
staff
________5. Half rest E. longer or shorter in time
________6.clef F. a series of musical notes played one after
another
________7. Rhythm G. Two beats silence
________8. Melody H. an interval between two notes; a tone or
semitone
________9.Harmony I.two or more notes sounded together
________10.Half note J.a note raised a half step above its natural
pitch

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Exercise one
II. Fill in the blanks with the correct words from the list.
Flat, Neutralize, Ledger, Octave, Half, step, Natural, Staff, Measure
1. A _________is equal to one fret on the guitar (notes right next to each
other).
2. When the ____symbol is placed next to a note, it means to cancel any
Sharps or flats previously used within that bar of music.
3. The _________ is comprised of five lines and four spaces. Notes are
placed
on these lines and spaces.
4. A _________lowers a note one half step in pitch.
5. The bar is a subdivision of time in music. It’s one ________of a piece
of music.
6. A ______line is a small line that extends the staff for higher or low
pitches.
7. A natural will ____________ a sharp or flat, so that the note reverts
to its
original position.
8. The ____________ is the eighth note with the same name as the first
one, in a set of consecutive notes.

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Unit
Connection, Relation
5
and Application
General learning outcomes of unit Five

At the end of unit five, you will be able to:

♦ Connect musical works with other subjects and other cross cut-
ting issues.
♦ Know the relationship of music to other subjects.
♦ Connect dance works with other subjects and other cross cut-
ting issues
♦ Know the relationship of dance to other subjects
♦ Will be able to connect performing arts with other subjects and
cross cutting issues (theatre, film or video).
♦ Decorate home and surrounding.
♦ Understand about pottery and ceramics.

Introduction to unit five:

Music is an ideal form of art to be integrated in other subject’s instruc-
tion. Links between music and other subjects are very rich and include
melody, rhythm, intervals, scales, harmony, tuning, and natures. The

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Connection of dance works with other subjects and other cross cutting
issues. This unit introduces the learners that they will be able to connect
and apply theatre, film/video arts with other subjects and the meaning of
interior decorating that is simply outfitting a space with items you like.
For some, the aesthetic of their home is so important to them that they
enlist a professional interior designer to choose furniture, wall-cover-
ings, accessories, rugs, and more.

Specific learning outcomes of unit five

At the end of this lesson, you will be able to:
♦ Understand the importance of music to other subjects.
♦ Identify the different types of songs related to other subjects.
♦ Understand the importance of dance related to other subjects
♦ Identify dances more linked to specific field of studies
♦ Differentiate the power of connected and none connected songs.
♦ Link the selected songs with English language education.
♦ Apply musical works for other subjects.
♦ Connect performing arts (theatre, film/video) with other subjects.
♦ Apply performing arts in other subjects.

5.1. The importance of songs related to other subjects

Specific learning outcomes:

At the end of this lesson, you will be able to:
♦ Understand the importance of music to other subjects
♦ Identify the different types of songs related to other subjects

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The idea of connecting music to other subject is essential to implement

this lesson effectively. Study has proven that music education dramati-
cally increases early brain development and improves yours overall ac-
ademic performance. The following concepts are organized for you to
refer and read to get more information about the importance of when
connecting music to other subjects.
■ Enhances Higher Brain Function: Music lessons have been shown to
improve a child’s performance in school.
■ Provides Important Experiences: Music activities provide children
with important experiences that can help them develop physical
co-ordination, timing, and memory, visual, aural and language skills.
■ Develops Quick and Decisive Thinking: - During musical perfor-
mance, students must constantly turn their thoughts into action.
■ Build Teamwork Skills: Ninety-five percent of respondents to a 1997
Gallup survey agreed that playing in school band is a good way to
develop teamwork skills.
■ Enhancement Cooperation: The social climate of music instruction is
marked by cooperation, whereas in most other subject co-operation
is lacking or replaced by competition. Only by working together can
students play a musical performance. You learn that co-operation is a
means to an end, which can be applied to other goals.
In general, connecting music with other subjects is essential tool to en-
hance, encourage, motivate and transmit the necessary information to
you.The importance of connecting music in between with other sub-
jects, the following songs are presented as follows.

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Song Ferere Jacques

Pre-assign instructional Activity

► Sing the assigned songs.
► Contribute to the discussion about the importance of music to other
subjects
► Select their first song poem.
During the lesson
► After a specified length of time, you have to be ready to actively par-
ticipate in the lesson.
► Respond to the next topic or question using the same colored marker
they began with.
► Sing the songs again and again and then identify where the informa-
tion was connected to other subject.
► Compose a short song poem, and perform with in the groups.
After the lesson

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► Display and report the information on the song performance.

5.1.1. Selected songs connected to English language

Specific learning outcomes:

At the end of this lesson, you will be able to:
♦ understand the links between songs and language learning
♦ Identify songs more linked to English language learning
♦ Demonstrate more linked songs to English language education
The content of the unit and the level of music covered in the texts, con-
cerning musical knowledge, starts from the very beginning level with
the basic concepts and terms used in music language. However, as for
the level of English used, it assumes a minimum of intermediate knowl-
edge of general English on the part of learners, so that they can fully un-
derstand the concepts and technical language of music as they progress
through the units. Below is some selected sample of poems that students
could use as an extension of the Adding Details paragraph on the theme
of Frere Jacques.
Pre-assign instructional Activity
► Listen carefully to the instructions about the process. Clarify if need-
ed.
► Get into groups of five.
During the lesson
► Ensure that each group member has an opportunity to contribute to
the songs.
► Review the selected songs together to ensure that each song items
can be read and understood.
After the lesson
► As other groups report, individually note the top three items of inter-

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est or concern.
Pre-Unit Assessment Introduction:
Level Skills Yes No
1 Song has a title
1 1 Song has a chorus
1 1 Song has at least one verse
1 1 Each line of the verse contains about the
same number of syllables
1 1 All verses contain the same number of
lines
1 1 Each line of the chorus contains about the
same number of syllables
1 1 Chorus repeats itself (is not different each
time)
2 If the songwriter intended to rhyme, the
song maintains a consistent rhyme scheme
2 Theme evident in the chorus
2 Verses contain supporting details
2 Title, chorus, hook, and theme relate to
each other
2 Song contains a message about the theme
2 If the songwriter intended to rhyme, the
song maintains a consistent rhyme scheme
3 Song demonstrates a grasp of exact and ap-
proximate rhyme
3 3 Song includes one or more descriptive
images, similes, or metaphors

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5.1.2. Selected songs linked to Maths educationed

Specific learning outcomes:

At the end of this lesson, you will be able to:
♦ recognize the links of songs related to math
♦ Categorize songs more linked to math or numbers
♦ Determine more linked songs to math education.
Music is an ideal form of art to be integrated in mathematics instruction.
The links between music and mathematics are very rich and include
melody, rhythm, intervals, scales, harmony, tuning, and natures. These
musical concepts are related to the mathematical concepts of proportions
and numerical relations, integers, logarithms and arithmetical operations
and the content areas of algebra, probability, trigonometry, and geome-
try. In regard to the first point, music can be used to engage students in
learning mathematics in an enjoyable but also relevant way. Secondly,
music can be used as a resource by teachers to present and design math-
ematical problems in non-routine ways. This provides students with the
opportunity to apply their mathematical knowledge in meaningful ways
and connect new mathematical knowledge to existing knowledge. An
important aspect of this lesson is mathematics lessons and the effect of
using connections between music and mathematics to improve students’
mathematics learning. Rather than using a single activity to intervene
with a single group of people taught. Effective mathematics instruction
subjects are interconnected with music is makes the mathematics lesson
be effective. Some songs related to mathematics exercise are presented
as follows:

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Pre-assign instructional Activity
► Read the poem of the song
► Sing the assigned song
During the lesson
► Follow the instruction of your instructor
► Sing a song phrase by phrase
After the lesson
► Write a short poem and melody related to mathematics or numbers
► Sing with your friends discus about your songs with your colleges
 

5.2. Connection of Dance with other Subjects

Specific learning out comes:

After learning this lesson, you will be able to:
♦ understand the links between dance and painting
♦ Identify songs more linked to painting learning
♦ Demonstrate more linked dances to art works.

Dance performance offers learners diverse, unique, and powerful ways

of perceiving and making meaning about the world. Dance is consid-
ered an expressive form of literacy with a unique set of language, skills,
knowledge, and practices. Dance is an important way of knowing that
expands learners’ repertoire of illiteracies needed to make and commu-
nicate meaning in diverse and evolving contexts. Ways of knowing in
dance are unique and powerful resources for making meaning that are
not always possible through other representational forms.
In this shifting and complex world, literacies are interconnected and
codependent. Since all literacies contribute to meaning making in dif-

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ferent ways, it is important for learners to develop a diverse range of
literacies, including artistic literacies, from which to choose depending
on meaning-making needs and contexts.

Image 1.The performing dance of south Omo

The idea of linked dance to other subject like theatre art is mandatory to
implement this lesson effectively.The following conceptsare prepared
for you to refer and read step by step to get more information from this
unit. Read each verses and notice the idea written under the contents of
this unit. In this activity, students use the whole individual and group
performance is better to transfer the new dance experience to link with
other subjects. Students recognize dance as a vehicle for understanding
historical and cultural relevance, increasing an awareness of heritage
and traditions of their own and others, and enabling them to participate
in a diverse society. Analyzing and evaluating dance allows students to
strengthen decision-making skills, develop critical and creative think-
ing, and develop artistic and creative processes.

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Image2.

Amaharic dance with musical instruments Masinko (lire)

This lesson is providedto grade seven dance students with the basic
skills of dance and apply it its principals to dance performance.
■ Students will be guided through the process of dance performance
and appreciate indigenous and modern dance performance.
■ Students will identify the characteristics of the dance; elements of
dance and harmony of the dance performance related to theatre arts.
Before the lesson, have an opening discussion about the selected dance
(or another topic). Ask students to explain dance performances.

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5.3. Connecting Theatre, Film/Video with other

Specific learning outcomes:

At the end of learning this lesson, you will be able to:
♦ Connect performing arts (theatre, film/video) with other subjects
♦ Apply performing arts in other subjects

To apply and connect performing arts such as theatre and film, for ex-
ample: the Theatre expert can use music as the integral part of theatre
production in which music art applied to the performance on the stage
that brings the audience to reveal the inner emotional life of a character,
foreshadow a vicious attack or budding love, or comment on the action
onstage while performing or acting in front of live audience.
On the other hand, the application of music elements widely applied in
musical theatre that encompasses music composition to make musical
theatre. Genres of musical theatre include opera, ballet (dance theatre)
and several forms of musical theatre, from pantomime to operetta (mu-
sical play) and modern stage musicals and revues.
Musical theatre uses different elements of music to foster a social aware-
ness through exposure to the social issues, events and cultures that are
portrayed in the scripts and its performances on the stage. You will learn
the communication with who, what, where, when, and why to the au-
dience or viewer to understand musical performance. Both theatre and
film offer a story told in dramatic form through the two means of story
delivering. In this case, they are much alike through an enactment of

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scenes by performers who speak and act as if they were actually the
people they represent.
They differ in that theatre does have live audience, live performers (ac-
tors, actresses), and live performers such as ballet (dancing theatre or
theatre), musical play or opera. But the cinema or movies do have mo-
tion pictures that are recorded by using the instrument called camera.
Not only performance, but also theatre refers to the building (the place
where to see theatre, design of theatre houses, and related layouts of the
building, all staff working in the hall and etc.).
It may also occur in the outdoor setting in which the performances takes
place. Live theatre and film or movie seems similar, but they are differ-
ent in form. Theatre is stage basement. Film is audio-video basement.
Theatre arts can be integrated with dance. The integration of dance
and theatre comes together and makes the theatrical for called physical
theatre through physical movement of performers to express the story
needed. In this term, dance is used as rhythmical movements while per-
forming on the stage.
Dance theatre (physical theatre) encompasses a story in drama through
movement.
To build citizens in ethics, Civics and Ethical Education is mandatory
for citizens to express them with both their rights and responsibilities to
guide them by social values and encouragement of active participation.
We can apply theatre arts even in Civic and Ethical Education, because
Civics and Ethical Education is useful to fasten the relationship between
an individual and a state and governing an individual citizen's relations
with other individuals and social groups. In this case, you will be able
to handle the bad behaviors of citizens by merging Theatre in Ethical
Education.

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On the other way, Civics and Ethical Education can be used as the means
of conflict resolution. We can integrate terms of physics in theatre by
making drama or play about conflict. Here, understanding conflict is
important that could be applied through theatre performances. E.g. Par-
ticipatory theatre: theatre of the oppressed.
As social communities we have different experiences and live in a world
of differences in such of ideology, belief systems, and ethnicity, social
and cultural values. These differences are completely natural phenom-
enon. We can’t totally stop or banish them. These natural differences
can become the basis, or starting point for conflicts when two or more
people believe that the other is an obstacle to getting what they want. We
do create the story how people get into conflict and then we can perform
it in drama.
Conflicts take many different forms, from private disputes to widespread
wars. They occur between adversaries as well as between friends and
family members. They can be over something physical or emotional.
And they can take many different forms. It is when disagreement de-
volves into violence that conflict can destroy communities, countries
and relationships. The conflict may occur between individuals, individ-
ual with himself or herself, individual with societies, individual with the
groups, individual with environment and individual with God.
A conflict by itself can have numerous benefits. As we see our everyday
lives, all social change stems from conflict. On the other hand, without
conflict, our society would not evolve, injustices would never be called
into question, and relations would remain frozen. Conflicts can create
progress, dialogue, better understanding of each other and even greater
trust and intimacy. How we deal with these conflicts is the difference
between peace and war, between community and chaos. We can merge

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theatre and Ethical education to solve the conflict between individuals
in drama or play.
So often we think that the only result of conflict is winning or losing. We
think we need to fight. But we actually have a choice. We can feed the
conflict or we can transform it. You have that choice.
Everyone around you has that choice. Often we see the only possible
outcomes of a conflict as either victory or defeat. We believe that we
have no other option than to fight. But, in fact, we always have a choice.
We can feed the conflict or transform it. As people of the theatre, we
know that just as conflict is a natural part of life it is a critical ingredient
of drama.
Theatre serves the society as a place for a society to gather, witness their
own conflicts, and reflect upon possible solutions. Theatre gives specta-
tors (audiences) the opportunity to stand outside a conflict, watch each
adversary in action, and empathize to a degree with each side. Especial-
ly, in participatory theatre, the audience participates in the performance
to shape the action on the stage.
In participatory theatre, audiences have the chance to witness real peo-
ple in the process of encountering these challenges in one another. As
a result, audience members are better able to connect with the deeper
wants and needs that motivate the core conflict of the play. Theatre, in
fact, embodies many of the key techniques and tenets of the “common
ground” approach, whereby deeper understanding can promote more
effective solutions for resolving conflict. Participatory theatre is even
more effective in serving this mission. It not only encourages the spec-
tator to identify with characters in conflict and then asks audience mem-
bers to step onto the stage and literally fill characters shoes. The act of
empathizing is taken one step further as the public attempts to find novel

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and positive solutions to the conflict.
Participatory theatre productions offer communities the opportunity to
actively reflect together by using the stage as a place to explore new
ways of living and to express new visions of the future.
As it is mentioned above, we can integrate theatre in different field of
studies and make the connection with other subjects to apply more ben-
efits of performing arts through teaching and learning. Theatre can go
with Amharic subject, Chemistry and even Physics as an energizer art.

5.4. Connection of Visual Arts with other Subjects and

Cross-cutting Issues.

Interior decorating is simply outfitting a space with items you like. For
some, the aesthetic of their home is so important to them that they enlist
a professional interior designer to choose furniture, wall-coverings, ac-
cessories, rugs, and more.
1. The purpose of the Lesson

At the end of this lesson you will be able to

€ how to decorate home and surrounding
€ understand about pottery and ceramics

5.4.1. Decoration of home and surrounding with

pottery and ceramic

Pottery has played an artistic as well as utilitarian role throughout histo-

ry. It’s been handed down through generations. From prehistoric storage
jars to tiles on the space shuttles, pottery and ceramics have played a key
role in innumerable human endeavors.

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Grade 7
We can beautify our home and surroundings in a variety of ways. Among
the many ways we can decorate our home is by using ceramics. With
these decorative materials, we can decorate our surroundings using
flower pots with special lighting fixtures.
A. Vases
The great thing about vases is that they look great both on their own and
with flowers in them. Ceramic vases are extra nice because the stems of
flowers can’t be seen through them.

Fig 1 Ceramic Vase

(In fig. 1) these super simple minimalist white ceramic vases look great
both on their own and as a set.

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Fig 2 black & white polygon vase Fig 3 geometric ceramic vases
These geometric ceramic vases add depth and dimension to your interior
and create the perfect home for a bouquet of fresh flowers.
tB. Lighting
You have to have them so why not use ceramic ones to change it up a
little and create a unique lighting display in your home.
These ceramic pendant lights bring color and brightness into your inte-
rior in more ways than one.

Fig. 4 Pendant ceramic Light fittings

Lighting fixtures In addition to the hanging ceramic fittings, you can
create more beauty by using pottery table tops and ceilings.

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The smooth folds in these ceramic pendant lights make it hard to believe
that you could be made from anything other than a soft fabric.

Fig. 5 pottery table lampshade

C. Dishes
Ceramic dishes come in a wide range of colors shapes and sizes to add
an original aspect to your kitchen and make serving up food a little more
appealing.
Uniquely shaped plates and serving dishes give mealtime and entertain-
ing a more unique look.
You also decorate home with designed and glazed dishes plate.
Super simple white ceramic plates are an essential in all stylish kitchens.
Ceramic plates with a glossy finish and in muted colors add a little some-
thing extra to the dinner table.
D. Cups
The best part of drinking from a ceramic mug is wrapping your hands
around it and letting the heat from your tea or coffees warm them up on
a cold day.
The smooth glossy finish and the curved bodies of ceramic mugs make
you the perfect ones to grab when curling up with a tea or coffee.
E. Planters (flower pots)

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Grade 7
Unlike other planters, ceramic ones give your plants a sophisticated
home and will definitely help keep them alive longer.
These ceramic planters with wooden stands combine two natural ele-
ments and create a modern place to display your plants.

Fig, 6 ceramic flower pots

Add plants. A great way to inject a little color and interest into basic de-
cor is by adding an interesting piece of pottery in an unexpected place.
Instead of plain terra cotta, try putting your houseplants in beautifully
glazed pots.
Exercise 5.2 (A)
1. Make sample decoration of your class room with pottery and ceramic
2 Make different types of lamp shades with clay and show your teachers
Exercise 5.2(B)
If a statement is correct write ``True`` and if it is incorrect write ``False``
1. Ceramics are used only for dishes.
2. We can decorate our home using ceramics and potteries.
3. Ceramics and potteries products are not for outdoor use.
4. Ceramics are used for plants.
5. Potteries cannot be used for decorations.

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SUMMARY:
■ Performing and visual arts include music, dance, theatre and visual
art. The arts such visual art, dance, theatre, music, and media arts
(PVA) are legally defined as a core thematic area in Ethiopian edu-
cation;
■ This grade level was designed to provide quality education in teach-
ing performing and visual arts studies in Ethiopian 1st and 2nd cycle
schools.
■ 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 lidyan", and "bati minor". Ethiopian
music is generally heterophonic or monophonic, while certain areas
in the south of the country use a polyphonic style (Dorze polyphon-
ic).
■ Dance is a way of knowing and communicating. All societies use
dance to communicate on both personal and cultural levels and to
meet physical and spiritual needs. Dance, as with all the arts, has its
own language. We need to learn this language in order to fully under-
stand and appreciate the world of Dance.
■ Theatre by itself and its study is not in stagnant or static phenomenon
rather it consists the ongoing thoughts that evolved from ritual con-
cept to different societal purposes such as educational development,
economic, community status, religious teaching, political, language
function, culture, customs, conventions of the past historical present
and the present societal conditions through dynamism process of so-
cieties in the general situations of human life to exist in the reflection
of theatre arts.
■ The Element of Design Space refers to the area within, around, above
or below an object or objects. It is important to creating and under-
standing both two dimensional and three dimensional works of art.
With three dimensional arts the space things occupy is real as is the
space around object. In two dimensional arts this is definitely not the
case. Two dimensional arts exist on a flat surface, so if something
looks three dimensional- it is an illusion! Even the most realistic

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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.
Summary Questions:
I. 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.
III. write the correct answers
4. Who is Ethiopian Outstanding music expert?
5. Name the three kinds of St. Yared melodic styles?
6. Name the four kinds of Ethiopian music kignet?
7. Who is Ethiopian Outstanding music expert?
8. 2. Name the three kinds of St. Yared melodic styles?
9. 3. Name the four kinds of Ethiopian music kegnet?
10. What is the role of gender and sexuality in the creative process?
11. How do we perceive and classify the gender and gender roles
12. Do we choose and assign materials that openly and clearly address
issue of gender?
13. Do we address gender and sexuality in our choice of words example
phrase, questions and corrections?
14. Are we really sensitive to and tolerant of diversity?

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ams
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• Solomon H/Mariam / staff ledger lines and clefs / Augest 2020

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