H O L I S T I C E D U C AT I O N P R O G R A M M E

THE ARTS:

GRADE 2
Dr Aruna Ankiah-Gangadeen, Head Curriculum Development, Implementation and Evaluation

PERFORMING ARTS PANEL

Dr Helina Hookoomsing - Coordinator, Senior Lecturer, MIE

Ms Marie-Christinne Clarisse - Coordinator (Music), Ag Music Organiser (Western Music), MoETEST
Mr Jayram Latcheman - Coordinator (Music), Ag Music Organiser (Oriental Music), MoETEST
Dr Dayashree Pentiah-Appadoo - Coordinator (Music), Ag Music Organiser (Oriental Music), MoETEST
Mr Karamlall Mantadin - Coordinator (Music and Dance), Senior Lecturer, MGI
Mr Suteekshan Sharma Mungroo - Lecturer, MGI
Ms Gitanjali Mahadu - Educator
Mr Andy Anthony - Educator
Ms Ashwantee Devi Mutty - Educator
Ms Lorsinee Moonsamy - Educator
Ms Noreen Dilshad Zeadally - Educator
Mr Jean Sidrick Nathaniel Brasse - Educator
Mrs Poornima Devi Luchman - Educator, MGI
Mrs Krishnee Mahadoo Coonlic - Educator
Mr Guy-Noël Clarisse - Educator
Mr Alexandre François - Educator
Mr Yashpal Dikshit Jogeswar - Educator, MGI

Design
Kunal Sumbhoo - Graphic Designer, MIE

© Mauritius Institute of Education (2022)

ISBN: 978-99949-61-73-3

Acknowledgement
Our special thanks go to students of Ebene (Girls) SSS for their contribution in the recording of audio materials for music lessons.

Consent from copyright owners has been sought. However, we extend our apologies to those we might have overlooked.
All materials should be used strictly for educational purposes.
 FOREWORD
I am pleased to present the new set of Holistic Education Programme (HEP) textbooks for Educators and pupils. Holistic education is the essential component of a sound
education system. It complements the formal curriculum to ensure that the growing Mauritian child is provided with opportunities for his/her overall development as a
responsible individual and citizen. With the added impetus given to HEP in the context of the Nine-Year Continuous Basic Education (NYCBE) reform and subsequently in
the National Curriculum Framework (NCF), HEP has come to be appreciated as a subject that caters for the full development of the child, namely academically, physically,
emotionally and creatively.

Curriculum materials are key to enabling the effective translation of the curriculum in the teaching and learning process. It is thus imperative that they remain current to
the times and relevant to the needs of Educators and learners. This new set of textbooks is the result of an evaluation exercise conducted at the end of the first cycle of
implementation together with key stakeholders. The feedback received has been central in reconceptualising the approach and content of the materials now being offered.
Changes have been effected at the levels of the approach and content to counter challenges previously encountered and enhance teaching and learning experiences. The
main changes involve adopting a thematic approach that brings out the interconnection between the different components of HEP; an integrated approach that cuts down on
duplication and allows the optimal use of teaching time; different textbooks that are aligned with the requirements of the users; and the provision of activities to be conducted
during teaching blocks to ease implementation.

Much effort has been invested in producing these new materials within stringent timelines. I must place on record the effort and dedication of all those who have made it
possible, namely the Panel Coordinators and panel members, the Graphic Designers and the staff of the Curriculum Unit. A special word of thanks goes to all stakeholders
who participated in the evaluation exercise and provided feedback that allowed us to enhance the resources. I hope that our learners reap the benefit of all the effort put in
and undergo enjoyable experiences while learning.

Prof. (Dr) Vassen Naëck

Ag. Director
Mauritius Institute of Education

i
 PREFACE
We would like to situate this textbook as part of a process of continuation and growth already started at pre-primary level. The lower primary level seeks to lay strong
foundations for the development of learners by delving in their natural world. Through Performing Arts activities, the learners will understand and explore the world around
them in different ways including through drama, music, and dance.

Through Performing Arts, learners will develop their artistic-performance and creative abilities as the activities will allow the learners to express themselves through their senses,
their bodies, verbal and non-verbal communication, observation and imagination. Through Performing Arts, learners will develop their artistic skills through playfulness,
experimentation and increasing independence. At this level of their primary schooling, guidance is needed not only from teachers, but from parents as well, given that learners
will rely a lot on demonstration, imitation and modeling. The language used for the activities should be flexible so that learners can engage more meaningfully with Performing
Arts; activities can, of course, be used to reinforce language learning, but creativity and artistic expression should not be restricted by language.

One of the main aims of these materials for Educators is to design lessons where good practices in the teaching and learning of Performing Arts can be developed. Based
on sound pedagogical principles, the Educator’s handbook is a tool to inspire and motivate Educators. Rather than being prescriptive, this handbook suggests a number
of possible approaches from which the Educator can build his/her own lesson plan. We would therefore encourage an open approach for the content of the book. Should
Educators find some activities challenging for their pupils, we would encourage them to adapt the activities to suit the needs, abilities and interests of the learners, to enable
all the learners to enjoy the creative process.

The panel hopes that through these Performing Arts materials, Educators will be able to facilitate learning, educate the whole-child, and support learners in achieving the
objectives of Holistic Education in relation to creativity, critical thinking, self-awareness, empathy, responsibility, and a strong sense of self-confidence and success.

The Arts Panel

ii
 Table of Contents
TERM 1 1
Lesson 1: Imitate the object (Drama)
Lesson 2: Body Moving-Sculptures (Drama)
Lesson 3: Let’s Dance (Dance)
Lesson 4: Dance with Nature (Dance)
Lesson 5: I mimic an emotion (Drama)
Lesson 6: Tell me about a situation when you felt (Drama)
Lesson 7: The Feelings Song (Drama)

TERM 2 10
Lesson 8: The Blindfold Track (Drama)
Lesson 9: Tongue-Twister (Drama)
Lesson 10: Poem- Les canards à la mare (Drama)
Lesson 11: Basic Rhymes- Hansel and Gretel meet the witch (Drama)
Lesson 12: Exploration of Sounds with Body Parts (Music)
Lesson 13: Let’s Sing a Song (Music)
Lesson 14: Rhythmic Feet (Dance)

TERM 3 18
Lesson 15: Introducing Puppets (Drama)
Lesson 16: The Puppet Show (Drama)
Lesson 17: Expression of Musical Elements “Loud” and “Soft”, “Fast” and “Slow” (Music)
Lesson 18: Classification of Musical Instruments (Music)

V
 TERM 1

TERM 1
Lesson 1 – Imitate The Object (Drama)

You should:

• Move around the objects in the classroom.

• Freeze wherever you are and draw a circle around you.
• Imitate the closest object to you.
• Act as the object called out by your teacher.

1
 PERFORMING ARTS

Lesson 2 – Body Moving Sculptures (Drama)

TREE

You should:

• Look at your secret picture card.

• Along with your group members, try to represent the object using your body.
• You have only one minute to create the representation.
• Reveal your picture card when your classmates have guessed correctly.

2
 TERM 1

Lesson 3 - Let’s Dance (Dance)

You should:

• Stand at arm-length distance.

• Imitate the movements of the teacher and move together with your friends.
• Memorise the sequence of movements.
3
 PERFORMING ARTS

Lesson 4 - Dance With Nature (Dance)

You should:

• Listen carefully to your teacher.

• Imitate the movements of animals and other natural things that you can see around you.

4
 TERM 1

Lesson 5 – I Mimic An Emotion (Drama)

I am
sad I am
I am surprised
I am
angry happy

You should:

• Observe the different gestures and facial expressions.

• Pick 1 strip from the bowl and mimic the emotion.
• Let your friends guess the emotion you are mimicking and raise the correct colour card.

5
 PERFORMING ARTS

Activity: Match the different facial expressions to the correct emotion.

I am happy

I am sad

I am scared

I am angry
6
 TERM 1

Lesson 6 – Tell Me About A Situation When You Felt… (Drama)

Tell me about a situation

when you felt scared.

One day when I

was home alone...

You should:

• Get the ball, then narrate and mime a situation when you felt a particular emotion.
• Pass the ball to a friend and ask your friend to narrate and mime another emotion.

7
 PERFORMING ARTS

Activity: Draw and colour an emoji representing the main emotion of your presentation.

Happy Sad

Angry Scared

Surprised Bored

8
 TERM 1

Lesson 7 – The Feelings Song (Drama)

Verse 1: Verse 2:
When it’s sunny, I am happy, When it’s noisy, I am angry,
When it’s rainy, I am sad, When it’s stormy, I am scared,
When it’s lunchtime, I am hungry, When it’s bedtime, I am sleepy,
Time to eat, come on friends! Time to sleep, good night friends!

You should:

• Listen carefully to “The Feelings song”.

• Observe the facial expressions and gestures when singing the song.
• Try to repeat each line with appropriate gestures.

9
 PERFORMING ARTS

TERM 2
Lesson 8 – The Blindfold Track (Drama)
Station B
Station A

Station C

Starting point Finishing point

You should:

• Move around obstacles on the track.

• At Station A, pick up bits of paper and put in the bin. At Station B, water the plant.
At Station C, pet and feed the toy animal.
• Pair up with a friend. One of you will be blindfolded and will be guided to complete the track.

10
 TERM 2

Lesson 8 – The Blindfold Track – Evaluation Sheet (Drama)

In the space below, draw and colour how you felt and what you have experienced during the Blindfold Track activity.

11
 PERFORMING ARTS

Lesson 9 – Tongue Twister (Drama)

I scream,
You scream,
We all scream for ice cream!

You should:

• Listen to the tongue twister attentively.

• Try to repeat it.
• Try it as one of the following characters: witch, clown or wolf.
• Let your friends guess the character you are mimicking.
12
 TERM 2
Lesson 10 – Poem Les canards à la mare (Drama)
La semaine des canards
LUNDI,
les canards vont à la mare, mare, mare . . .
MARDI,
ils s’en vont jusqu’à la mer, mer, mer . . .
MERCREDI,
ils organisent un grand jeu, jeu, jeu . . .
JEUDI,
ils se promènent dans le vent, vent, vent . . .
VENDREDI,
ils se dandinent comme ça, ça, ça . . .
SAMEDI,
ils se lavent à ce qu’on dit, dit, dit . . .
DIMANCHE,
ils se reposent et voient la vie en rose.
La semaine recommençera demain, coin coin !!!

You should:

• Listen to the poem attentively.

• Try to repeat it.
13
 PERFORMING ARTS

Activity: Colour the daily activities of the ducks.

LUNDI, les canards vont à la mare, MARDI, ils s’en vont jusqu’à la MERCREDI, ils organisent un
mare, mare . . . mer, mer, mer . . . grand jeu, jeu, jeu . . .

JEUDI, ils se promènent VENDREDI, ils se dandinent SAMEDI, ils se lavent à ce DIMANCHE, ils se reposent
dans le vent, vent, vent . . . comme ça, ça, ça . . . qu’on dit, dit, dit . . . et voient la vie en rose.

14
 TERM 2

Lesson 11 – Basic Rhymes: Hansel and Gretel meet the witch (Drama)

“Gretel, viens déguster toutes

“Je suis la méchante sorcière
ces sucreries.
qui vous transformera en
Il y a du chocolat, du caramel
poussière!”
et des pastilles!”

You should:
• Observe the picture and the different characters in it. “Madame la sorcière,
• Read out the dialogues. soyez gentille, je ne suis
• Group yourselves into three and rehearse the illustrated scene. qu’une petite fille!”
• Act it out in front of the class. 15
 PERFORMING ARTS

Lesson 12 - Exploration of sound with body parts (Music)

Activity 1: Listen to the teacher and imitate the following:

Clap your hands Snap your fingers Pat your shoulders

Tap your knees Stomp your feet

16
 TERM 2

Activity 2: Listen to the song “Old MacDonald” and perform the body percussion movements.

17
 PERFORMING ARTS

TERM 3
Lesson 13: Let’s Sing a Song (Music)

Lyrics in English

Lyrics in French (Original) Are you sleeping? Are you

sleeping?
Frère Jacques, Frère Jacques Brother John, Brother John?
Dormez-vous? Dormez-vous? Morning bells are ringing,
Sonnes les matines! Sonnez les morning bells are ringing Lyrics in Hindi )
matines! Ding, dong, ding. Ding, dong, (written by Mr. K. Mantadin

Ding, ding, dong. Ding, ding, ding.

Raja Bhaiya, Raja Bhaiya
dong. Ho?
So Rahe Ho? Kya so Rahe
anti
Ghanti Baj Rahi Hain, Gh
Baj Rahi Hain
You should:
Tan Tan Tan, Tan Tan Tan
• Learn the lyrics of the song.
• Sing in tune and rhythm, solo and in groups.
• Respond to the beat of the song by clapping your hands.
• Sing the song and play a simple percussion instrument.
18
 TERM 3

Lesson 14: Rhythmic Feet (Dance)

You should:

• Strike the sticks carefully.

• Follow the beats of the rhythm.
• Memorise the sequence of movements.

19
 PERFORMING ARTS

Lesson 15 – Introducing Puppets (Drama)

Activity 1: Constructing a simple puppet

You should:

• Construct a simple puppet using your school materials.

• You may make use of your pencil, ruler and pencil case and add facial features like the eyes, nose and mouth to them.

20
 TERM 3

Activity 2: Presenting a character

Hi! I am Lili, the penguin.

I live in an igloo in Disneyland.
I like dancing and eating pizza.
I don’t like going to the seaside.

You should:

• Create a character for your puppet.

• Give some details such as name, species (little boy, animal, princess,
witch, mermaid, unicorn, alien, monster), habitat, likes and dislikes.
• Introduce your puppet to your friends.

21
 PERFORMING ARTS

Activity 3: Dialogue sharing

You should:

• Pair with a friend.

• Rehearse a conversation with your two different puppet characters.
• Perform your puppet conversation in front of the class.
22
 TERM 3

Lesson 16 – The Puppets Show (Drama)

Activity 1: Colour the mask

You should:

• Choose and colour one of the masks.

• Cut the selected mask on the dotted line.
• Paste the mask on the cardboard booth to decorate it.
23
 TERM 3

Activity 2: Let’s think and rehearse

You should:

• Use the paper bag puppet you have created.

• Form groups of 3 to 4.
• Rehearse a small sketch based on the theme you have been given.
• Try to play with sounds and words in your dialogues.
25
 PERFORMING ARTS

Activity 3: The Puppets Show

You should:

• Perform your sketch behind the drama booth.

• Enjoy the different puppet shows.

26
 TERM 3

Lesson 17 - Expression of Musical Elements “Loud” and “Soft”, “Fast” and

“Slow” (Music)

You should:

• Describe what you see in the pictures.

27
 PERFORMING ARTS

Lesson 18 - Families of Musical Instruments (Music)

1. Write the correct name under each musical instrument.

Musical Instruments: Tambourine, violin, damaru, flute, djembe, harmonium, saxophone, shaker, bonjo, dholok, accordion, xylophone
28
 TERM 3
MUSICAL INSTRUMENTS
2. Cut and paste the various instruments under their respective family group.

String Instruments Percussion Instruments

Wind Instruments Electronic Instruments

29