Download Dramatic Arts

PROVINCE OF THE
EASTERN CAPE
EDUCATION
DIRECTORATE:
CURRICULUM FET PROGRAMMES
LESSON PLANS
DRAMATIC ARTS
GRADE 10
TERM 4
FOREWORD
The following Grade 10, 11 and 12 Lesson Plans were developed by Subject Advisors during May 2009. Teachers are requested to look at them,
modify them where necessary to suit their contexts and resources. It must be remembered that Lesson Plans are working documents, and any
comments to improve the lesson plans in this document will be appreciated. Teachers are urged to use this document with the following
departmental policy documents: Subject Statement; LPG 2008; SAG 2008; Examination Guidelines 2009 and Provincial CASS Policy / Guidelines.
Lesson planning is the duty of each and every individual teacher but it helps when teachers sometimes plan together as a group. This interaction
not only helps teachers to understand how to apply the Learning Outcomes (LOs) and Assessment Standards (ASs) but also builds up the
confidence of the teachers in handling the content using new teaching strategies.
It must please be noted that in order to help teachers who teach across grades and subjects, an attempt has been made to standardise lesson
plan templates and thus the new template might not resemble the templates used in each subject during the NCS training. However, all the
essential elements of a lesson plan have been retained. This change has been made to assist teachers and lighten their administrative load.
Please note that these lesson plans are to be used only as a guide to complete the requirements of the Curriculum Statements and the work
schedules and teachers are encouraged to develop their own learner activities to supplement and /or substitute some of the activities given here
(depending on the school environment, number and type of learners in your class, the resources available to your learners, etc).
Do not forget to build in the tasks for the Programme of Assessment into your Lesson Plans.
Strengthen your efforts by supporting each other in clusters and share ideas. Good Luck with your endeavors to improve Teaching, Learning and
Assessment.
Dramatic Arts
Grade 10
Lesson plan
South African theatre
LO 1
Personal Development
AS 1
x
AS 2:
Demonstrate personal,
artistic and social discipline
in creating dramatic products
in collaboration with others
AS 1
LO 3
Understand and Analyse
x
Select and use diverse
dramatic elements,
techniques,
conventions and technologies
to explore a range of dramatic
and cultural forms and styles.
x
8 Weeks
Happy days of Harrison Gumede
LO 2
Create make and represent
Apply empathy, imagination,
visualisation and sensory
and cultural perception to
interpret, create and present
a variety of dramatic
products
Duration
AS 2:
Create and sustain dramatic
characters and roles using the
subtext and context of
characters and situations
through independent and
collaborative work.
AS 1
LO 4
Reflect and Evaluate
x
Identify and analyse
generic principles and
elements of drama texts,
performances and cultural
practices, including at least
one pan-African
performance form and two
others:
 principles of drama
(dramatic structure,
plot, character,
dialogue, theme, style,
setting)
dramatic modes (genres
x
AS 2:
Describe the relationships
between texts, their
performances and their
historical, social, political,
cultural theatrical, economic
contexts and purposes.
AS 1
x
Identify and describe the
forms, styles, conventions
and processes used in own
and others` performances,
which may include:
 live performance
x
AS 2:
Explain the choices in own
and others` drama in order to
identify the worldviews of the
creator and participants,
focusing on possible
instances of prejudice, bias,
stereotyping and bigotry.
x
AS 3
Select and use verbal and
non-verbal communication
techniques which best match
the dramatic situation being
explored.
x
AS 3
x
AS 3
Create and original
performance using play
building techniques which
reflect the skills of:
·
problem solving
·
improvisation
·
ensemble work
cultural expression
AS 4
x
AS 4
Improvise and creatively use
techniques and elements for
dramatic presentation,
including
 scenery
 properties
 lighting
 sound
 costume
 make-up
 special effects
x
Identify and share strengths
and weaknesses of own
work and the work of others,
and suggest, with respect
and empathy, suitable
improvements throughout the
creative process
Use a culture-fair dramatic
arts vocabulary
Teacher Activity
Learner Activity
Resources
Assessment
Strategies
Explain difficult words and
concepts as you read with
learners
Read the play:
Haerison Gumedie
Group reading.
Visualise and analyse
Learners create a table of the
events in the play.
Individual or group work
Who?
What?
Where?
When?
Why?
Scripts
Observation and oral
questions
Pen and paper
Peer assessment
Teacher facilitates learners to
create tables with events of
the play
x
Describe how drama relates
to:
 own personal
experiences
 human commonality and
diversity
 specific aspects of
human experience
Date Completed
Facilitates development of
humanity – timeline and
socio political background
History
Geographical location
Class discussion on the
theme(s) of the play.
Mind map on the board.
BCM South African Theatre
History
Apartheid
Teacher discuss
Staging
acting style, conventions,
technology, movement,
costumes, administration and
casting
Learners make notes and
participate in discussion
Text book
Observation and oral
questions
Learners create their own
mind map and
Meaning within context
Learners and teacher
exchange views and discuss
Blackboard / chalk
script
Oral questions
Mind map
Handouts and text book
Reflection
In groups learners discover
and discuss the staging of
Harrison Gumedie
Pen and paper
print of New Realism stage,
script,
theatre history notes
Notes on staging
Project
learners create a project on
the staging of Oedipus
Staging
acting style, conventions,
technology, movement,
costumes, administration and
casting
Pen and paper
Print of New Realism stage,
script,
theatre history notes
Rubric
Teacher / rubric
Project
Identify aspects of genre and
structure
Definitions of New Realism
and comedy
Language.
Connection with primitive
theatre – rituals.
Test
Write short notes and class
discussions / group
discussions
Pen and paper, script,
theatre history notes
blackboard / chalk
Observation / oral questions
Harrison Gumedie
Pen and paper
Test, memo and rubrics
Write short notes on staging
SIGNATURES:
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TEACHER
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HOD / SMT
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