Download Dramatic Arts Grade 10

PROVINCE OF THE
EASTERN CAPE
EDUCATION
DIRECTORATE: CURRICULUM FET PROGRAMMES
LESSON PLANS
TERM 2
DRAMATIC ARTS
FOREWORD
The following Grade 10, 11 and 12 Lesson Plans were developed by Subject Advisors from 09 March – 13 March 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
Greek theatre
Lesson plan
LO 2
Create make and represent
x
Apply empathy,
imagination,
visualisation and
sensory and cultural
perception to interpret,
create and present a
variety of dramatic
products
AS 2:
Demonstrate personal,
artistic and social
discipline in creating
8 Weeks
Oedipus the King
LO 1
Personal Development
AS 1
Duration
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
AS 2:
Create and sustain
dramatic characters and
roles using the subtext
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
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
x
dramatic products in
collaboration with others
AS 3
Select and use verbal
and non-verbal
communication
techniques which best
match the dramatic
situation being
explored.
and context of characters
and situations through
independent and
collaborative work.
x
AS 3
performances and their
historical, social,
political, cultural
theatrical, economic
contexts and purposes.
x
Create and original
performance using play
building techniques
which reflect the skills of:
· problem solving
· improvisation
· ensemble work
cultural expression
AS 4
Improvise and creatively
use techniques and
elements for dramatic
presentation, including
 scenery
 properties
 lighting
 sound
 costume
 make-up
special effects
worldviews of the
creator and participants,
focusing on possible
instances of prejudice,
bias, stereotyping and
bigotry.
AS 3
x
Describe how drama
relates to:
 own personal
experiences
 human commonality
and diversity
 specific aspects of
human experience
x
AS 4
Identify and share
strenghts 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
x
dramatic arts
vocabulary
Teacher Activity
Learner Activity
Resources
Assessment
Strategies
Explain difficult words
and concepts
Read the play:
Oedipus the King
Group reading.
Visualise and analyse
Scripts
Observation and oral
questions
Teacher facilitates
learners to create tables
with events of the play
Learners create a table
of the events in the play.
Individual or group
work
Who?
What?
Where?
When?
Why?
Pen and paper
Peer assessment
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.
Explains how to write an
Learners make notes and
participate in discussion
Mao of the world
Text book
Observation and oral
questions
Learners create their
own mind map and
Meaning within context
Learners write an essay
Blackboard / chalk
script
Oral questions
Mind map
Pen and paper
Rubric
Date Completed
essay starting with
introduction
Body
Conclusion
Pay attention to Statement
Motivation
Examples
Own opinion
Teacher discuss
Staging
acting style,
conventions,
technology, movement,
costumes, administration
and casting
on the themes of the
play
Meaning within context
essay writing
structure
script
Teacher assessment
In groups learners
discover and discuss the
staging of Oedipus
Pen and paper
print of Ancient Greek
stage,
script,
theatre history notes
Notes on staging
Write short 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 Ancient Greek
stage, script,
theatre history notes
Rubric
Teacher / rubric
Project
Identify aspects of genre
and structure
Definitions of tragedy.
Function of chorus.
Language.
Connection with
Write short notes and
class discussions / group
discussions
Pen and paper, script,
theatre history notes
blackboard / chalk
Observation / oral
questions
primitive theatre –
rituals.
Development of choir
(lead them to discover)
Test
Oedipus
Pen and paper
Test, memo and rubrics
Dramatic arts
Grade 10
Ancient Greek Theatre
Table of events
STEP 1
Create a table with the following headings:
 Event
 Characters
 Time
 Place
 Why did this event take place?
 Atmosphere
 Theme
STEP 2
Read through Oedipus the king again and complete the table. Please list all possible events you can
identify.
STEP 3
Assessment
Assess another member in the class’s work and discuss with each other what you think is great as
well as shortcomings.
LO3 Understand and Analyse
AS 1 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)
Give a mark to the table that you have assessed (out of 20) and hand in to teacher.
Dramatic Arts
Ancient Greek Theatre
Grade 10
Write an essay
Step 1
 You have studied the play. Now make a mind map of the themes in the play.
Step 2
 Use your mind map and organise your ideas on the play, Think about what the playwright
wanted to say to his audience 450 BC.
 What do you think the play is trying to say?
 What themes are still relevant for today and why?
 Create a mind map of your ideas on the themes of the play.
Step 3




Now write the first draft of your essay.
Fist an introduction – a brief view on what the essay is about.
Expand and discuss motivate and explain your ideas on the themes of the play.
Remember to end with a conclusion – a brief and final summary pulling together all your ideas.
Step 3
 Write the final draft of your essay.
 Make sure your name grade and subject as well as exam number appears on the essay.
 Hand in for assessment.
Assessment
 Teacher assessment
 Rubric
LO3 Understand and Analyse
AS 1 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)
Dramatic Arts
Grade 10
Ancient Greek Theatre
Project
Staging of Oedipus
In order to do a production of a play we have to do research that could support us to achieve our
goal successfully.
STEP 1
Before you start gathering information make sure of what information is required for your project.
Use the following list of aspects to Guide you.



The play –
o Playwright
o Genre
o Themes
o Plot and structure
o Characters
Socio Political Background
o Political Background
o Social background
o Art, music, architecture and Entertainment.
o Costumes, Lifestyle and Health
Theatre History
o Architecture of the stage
o Staging Conventions
o Technology
o Costumes and make up
o Decor and stage properties
o Lights
o Acting style
NB! Do not write a book on each category – find information that is relevant to the play and that will
support you in your staging of the play.
NB! NB! Information must be supplied in a format easily accessible in a rehearsal room – ready for
use. The purpose of the research is to support the staging.
Now go to all possible media to find relevant information.
STEP 2
Read the play again.
Think! - And think again!
The questions of the project are
How did the ancient Greeks stage this play?
How would you stage this play?
Remember the following!
 Do not modernise the play. Keep the play in the context of Ancient Greece.
 Staging should be as the Ancient Greeks did it or as close as possible to that.
 Do not change the play or the characters in any way.
 Staging a play is a dynamic and organic process; don’t be scared or intimidated.
 Use your own creativity and imagination.
 The background research information will appear in your project.
 The project and its core is the staging.
STAGING
Staging is the process to bring alive a script on stage. It deals with communicating the ideas of a
playwright to an audience.
Use the following aspects to guide you:
 What theme(s) would you like to communicate to the audience?
 Floor plan of stage with decor
 Characterisation of characters
 placement and movement of characters
 Mood, atmosphere and acting approach.
 Music and technical aspects including lights
STEP 3
Now start writing your project.
Remember to present it with the following:
 Title page with the following–
o Title of project
o Your name and grade
o Exam number
o Date of project
 Index
 Introduction
 Sub sections each with a heading
 Conclusion
 Bibliography (Please use the correct format).
NB! Drawings and pictures are essential!
Assessment

will be able to find and apply the relevant information in order to
create a production
Learner
LO 3 Understand and analyse
AS 1 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)
AS 2 Describe the relationship between texts, their social, political, cultural, theatrical, economic
contexts and purposes.
LO 4 Reflect and Evaluate
AS 3 Describe how a drama relates to: - own personal experience/ - human commonality and
diversity/ - specific aspects of human experience
Dramatic Arts
Grade 10
Ancient Greek Theatre and Oedipus
Test
1 Hour 30 min
50 Marks
Question 1: Oedipus
LO 3 Understand and analyse
AS 2 Describe the relationship between texts, their social, political, cultural, theatrical,
economic contexts and purposes.
LO 4 Reflect and Evaluate
AS 3 Describe how a drama relates to: - own personal experience/ - human commonality
and diversity/ - specific aspects of human experience
Write an essay on the theme(s) of Oedipus and discuss and motivate its relevance to audiences
today.
(20)
Question 2: Ancient Greek Theatre History
LO 3 Understand and analyse
AS 1 Identify and analyse generic principles and elements of drama texts, performances and
cultural
including
at least
one pan-African
form like?
and two
others:
2.1
What practices,
did the ancient
Greek
theatre
in the 5th performance
century BC look
You
may either give
a detailed
description
and/or
makestructure,
a drawing
annotations.
 principles
of drama
(dramatic
plot,with
character,
dialogue , theme, style,
(10)
setting);dramatic modes (genres)
2.2 What was the purpose of the Dionysian Festival?
2.3 What is an Oracle?
2.4 Write short notes on the acting style of the ancient Greeks during the Festival of Dionysus.
(2)
(2)
(6)
(10)
Question 3: Oedipus (
3.1 Give reasons why Oedipus could be seen as a tragic hero.
(10)
3.2 Discuss the symbolism of blindness in Oedipus.
(5)
3.3 Compare the Characters of Creon and Oedipus
(5) Total 50
Learning Outcome 4
AS 2
Reflect and Evaluate
Explain choices in own and others’ drama in order to identify the worldviews of the creators and participants,
focusing on possible instances of prejudice, bias, stereotyping and bigotry