Dramatic Arts Grade 10 - Curriculum
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 Lesson plan Duration 8 Weeks |
|Greek theatre Oedipus the King |
|LO 1 |LO 2 |LO 3 |LO 4 |
|Personal Development |Create make and represent |Understand and Analyse |Reflect and Evaluate |
|AS 1 |x |AS 1 |x |AS 1 |
|Apply empathy, imagination, | |Select and use diverse dramatic | |Identify and analyse generic principles|
|visualisation and sensory and cultural| |elements, techniques, | |and elements of drama texts, |
|perception to interpret, create and | |conventions and technologies | |performances and cultural practices, |
|present a variety of dramatic products| |to explore a range of dramatic and | |including at least one pan-African |
| | |cultural forms and styles. | |performance form and two others: |
| | | | |principles of drama (dramatic |
| | | | |structure, plot, character, dialogue, |
| | | | |theme, style, setting) |
| | | | |dramatic modes (genres |
| Explain difficult words and concepts |Read the play: |Scripts |Observation and oral questions | |
| |Oedipus the King | | | |
| |Group reading. | | | |
| |Visualise and analyse | | | |
| Teacher facilitates learners to |Learners create a table of the events |Pen and paper |Peer assessment | |
|create tables with events of the play |in the play. | | | |
| |Individual or group work | | | |
| |Who? | | | |
| |What? | | | |
| |Where? | | | |
| |When? | | | |
| |Why? | | | |
|Facilitates development of humanity – |Learners make notes and participate in|Mao of the world |Observation and oral questions | |
|timeline and socio political |discussion |Text book | | |
|background | | | | |
|History | | | | |
|Geographical location | | | | |
| Class discussion on the theme(s) of |Learners create their own mind map |Blackboard / chalk |Oral questions | |
|the play. |and |script |Mind map | |
|Mind map on the board. |Meaning within context | | | |
|Explains how to write an essay |Learners write an essay on the themes |Pen and paper |Rubric | |
|starting with introduction |of the play |script |Teacher assessment | |
|Body |Meaning within context | | | |
|Conclusion |essay writing | | | |
| |structure | | | |
|Pay attention to - | | | | |
|Statement | | | | |
|Motivation | | | | |
|Examples | | | | |
|Own opinion | | | | |
|Teacher discuss | In groups learners discover and |Pen and paper |Notes on staging | |
|Staging |discuss the staging of Oedipus |print of Ancient Greek stage, | | |
|acting style, conventions, | |script, | | |
|technology, movement, |Write short notes on staging |theatre history notes | | |
|costumes, administration and casting | | | | |
|Project |Staging |Pen and paper |Teacher / rubric | |
|learners create a project on the |acting style, conventions, |Print of Ancient Greek stage, script, |Project | |
|staging of Oedipus |technology, movement, |theatre history notes | | |
| |costumes, administration and casting |Rubric | | |
|Identify aspects of genre and | Write short notes and class |Pen and paper, script, |Observation / oral questions | |
|structure |discussions / group discussions |theatre history notes | | |
|Definitions of tragedy. | |blackboard / chalk | | |
|Function of chorus. | | | | |
|Language. | | | | |
|Connection with 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.
[pic][pic][pic]
Dramatic Arts Grade 10
Ancient Greek Theatre
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) |
[pic]
Dramatic Arts Grade 10
Ancient Greek Theatre
[pic]
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
• Learner will be able to find and apply the relevant information in order to create a production
|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
2.1 What did the ancient Greek theatre in the 5th century BC look like? You may either give a detailed description and/or make a drawing with annotations. (10)
2.2 What was the purpose of the Dionysian Festival? (2)
2.3 What is an Oracle? (2)
2.4 Write short notes on the acting style of the ancient Greeks during the Festival of Dionysus. (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 Reflect and Evaluate |
|AS 2 |
|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 |
[pic][pic][pic]
-----------------------
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)
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