CREATIVE ARTS: PLANNING & PREPARATION

TERM ART Visual

GRADE 7 X 8 9
(See ATP)
1 2 3 X 4
FORM
Dance Drama X Music
Art
TERM 3 WEEK 2
Aim/ Purpose/ Resources/ LTSM
Role Players Topic/ Content/ Teaching Methodologies & Classroom Management Skills Paper-
Digital
Concepts/ Skills based
Resources
Resources
Dramatic skills Refer to the Assignment Page in the 1st link in the digital resource column. It provides a Drama Short vocal
Workbook warm-up:
development synopsis of what the learner can expect in the Drama lessons for the term ahead.
breathing,
Vocal Revised resonance,
development Teacher – devised warm-up routine. ATP: projection
• Voice: • Vocal warm up: breathing, resonance exercises. Grade 7 and
breathing and • Physical warm up: trust exercises in pairs or small groups. Drama articulation.
Assignment https://youtu
resonance Page: .be/CFXqyl4
exercises. In the previous lesson, your learners explored the drama elements in selected social and cultural events. They also had to Overview of C1J4
compare drama elements used in the theatre with drama elements observed in social and cultural events. Term 3:
Physical They completed the following in their workbooks: https://driv Warming up
TEACHERS development 1. Drew a table that indicated the drama elements they could identify in their selected social or cultural event. e.google.co the lips:
2. Created one poster (per group) to indicate the drama elements in their selected social/cultural event. The poster could https://youtu
• Trust exercises m/file/d/1E .be/fwNPp-
also be in the form of a Power Point Presentation, a Padlet presentation or any other online application they prefer.
in partners and XFN4aRtA0 RS4IY
small groups. 9Rv_ydfvzC
In this week’s lesson: Tongue
AZp3D5x8c
A. Select a few groups to present their posters to the class as a group and give twisters.
Drama elements qZt/view?u
feedback on the content and presentation (visual and oral). If you do not have Enjoy!
in playmaking sp=sharing https://youtu
adequate time with your learners, let your learners record their individual
Create a drama .be/5pLs8gO
presentations at home and send it to you on a digital platform, if possible. Provide
using a cultural or 0myg
feedback in the form of written notes on the digital platform, voice notes or direct
social event as
feedback in class.
stimulus. Focus on
B. In this week’s lesson, we will use the selected social or cultural event as stimulus for
character, time,
an improvised drama. These improvised dramas can be a solo, pair or small group
place and action.
performance of 5 to 10 minutes each. These performances will be assessed at the
end of the term. Learners must continuously be reminded to observe social
distancing and wear their masks during the process of creating the drama.
PARENTS Please see the guided instructions in the teacher and learner columns. Support your child to complete all Please refer to all
written and practical activities at home. The dramas can be prepared and performed at home. Learners paper and digital
can record their dramas and send the recordings to their teachers on a secure digital platform, with your resources in the
permission. columns above.

1|Page
 Have a look again at the instruction page that your teacher handed out during the previous lesson. You have already completed
quite a big task by identifying and comparing the drama elements in your small group’s selected social or cultural event. This event
could be a sport event, the Grade 7 Farewell, a music festival, a beauty pageant, a wedding, or any other event.
Let us start the lesson with our warm up routine and focus again on developing our instruments of expression - our voice and body.

PHYSICAL AND VOCAL WARM-UPS

A. Resonance Exercise:
With this exercise you will enlarge your chest cavity to improve its function as a resonator for the voice.
• Rest the back of your hands on your lower ribs.
• Inhale silently through your nose to a mental count of 1 – 2 – 3 – 4 –5.
• Drop your jaw wide open.
• Round and push your lips forward to make the ‘oo’ sound.
• Remember to keep your jaw open.
• Blow five short firm breaths from your rounded lips towards a target on the other side of the class.
• Feel that the force of your outgoing breath is capable of being heard at the target area.
• Repeat six times.
LEARNER • Repeat the exercise adding a sound when you exhale, i.e. mam, mem, mom, mim, etc.
• Repeat six times.

B. Focus and Concentration Game:

• Stand in a circle.
• Your teacher will number you, starting with the teacher as number 1.
• You will create a simple rhythm by slapping your legs, clapping your hands, clicking your fingers and then clapping your hands
again, slapping your legs, clapping your hands, clicking your fingers and then clapping your hands again. Keep repeating.
• Once this rhythm is established, the teacher begins by saying her own number (1) and then calling the number of a learner (for
example 3) while sustaining the rhythm and tempo.
• Number 3 must respond by saying his/her own number (3) and calling the number of a new learner (for example 8).
• The game continues in this manner until a learner fails to respond when his/her number is called or fails to call a new number.
• This learner then moves and becomes the last number in the circle, changing his/her own number and those of the other learners!
• The game starts again.

C. This activity invites you to share and explore ideas without judgement.
• Stand in a circle.
• The teacher starts the activity by miming any action, for example, she pretends to brush her teeth.
• The learner to her right turns to her and asks, “What are you doing?”.
• The teacher responds by saying anything EXCEPT what she is actually doing. For example, the teacher says, ” I am playing golf.”
• The learner then starts miming the teacher’s answer.
• The learner to his/her right then asks, “What are you doing?”. The same procedure follows: he/she answers anything except what
he/she is actually doing.

2|Page
• This continues around the circle until everyone has had a turn.
• Note to teacher: Explain to the learners before you start the activity that everyone will be doing the action that they suggested at
the end of the activity. This is an important rule to put in place because it will discourage learners from suggesting something that
might be embarrassing or degrading.

DEVELOPMENT
You will have an opportunity to present your findings on the drama elements in cultural and social events and comparison to that of
the theatre. Today we will commence creating a short drama using the selected cultural or social event as stimulus.

So, let’s get started!

1. Have a look at your poster again. In your poster you have identified and unpacked all the drama elements in your selected social
or cultural event. In your group, you will now devise a story based on this event or stimulated by this event. This story will then form
the basis of your improvisation that you will perform.

2. Consider the order of events in your selected cultural or social event and decide which do you want to include in your story.

3. Will the events proceed as usual or will there be dramatic tension? Choose one of the following to create tension in your story:
 the element of surprise or mystery
 a difficult/challenging task
 conflict
 spectacle
 misunderstanding
 humour
 a dilemma
 suspense

4. To assist you to develop an exciting story for your performance, we will play a game. On the next page you will notice clues to
develop your story.

Have a look at the four DRAMA JARS that contain clues linked to the elements of drama:

Character, Time, Space and Action.

Choose one idea from each jar and see how you can integrate the four elements with your event to develop your story.

3|Page
Rugby coach * Referee * Head Girl / Head Boy * Principal * Tennis champion * Olympic Gold
Five Minutes before kickoff * Half Time * During the wedding ceremony * An hour before Ms
Medalist * Bride * Braai Champion * Ms South Africa * Traditional Healer * Drummer *
SA beauty pageant * The year 2050: Grade 7 Farewell * Breaktime * 1652 *
Musician * Mascot * Team Doctor * Coach * Scientist * Policeman
* Early morning * Midnight

Finding a secret box hidden away * Going to the sin bin/

dressing room * backstage * soccer/rugby/netball field * wedding reception * school hall
Getting a Yellow Card * Injury to soccer star * Mayhem in the spectator stand * Wedding
* a bus stop/taxi rank * At a friend’s house * At the beach * School grounds * At the local
dress lost * Winning a prize * Dealing with a bully * Going to an event with friends * Having a
takeaway * Your bedroom in your house * underground cave * forest * office of the principal
secret party for a friend * Love at first sight * Receiving life changing news * Saving
* shopping centre * secret shelter hidden away
someone (or an animal) from…

4|Page
Devising the story
In your group, discuss the story of your role play. You must use the four items you selected and should add to it to form the story.
Make sure you are satisfied as a group with the structure (beginning, middle and end) of the story.
Hold a brainstorm about a possible scenario (framework) for your production by asking the following questions:

WHAT: What happens in your story? Which aspect of the theme/issue will you focus on?
WHO: Who are the characters?
What is their relationship to one another?
What is their function in the play?
WHERE: Where does the story take place?
WHEN: When does the story take place? In the past, the future?
TO WHOM: Who is the audience? Is it friends, parents or the community?

• Write down everything you have discussed on a sheet of paper as well

as in your workbook for later use. Use the worksheet to summarise the
findings of your discussion and to indicate the key drama elements of
space, time, character and storyline.
• Sit in a circle, tell the story by using one sentence each. Continue to tell
the story, each group member participating until the completion of the
story.
• In your group, choose a learner who will act as sculptor/director.
• There may be no talking amongst group members during the following
exercise and it must take place in absolute silence.
• The sculptor /director uses the bodies in the group as if they were clay
in his/her hands and she/he directs each member of the group to
stand in a specific position, creating a tableau or a statue that portrays
the first scene in the story.
• Use different levels, interesting groupings, symbolism in the bodies and
facial expressions, etc. When satisfied, she/he takes a photo (using a
cell phone) of the first scene and continues to direct the formation of a
tableau that depicts the crises and the final scene. She/he takes three
photographs of the three scenes.
• The group looks at the three photographs and each member discusses
the entire exercise: what the first scene was, how certain changes
were made, and how the last scene was formed and its meaning.
• In your workbook draw three frames in which you draw the three
scenes or tableaux that depict the beginning, middle and end in your
play. Complete the worksheet on the next page.

5|Page
 Use the worksheet to indicate the
beginning, middle and end of your story.

Make a drawing of the three tableaux that

you created, in the form of a story board.

Informal
Workbook: creating a story for performance based on social/cultural events. Explore drama elements.
Assessment
Values Taught Accountability; Conscientiousness; Creativity; Dedication; Independence; Integrity; Responsibility; Uniqueness; Vision; Perseverance.

6|Page