# Dramatic Arts Grade 12 NSC November 2013 Memo (English) > Grade 12 Dramatic Arts memorandum from the NSC November Exam 2013 (English), 30 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/dramatic-arts-nov-2013-memo-eng/e624da7c-91c8-485a-96c1-f8681fd3a6bb - Updated: 2026-09-27 - Subject: Dramatic Arts - Grade: Grade 12 - Document type: Memorandum - Year: 2013 - Exam period: NSC November Exam - Curriculum: CAPS - Pages: 30 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 12](https://www.hlayiso.com/library/grade-12) › [Dramatic Arts](https://www.hlayiso.com/library/grade-12/dramatic-arts) › [Dramatic Arts Grade 12 NSC November 2013 Memo (English)](https://www.hlayiso.com/library/dramatic-arts-nov-2013-memo-eng/e624da7c-91c8-485a-96c1-f8681fd3a6bb) ## About this document Dramatic Arts · Grade 12 · NSC November Exam · 2013. Memorandum, 30 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 Downloaded from hlayiso.com GRAAD 12 NATIONAL SENIOR CERTIFICATE GRADE 12 DRAMATIC ARTS NOVEMBER 2013 MEMORANDUM MARKS: 150 This memorandum consists of 30 pages. Copyright reserved Please turn over ### Page 2 Downloaded from hlayiso.com Dramatic Arts 2 DBE/November 2013 NSC – Memorandum GENERAL NOTES TO MARKERS 1. THE DEPARTMENT OF BASIC EDUCATION HAS RULED THAT THE FOLLOWING QUESTION MUST NOT BE MARKED BY ANY MARKER IN ANY CENTRE IN ANY OF THE NINE PROVINCES: Question 11.3.1 and 11.3.2. The total amount of Marks for the Question Paper will be 143. This amount of marks will be scaled back up to 150. 2. As a marker, make short comments why a point was marked up or down if the memorandum does not give a clear guideline and the marker has to use his/her own discretion. 3. Tick clearly to indicate the learning point which is being assessed. Markers should engage actively with the answer. 3. Chief markers to facilitate the rubric with markers. The level descriptors of Dramatic Arts must guide the marking. 4. Have regular rounds of consultation to ensure marking is standardised. 5. In the case where a candidate writes more than the suggested number of words – do not penalise (essay question). 6. The memo discussion forum cannot sufficiently predict all responses. Provincial markers to take this into account and be open to candidates' responses and make sure that different teaching styles do not disadvantage the learner. 7. Spend the first day to unpack the quality and quantity of the evidence in the memorandum and standardise and find common definitions and concepts. 8. Markers are to check that candidate's responses align with the Assessment Standards evidence required for that question. Copyright reserved Please turn over ### Page 3 Downloaded from hlayiso.com Dramatic Arts 3 DBE/November 2013 NSC – Memorandum INSTRUCTIONS TO DRAMATIC ARTS MARKERS FOR THE GRADE 12 QUESTION PAPER 1. The question paper is THREE hours long. 2. The TOTAL marks for the question paper is 150. 3. Reading time of FIFTEEN minutes has been allocated before the start of the examination. This is necessary to provide candidates with the opportunity to make the required choices. 4. The question paper consists of THREE sections: SECTION A, SECTION B and SECTION C. 5. SECTION A counts 30 marks, SECTION B counts 60 marks, SECTION C counts 60 marks. 6. SECTION A consists of TWO questions focusing mainly on LO3 but LO2 is also assessed directly and indirectly: • QUESTION 1: Epic Theatre • Caucasian Chalk Circle OR • Mother Courage OR • Kanna Hy Kô Hystoe • QUESTION 2: Absurd Theatre • Waiting for Godot OR • The Bald Soprano OR • Bagasie Candidates must answer ONE of the two questions. 7. SECTION B consists of EIGHT questions focusing mainly on LO3 (but other LOs are also assessed directly and indirectly) and specific plays from the South African theatre movement: • QUESTION 3: Boesman and Lena • QUESTION 4: uNosilimela • QUESTION 5: Woza Albert! • QUESTION 6: Sophiatown • QUESTION 7: Nothing but the Truth • QUESTION 8: Groundswell • QUESTION 9: Siener in die Suburbs • QUESTION 10: Missing Candidates must answer TWO of the eight questions. 8. SECTION C consists of THREE questions focusing mainly on LO1 and LO4. LO2 is also assessed directly and indirectly. This section is COMPULSORY. 9. The weighting of the LOs for the question paper as per the SAG document is as follows: • LO1 – 20% (30 marks) • LO3 – 60% (90 marks) • LO4 – 20% (30 marks) Copyright reserved Please turn over ### Page 4 Downloaded from hlayiso.com Dramatic Arts 4 DBE/November 2013 NSC – Memorandum SECTION A: UNDERSTAND AND ANALYSE Candidates answered ONE of the two question: QUESTION 1: EPIC THEATRE OR QUESTION 2: THEATRE OF THE ABSURD The essays should be marked using the rubric grid. Take into consideration the candidates' approach to the topic. Motivated, original answers that show insight should be given credit/acknowledged. QUESTION 1: EPIC THEATRE CANDIDATES ANSWERED THIS QUESTION IF THEY HAD STUDIED: CAUCASIAN CHALK CIRCLE OR MOTHER COURAGE OR KANNA HY KÔ HYSTOE CATEGORY MARK DESCRIPTORS (EVIDENCE) Outstanding 26–30 Candidate is able to construct an argument. Well organised, comprehensive achievement and coherent structure. Supported by an exceptionally high level of competence to process information into original interpretation and thoughtful selection of facts. Selections of relevant dramatic references and examples are used. Insightful, fluent, observation and knowledge powerfully expressed. Candidate clearly discusses Epic techniques and how these techniques are used so that the audience is allowed to maintain objectivity and how they encouraged the audience to reason out solutions and promote social change. The candidate shows an excellent understanding of Epic Theatre and Brecht's philosophy and supports arguments by referring to relevant examples from play/text studied. Meritorious 22–25 Well organised, detailed and coherent, polished structure. Supported by a achievement high level of competence and careful selection of facts to process information. Selections of relevant dramatic references and examples are used. Shows insight, observation and knowledge well expressed. The candidate has a similar level of knowledge of Epic Theatre, Brecht and the play studied as the Outstanding candidate. The main difference is the ability to connect to the topic, discuss the topic and use language effectively. Often this candidate overwrites, putting down correct but often unnecessary information. Substantial 18–21 Organised, detailed, some level of competence, some slight flaws evident in achievement structure. Interesting reading, clear and logical statements, convincing, simple direct language. Supported by a selection of relevant dramatic references and examples. Shows good grasp of the topic. EITHER: Candidate attempts to discuss the Epic techniques and how these techniques encourage the audience to think. He/She refers to some techniques of Epic Theatre but is vague as to how these techniques are presented in the play. The candidate shows a good understanding of Epic Theatre and Brecht's philosophy. OR: Excellent analysis of Epic Theatre, Brecht and the play studied but connection to the topic is by chance in the essay rather than a discussion of the topic presented. Copyright reserved Please turn over ### Page 5 Downloaded from hlayiso.com Dramatic Arts 5 DBE/November 2013 NSC – Memorandum Adequate 14–17 Structure not necessarily logical. Displays a basic understanding but tends achievement towards mechanistic and stereotyped response at times. Adequate selection of relevant dramatic references and examples. Adequate reading but seems memorised. Not always a high level of insight. Candidate well prepared and can give details about Epic Theatre, Brecht and the play studied but lacks ability to apply to topic. Often work seems to be a repetition of notes supplied in class and thus may be fragmented. But the candidate has solid knowledge of the content. Moderate 10–13 Not always organised, not logically constructed. Limited selection of achievement information, poor language skills might be a contributing factor. Candidate lacks the ability to support his/her answer with suitable examples. Candidate has knowledge of Epic Theatre, Brecht and of the play studied but tends to write down anything and everything he/she knows without connecting to the topic or between the theatre history aspect and the play. Information is generally correct but may be presented in a confused manner. Tends to EITHER be continuous writing (no paragraphing) OR short sentences explaining certain aspects of the content. Knows the content of the play texts but may not always give relevant examples. Elementary 6–9 Rambling – no structure, limited vocabulary, little attempt to present achievement information in an acceptable manner. Very little information, jumbled, not easy to follow, often irrelevant. Candidate lacks the ability to support his/her answer with suitable examples. Often a narration of plot. Candidate has some knowledge of Epic Theatre, Brecht and of the play studied but tends to write down short phrases of content of play or theory taught. Often incorrect information is also given (about a different play/characters or another section of theatre history). The marker will have to look for correct information in the answer. Difficult to mark because at first glance it looks as if the whole answer is incorrect. The candidate tends to tell the story of the play. There is no connection in the answer to the topic. Not 0–5 Incoherent, very little work, limited skills, in need of support. Irrelevant. Simple achieved phrases or words written down that candidate has learnt but does not understand. Often jumbled and difficult to read. The candidate's knowledge of Epic Theatre, Brecht and the play studied is poor. Often incorrect information is given. Tends to be a list of words, phrases and sentences written down in the order that the candidate remembers content. OR Copyright reserved Please turn over ### Page 6 Downloaded from hlayiso.com Dramatic Arts 6 DBE/November 2013 NSC – Memorandum QUESTION 2: THEATRE OF THE ABSURD CANDIDATES ANSWERED THIS QUESTION IF THEY HAD STUDIED: WAITING FOR GODOT OR THE BALD SOPRANO OR BAGASIE A candidate does not necessarily have to answer in an essay form. CATEGORY MARK DESCRIPTORS (EVIDENCE) Outstanding 26–30 Candidate is able to construct an argument. Well organised, comprehensive achievement and coherent structure. Supported by an exceptionally high level of competence to process information into original interpretation and thoughtful selection of facts. Selections of relevant dramatic references and examples are used. Insightful, fluent, observation and knowledge powerfully expressed. Candidate discusses the absurdist view; existence is pointless and people attempt to make meaning of the world around them by creating some sense of order and structure. Existentialist characters and their actions in the play that he/she has studied are discussed fully. He/She refers to techniques of Theatre of the Absurd and gives specific examples from the play. The candidate shows an excellent understanding of Theatre of the Absurd and the play studied. Meritorious 22–25 Well organised, detailed and coherent, polished structure. Supported by a high achievement level of competence and careful selection of facts to process information. Using a selection of relevant dramatic references. Shows insight, observation and knowledge is well expressed. The candidate has a similar level of knowledge of Theatre of the Absurd and the play studied as the Outstanding candidate. The main difference is the ability to connect to the topic, discuss the topic and use language effectively. Often this candidate overwrites putting down correct but additional information. Substantial 18–21 Organised, detailed, some level of competence, some slight flaws evident in achievement structure. Interesting reading, clear statements, convincing, simple direct language. Supported by a selection of relevant dramatic references and examples. Shows good grasp of the theme/task, some logical statements. EITHER: Candidate attempts to discuss the characters and their actions and the absurdist philosophy. He/She refers to some techniques of Theatre of the Absurd but is vague as to how these techniques are presented in the play. The candidate shows a good understanding of the characters, Theatre of the Absurd and the play studied. OR: Excellent analysis of Theatre of the Absurd and the play studied but connection to the topic is by chance in the essay rather than a discussion of the topic presented. Adequate 14–17 Structure not necessarily logical. Displays a basic understanding but tends achievement towards mechanistic and stereotyped response at times. Adequate selection of relevant dramatic references and examples. Adequate reading but feels memorised. Not always a high level of insight. Candidate well prepared and can give details about Theatre of the Absurd, characters and the play studied, but lacks ability to apply to topic. Often work seems to be a repetition of notes/character sketches supplied in class and thus may be fragmented. But the candidate has solid knowledge of the content. Often the characters are merely listed and a brief character sketch of each is given. Copyright reserved Please turn over ### Page 7 Downloaded from hlayiso.com Dramatic Arts 7 DBE/November 2013 NSC – Memorandum Moderate 10–13 Not always organised, not logically constructed. Limited selection of achievement information, poor language skills might be a contributing factor. Candidate lacks the ability to support his/her answer with suitable dramatic references and examples. Candidate has knowledge of Theatre of the Absurd, characters and of the play studied but tends to write down anything and everything about the characters he/she knows without connecting to the topic. Information is generally correct but may be presented in a confused manner. Tends to EITHER be continuous writing (no paragraphing) OR short sentences explaining certain aspects of the content. Knows the content of the play studied. Elementary 6–9 Rambling – no structure, limited vocabulary, little attempt to present information achievement in an acceptable manner. Very little information, jumbled, not easy to follow, often irrelevant. Candidate lacks the ability to support his/her answer with suitable dramatic references and examples. There is no connection in the answer to the topic. Candidate has some knowledge of Theatre of the Absurd, characters and of the play studied but tends to write down short phrases about the characters, content of play or theory taught. Often incorrect information is also given (about a different play/characters or another section of theatre history). The marker will have to look for correct information in the answer. Difficult to mark because at first glance it looks as if the whole answer is incorrect. The candidate tends to tell the story of the play or give brief character sketches. Not 0–5 Incoherent, very little work, limited skills, in need of support. achieved Irrelevant. Simple phrases or words written down that candidate has learnt but does not understand. An attempt to tell the story. Very vague and jumbled. The candidate's knowledge of Theatre of the Absurd, character and the play studied is poor. Often incorrect information is given. Tends to be a list of words, phrases and sentences written down in the order that the candidate remembers content. Candidate often rambles on, confusing terminology and practitioners. TOTAL SECTION A: 30 Copyright reserved Please turn over ### Page 8 Downloaded from hlayiso.com Dramatic Arts 8 DBE/November 2013 NSC – Memorandum SECTION B: UNDERSTAND AND ANALYSE QUESTION 3: BOESMAN AND LENA BY ATHOL FUGARD 3.1 Award full marks to answers that are well motivated. A subjective answer is required. Candidates may answer yes or no as long as a valid argument is provided. The characters are shown in different moments in the play and the collage allows the prospective audience to understand more of what the play deals with. Some candidates may suggest that the characters, costumes and props are clearly portrayed in the collage and support their answers by referring to specifics in the collage. Others might focus on the theme of abuse and its relevance in today's society. Allow for candidates who respond from a technical perspective. (4) 3.2 (Candidates must discuss either costumes or props and/or both to earn full marks) The costumes and props used are suitable for a production of Boesman and Lena. Boesman is wearing an old faded white T-shirt with an old shirt over it, grey or black shapeless trousers and a beanie. Lena is wearing an old faded, loose fitting dress with a doek on her head. They are always on the move and there is no time to bath so the costumes are dirty and this also suggests their poverty. The props reflect their meagre possessions they carry with them wherever they go, as they are always on the move. Most of the items they carry, however, seem to be clothes and blankets, whereas in the play Boesman carries pieces of corrugated iron and a mattress. Nevertheless, the props do add to the fact that they are homeless and displaced people. (2 x 2) (4) 3.3 Accept either point of view if answers are well motivated. A subjective answer is required. Some candidates may state that the race of characters is irrelevant and that the acting skills and how the character is brought to life on stage are more important. Others might say that race is an important issue because this is a realistic play and therefore Lena has to be coloured. The issue is topical and relevant to their experience recognition must therefore be given if the candidate refers to his/her own experiences. Accept two motivated statements or four short points. (4) 3.4 Markers need to mark holistically. Either THREE points discussed in detail or SIX points briefly explained. Physically – Lena will stand up, she will run to Outa, grab him and force him to sit back on the box. She will pat his back to calm him down. She will walk slowly to the edge of the stage and peer in the distance. She walks back to the fire and then walks back to the old man to tell him what he should say. She shakes him violently to make sure that he understands her clearly. Gestures – Points her fingers at Outa, shakes her head, one hand could be on her hip as she speaks to him like a naughty child. Could put her arm around him. Facial Expression – Eyes widened, eyebrows raised, nostrils flaring, she could have an angry look on her face. Copyright reserved Please turn over ### Page 9 Downloaded from hlayiso.com Dramatic Arts 9 DBE/November 2013 NSC – Memorandum Vocally – Lena starts out loudly because Outa tries to walk away. Her tone is one of frustration and anger. She will talk softer when she tries to soothe him. She also whispers, afraid that Boesman might hear her if she talks too loudly to Outa –a stage whisper. She doesn't want Boesman to know that she is friendly with Outa. (6) 3.5 Markers need to accept TWO points that are well substantiated or FOUR points briefly explained. Outa is crucial to the development in the plot because his arrival marks the change in the relationship between Boesman and Lena. For Lena he is another human being with whom she can share her food, thoughts and problems. He is non judgemental, and listens to her and the fact that he calls her name is significant to Lena. He is there to show the audience how truly starved Lena is of human contact because even though they do not share the same language, they share a common bond; their humanity. Outa is a threat to Boesman – he is distrustful of Outa and surprisingly jealous that Lena prefers to sit outside with him. Outa's death of natural causes leads to the change in Boesman's attitude to Lena. Thinking that he was responsible for Outa's death in some way, he becomes fearful of being sent to prison and treats Lena a bit more kindly, explaining to her where they were and where they have come from – something he didn't do in the past. This marks a change in the relationship with Lena finally realising that she is Lena and that she is alive. (4) 3.6 Accept candidates' points of view if substantiated – 8 short relevant statements, or 4 more detailed, well-discussed points. A subjective answer is required. Accept well-motivated answers. The following is merely a suggestion and it is unlikely that candidates would give such a lengthy answer. The above statement is an accurate description of the play Boesman and Lena because it highlights the plight of human beings caught in a cycle of poverty, prejudice, violence and de-humanisation. The play explores the relationship between Boesman and Lena, a coloured couple who represent the homeless and displaced people of South Africa, the need for human companionship, compassion and hope. Boesman and Lena are constantly on the move because their hastily built homes are bulldozed and they are then forced to move to another place where the same thing happens again. There is no sense of security or stability and this is reflected in the couple's volatile relationship. We as the audience or readers have empathy/sympathy for a character such as Lena who unfortunately does represent thousands of abused women, caught in the cycle of poverty and neglect. Lena has been with Boesman for many years and has borne the brunt of his anger many times. Boesman is a man, but he has been emasculated by society thus he vents his frustration out on Lena, Outa and the dog. He has been abusive to Lena in many ways, He beats her regularly with his fists, abuses her verbally, taunting her and making her doubt herself. For example, he makes her believe that she broke three bottles they were going to sell at an exchange when he, in fact broke them. Lena is covered in bruises from all the beating that she received from Boesman but she still stays with him. What other alternative does she have? This is the only life she knows – she knows no better. She talks about leaving him several times but doesn't, because for her Copyright reserved Please turn over ### Page 10 Downloaded from hlayiso.com Dramatic Arts 10 DBE/November 2013 NSC – Memorandum the unknown is scarier than the known. More importantly, Boesman is the only link to her past. Boesman cannot vent his anger on the white people who destroyed his pondoks so he takes it out on Lena, someone he can control and whom he has power over. He neglects her and refuses to talk to her and tells her several times that he wishes that she would leave him. But he still needs her in a twisted sort of way. She is always there with him and he expects her to be there. He can take his frustrations out on her – be his 'punching bag'. In a dysfunctional way they both depend on each other for companionship, security and an affirmation that they are human and alive. They choose this dysfunctional relationship rather than being alone. Lena has no outlet for her anger, joy, pain, sadness etc. because Boesman does not want to listen to her drivel or gebabbel as he calls it. Even the police laugh at her and mock her when she lays a complaint against Boesman for beating her. She is mocked and abused not only by Boesman but by people in society because she is an outsider, living on the fringe. Both Lena and Boesman are victims of a cruel, neglectful society which shuns them and treats them as outcasts in their own land. MARKS 3.6 DESCRIPTOR Very good 7–8 Connects and integrates both the quotation and knowledge of the play. Is able to support answer with relevant examples of the character's history, personality and actions and is able to clearly discuss themes that highlight homelessness and displacement and show how the characters are reduced to outcasts. Good 5–6 Candidate is able to describe the characters, plot and themes and relate it to the quotation. Often the description of the characters, plot and themes is more detailed than the connection to the quotation. Average 3–4 Candidate EITHER has a grasp of the question and is able to describe it in some detail but lacks the ability to relate the character, plot, themes to the quotation, OR describes character, plot and themes in a sketchy manner and fails to relate to the quotation and question. Weak 0–2 Candidate gives a basic description of a character and plot but fails to connect to process except to tell the story. (8) [30] QUESTION 4: uNOSILIMELA BY CREDO MUTWA 4.1 In African storytelling terms repetition is a typical technique of emphasis and/or the underpinning of importance so children are presented as important. The playwright is attempting to retrace the steps of Christ who was passionate about children and who said, 'Let the children come to Me'. This story is folklore; those listening to the storyteller are children. Children are the future of any group therefore the focus of educating future generations is important. The story is meant to teach the children. (2) 4.2 Whilst the storyteller is addressing the children, he is also teaching them about salutation. In essence, he/she is extolling the virtues of God. He/She allows the children to receive the benediction. The storyteller is calling on the ancestors to be present with them in this moment of storytelling. Calls on the ancestors to bless the children and it is opening up of the storytelling (3) Copyright reserved Please turn over ### Page 11 Downloaded from hlayiso.com Dramatic Arts 11 DBE/November 2013 NSC – Memorandum 4.3 The opening scene: Introduces the play as a fable/folklore The element of benediction is played out, the audience is part of the blessing (i.e. play) Introduces the play as full of energy – the song creates this. Introduces a figure wielding centralised authority that maintains order Mimics the storytelling style. (4) 4.4 The answer to this question will vary according to personal interest, however the following is not conclusive but may apply: This chorus is about the celebration of light, and therefore an equivalence of the Festival of Lights. The mood therefore, will be that of festivities. The lyrics are about the sun and light, therefore costumes will be colourful and bright. As they sing along, the children will be performing with the posture of their bodies in an upright position (so as to show pride, joy, peace and happiness). The mood of the song is a happy one, so are the faces of the children. They will be directed to visualise their happy emotions mainly through their faces and the way they move their bodies. The children's voices will be melodious. MARKS 4.4 DESCRIPTOR Excellent 6 Candidate clearly understands the performance and can relate to the function of the chorus. Candidate is able to physically and vocally give directions for the directing of the chorus using concrete, specific examples from the text. Good 4–5 Candidate understands the performance and can relate to the chorus. Candidate is able to physically or vocally give directions for the chorus using concrete, specific examples from the text. Average 3 Candidate makes statements about the performance and can relate to the function of the chorus. Candidate gives some directions for the chorus using general examples from the text. Elementary 2 Candidate manages to give some example(s) of the chorus but rarely is able to direct. Weak 0–1 Candidate gives some basic directions. Generally, statements that relate to the answer are more by chance than design. (6) 4.5 The storyline has a simple beginning that progresses to a complex situation The central character's importance is not more than the main theme of the story. There is a combination of a physical component (e.g. song, music, dance, etc.), visual component (setting, costume, gestures, etc.), auditory component (voice, words, etc.) to visualise the story. The play celebrates the heritage of African storytelling and legend. (4) 4.6 Theatre-in-the-round Open-air Arena (Accept either One) (1) 4.7 Rain might disturb the performance. Voices might be drowned out on a windy day. The sound coming from the musical instruments might not be that strong. Whilst the audience is expected to be part of the performance, there might be a loss of order if the audience 'over-indulges'. Some people might move about too frequently, thus missing the main theme of the performance. Actors may mask (block) each other. (3) Copyright reserved Please turn over ### Page 12 Downloaded from hlayiso.com Dramatic Arts 12 DBE/November 2013 NSC – Memorandum 4.8 The play was written with the Open-Air Theatre and/or Theatre-in-the-Round as reference. There is much spectacle as the audience will experience the reality of outdoor performances, such as dust. The natural landscapes, such as trees, form part of the décor and stage. In other words, the outside environment is nature itself. The audience is able to mingle with the actor. The audience is able to take part in the action. Natural phenomenon such as dust, rain, the sun, may be part of the script and it will make the story more believable. There are certain African musical instruments that sound better when played outside than inside. The sound made by the musical instruments, such as the drums and singing, will be heard very far; sending the information to distant audience members informing them the show is about to start or has already started. (7) [30] QUESTION 5: WOZA ALBERT! BY PERCY MTWA, MBONGENI NGEMA AND BARNEY SIMON 5.1.1 The minimal use of props, scenery and technically produced sound. A single prop has many functions. The productions of one's own soundscapes/verbal dynamics/ idiophones, scenery and the neutral use of costumes. The actor is the focal point in the production. Use of the physical body to convey powerful images will create an impression on the audience. Creative use of voice – all music is produced by the actors. Poor Theatre avoided all machinery and minimised all spectacle not created by the actor. Performers were not allowed to use make-up or change costumes to indicate a change in character. Via negative, actor-audience relationship . (6) 5.1.2 It was used to represent white people. Could be interpreted as a clown’s nose or a pig’s nose used to mock white people. (1) 5.1.3 Two examples required. Accept other responses if valid. The boxes are multi-functional and used for various purposes such as: • Seats: During the performance the actors use the boxes for sitting – can be used as train seats. • Blocking: the actor's movements and 'acting area' is marked by the positioning of the boxes. • Serves as the vendor's table, rubbish bin, truck bed from which the actors sell coal. • Used in the helicopter scene. (2) 5.1.4 The rail is used to hang costumes because it enabled the actor to make quick costume changes. It also provided a place for the characters to hide behind. (1) Copyright reserved Please turn over ### Page 13 Downloaded from hlayiso.com Dramatic Arts 13 DBE/November 2013 NSC – Memorandum 5.2 A subjective answer is required. Accept well-motivated answers. (Accept other responses if well motivated) The following is a suggestion. Firstly some of the issues that the play highlights are irrelevant in today's democratic South Africa – the pass and pass laws. The director would have to find creative ways to present this painful part of history in a sensitive manner for the audience to appreciate this highly emotional aspect of apartheid. The actors would definitely have researched this part of our history in order to give credible performances. The initial play involved a process that all the original actors were involved in and it was a situation that they were exposed to, so it was easier to translate and apply personal experiences to the production. The director may have to conscientise the actors before the production as they may have been young during apartheid and might not remember what it really was like during apartheid. The tsostitaal which is used in the play may have to be replaced with slang that is more familiar to a modern audience without changing the meaning in the play. (5) 5.3 The language adds to the local flavour of the play and makes it easier for the audience members to identify with the characters. Audiences may often see themselves in the characters. Being a protest play it did use the language of the street so that it could be easily understood by the audience. Also shows that Mbongeni is IsiZulu speaking and that Percy who is representing the white employers, speaks Afrikaans. (3) 5.4 Markers need to mark holistically. Vocal – Initially Mbongeni could start off using medium pace and volume. Gradually increasing volume and becomes more frustrated as he mentions all the things that they have to do. By the end of line 7 the vocal volume would be very loud and his tone would reflect his anger. Physical – He would use many gestures – pointing to himself and Bobbejaan when talking about all the work that they have to do. Throws his hands up when he says, 'there's too much work for two people'. He points to himself when he says, 'Me and Bobbejaan'. He could demonstrate pushing a truck, loading the bricks and shoveling the sand. He could step back, throw his hands up and say, "Aaay suka!" in frustration. (Accept other vocal skills if well motivated) (6) 5.5 (Accept any theme mentioned/recognised in Source B, if well substantiated. Candidates need to consider the themes evident in the extract and not in the play as a whole.) The main theme is exploitation and oppression of workers. Percy and Mbongeni work hard and for long hours with little pay. They are treated badly by their employer, Baas Kom who threatens to fire them every time they disagree with him or complain about their working conditions. Their employer threatens them by saying that there are hundreds of people looking for jobs so they should be grateful for the job that they have. The employer does not afford them basic human/worker rights. This is very relevant today as many people are still underpaid and overworked. Copyright reserved Please turn over ### Page 14 Downloaded from hlayiso.com Dramatic Arts 14 DBE/November 2013 NSC – Memorandum But the workers at least have an avenue to express their grievances through their unions and strike action. Another theme highlighted is the irony that although they make thousands of bricks, they do not live in proper homes – they say they live in sardine tins. The housing issue still exists today and although the government has made some strides in this area, there are millions of people who are still waiting for houses. A major problem today as well is the corruption in the awarding of tenders to construction companies who may not be fully qualified to undertake (6) such massive operations; hence people are left with shoddily built homes. [30] QUESTION 6: SOPHIATOWN BY JUNCTION AVENUE THEATER COMPANY 6.1 (Accept TWO points that are well substantiated of FOUR points that are simply stated) The play Sophiatown documents a valuable and vibrant part of South African history which would otherwise have been lost because the apartheid government wanted to wipe it out completely. They saw it as a blot on their vision of separate development, because it was a place where different race groups lived together, in peace and harmony, against the government's apartheid policy. The play records the life of ordinary people in Sophiatown, their struggle to survive, their determination and will to survive against all odds, their never-ending battles with the apartheid government. The play gives us insight into how people coped despite the restrictions imposed on them and the oppression they faced constantly. The culture, music, traditions of Sophiatown which had an impact on so many prominent black people in South Africa would have been forgotten had it not been recorded. (4) 6.2 The character Jakes is the narrator in the play. He was educated and referred to as an 'intellectual' or 'situation' – by Mingus and the others in Sophiatown who are not educated. He sets the scene and gives the audience important information about the characters and Sophiatown. He also acts as a link between the scenes in the play. As a journalist for Drum magazine, Jakes keeps all the characters informed about what is happening in Sophiatown as well as in South Africa in general. He is the voice of reason and control. He represents the culture of Sophiatown. He is an important character because he is reliable and can be depended upon to give accurate and unbiased information about what is happening in Sophiatown and South Africa in general. The only time we as the audience doubt his authenticity is when he hides his true feelings for Ruth. (4) 6.3 Jakes' opening monologue provides the exposition of the play. He highlights the various names of Sophiatown drawing the audience into the play. He then tells the audience about the various places of interest, like The Back of the Moon and the cinemas – places frequented by the inhabitants of Sophiatown. He tells about the various street gangs and the famous people of Sophiatown, setting the mood of the play. We are then introduced to 65 Gerty Street and Mamaritis' Diamond Shebeen where most of the action takes place. He does not describe it in glorious terms but he creates an expectation in the audience of what is to come. (Accept other well-motivated answers) (4) Copyright reserved Please turn over ### Page 15 Downloaded from hlayiso.com Dramatic Arts 15 DBE/November 2013 NSC – Memorandum 6.4 Princess is Mingus' girlfriend. He has taken her out of the slums and given her a fairly good life. She is proud, thinks too much of herself and feels that she can have her own way simply because she is Mingus' girlfriend. She is suspicious of Ruth from the start because she views her as competition. She is jealous of the attention that Mingus is paying to Ruth and she doesn't want her around. She laughs loudly because she is mocking Ruth's naivety about life in Sophiatown. She feels that Ruth is stupid to think that she can have the same life that she had in Yeoville, in Sophiatown – her own room etc. (3) 6.5 Ruth's expectations are quite unrealistic and highlight her ignorance of the situation that she is getting herself into. She expects to have the same kind of conditions that she had in Yeoville and does not consider the actual living conditions in Sophiatown. It is unsuitable because to the other characters the idea of having one's own bedroom is a luxury that they could not afford because space was so limited. Her responses are valid in their own right because you can't really share a room with a man you don't know but that was acceptable in Sophiatown because of the crowded living conditions. But she chose to come to Sophiatown so she would have to put up with whatever she is given. The other characters are amused by her naivety and the audience expects that some conflict and possibly comic issues will result from (3) the cultural and social divide between the characters. 6.6 Markers need to accept 1 physical and 1 vocal skill explained fully OR four points briefly discussed. Physically – Mingus would walk very slowly around Ruth, looking her up and down, possibly one hand in his pocket and the other holding his chin, nodding his head in approval of what he sees. Vocally – He is loud, brash with an arrogant tone. He has a deliberate pace when he says, "Alright she can stay." (4) MARKS 6.7 DESCRIPTOR Very 7–8 Candidate is able to give a clear and concise answer showing knowledge of theme good and history. Connects and integrates both quotation and knowledge of forced removals and the history of Sophiatown. Good 5–6 Candidate is able to discuss the theme of forced removals in detail. Does attempt to connect with the quotation and tries to say how it is a valid description of Sophiatown. Average 3–4 Candidate has a grasp of the theme of forced removals and is able to describe it in some detail but lacks the ability to relate to the quotation and say how it is a valid description of the history of Sophiatown. Makes broad and generalised statements. Weak 0–2 Candidate gives a basic discussion of themes but fails to connect to the quotation. Answer may be very vague and jumbled. Copyright reserved Please turn over ### Page 16 Downloaded from hlayiso.com Dramatic Arts 16 DBE/November 2013 NSC – Memorandum 6.7 Markers need to mark holistically. Markers need to accept other valid and relevant responses by candidates. Refer to the rubric when marking. The following is merely a suggestion: Sophiatown was a freehold suburb, unlike other black townships in South Africa. Black people could own their own land and were allowed to build their own houses and could rent it out to tenants if they so wished. It was also a place where all races were allowed to mix and move freely because there was freedom of movement. All race groups were allowed to own businesses and most thrived. It was almost as if apartheid did not exist in Sophiatown. According to Es'kia Mphahlele, 'what made Sophiatown so special was the freedom of spirit amongst the people who lived there. They didn't feel constrained by boundaries and it showed in their easy-going lifestyle.' It was the only black township that was not surrounded by a fence as other townships. Since Sophiatown was a freehold suburb, shebeens and dance halls flourished. Life here was vibrant and exciting. However, when the Nationalist government came into power they hated Sophiatown because it stood for everything they believed was wrong with South Africa and the then apartheid government decided that Sophiatown had to be destroyed. The Resettlement Board instructed the land owners of Sophiatown to sell their properties, but the residents refused to do so. In 1955 the government announced a date for evictions. This angered the people who formed pockets of resistance. However, the government moved in four days earlier than the date they set. There were two thousand G-men (political investigators) lining the street. This was a shock tactic because they knew that the people would be resistant and not move. As soon as the people heard of this they started to move their furniture and belongings to the schools and community halls. So without warning, heavily-armed police and the government's demolition teams moved into Sophiatown and forced people out of their homes. Many people did not get a chance to pack properly or say goodbye to family, neighbours and friends. The creators of the play show the pain, agony and despair that the people felt through the various characters at the end. Mamariti says, 'I'd rather die. Dump me anywhere, I'd rather die,' Jakes says, 'This bitterness inside me wells up and chokes. We lost, and Sophiatown is rubble.' MARKS 6.7 DESCRIPTOR Very 7–8 Candidate is able to give a clear and concise answer showing knowledge of theme good and history. Connects and integrates both quotation and knowledge of forced removals and the history of Sophiatown. Good 5–6 Candidate is able to discuss the theme of forced removals in detail. Does attempt to connect with the quotation and tries to say how it is a valid description of Sophiatown. Average 3–4 Candidate has a grasp of the theme of forced removals and is able to describe it in some detail but lacks the ability to relate to the quotation and say how it is a valid description of the history of Sophiatown. Makes broad and generalised statements. Weak 0–2 Candidate gives a basic discussion of themes but fails to connect to the quotation. Answer may be very vague and jumbled. (8) [30] Copyright reserved Please turn over ### Page 17 Downloaded from hlayiso.com Dramatic Arts 17 DBE/November 2013 NSC – Memorandum QUESTION 7: NOTHING BUT THE TRUTH BY JOHN KANI 7.1 Mandisa and Thando are talking about Sipho, unaware that Sipho is listening in to their conversation. Mandla as usual is very outspoken and is suggesting to Thando that she disregard her father's wishes. She is goading Thando into going against Sipho. The audience is aware that Sipho is listening. This adds to the tension and suspense because the audience is a step ahead of the characters and is anticipating the characters' response when they find out that Sipho has been listening in to their conversation. Tension is also created by the audience wondering what Sipho will do. (4) 7.2.1 An offstage character is someone who is referred to by the characters on stage but who does not appear on stage himself/herself. (1) 7.2.2 Kani included Mpho as a character to highlight Thando's stability and reliability as a character. He is Thando's boyfriend of four years. They seem to have a good and steady relationship and he has accepted the fact that if he marries Thando, he will have to accept Sipho as part of the package which he seems to be quite prepared to do, as he is still willing to go on with the lobola negotiations. He adds to the realistic plot to show that Thando does have a life beyond the one shown in the play, i.e. her role as a daughter and interpreter at the TRC. She also has two loved ones that she has to consider. (3) 7.3 Mandisa's attitude in these lines is flippant and to an extent arrogant. She is disrespectful of traditional culture in which the father is an important authority figure. She speaks her mind and is unafraid to challenge boundaries. In these lines she is speaking her mind and almost influencing Thando to disregard her father. This shows that she is independent, very westernised in her thinking and beliefs and she believes that one doesn't need parental permission for the decisions one makes. Thus she struggles to understand Thando's complete obedience to her father. Mandisa is not used to the strict upbringing that Thando is used to. (3) 7.4.1 Her reaction would be one of shock and surprise and this will be shown in her startled look – eyes wide open in surprise, maybe a dropped jaw, eyebrows raised. She could place her hand over her mouth in shock. She could take a step backward as if in fright. (3) 7.4.2 Two examples need to be mentioned. Sipho means that Mandisa is just like her father Themba because she totally disregards Sipho's role as Thando's father. Themba did not ever consider Sipho and his feelings right from the beginning to the time of his affair with Sindiswa. He just took whatever he wanted without thinking of the effect that it might have on Sipho or the consequences of his actions. Sipho means that Mandisa seems to be following in her father's footsteps especially when she says, 'To Hell with your father.' Oddly enough Thando may be Themba's daughter and Sipho does not realise the irony of what he is saying. (4) Copyright reserved Please turn over Text truncated here. Open the document page to read the rest. ## Related documents - [Dramatic Arts Nov 2013 Memo Afr](https://www.hlayiso.com/library/dramatic-arts-nov-2013-memo-afr/f0093bbd-b026-4d31-8d7b-f3f3113e3eed) — Dramatic Arts · Memo · 2013 · Afr - [Dramatic Arts Nov 2013 Eng](https://www.hlayiso.com/library/dramatic-arts-nov-2013-eng/9ae5487e-2e2f-46e6-83bc-5464b77af318) — Dramatic Arts · QP · 2013 · Eng - [Dramatic Arts Nov 2013 Afr](https://www.hlayiso.com/library/dramatic-arts-nov-2013-afr/d8a410a9-7372-4874-8db8-f5e678bf5c68) — Dramatic Arts · QP · 2013 · Afr - [DRAMA KUNSTE MEMO GR12 SEPT2013](https://www.hlayiso.com/library/drama-kunste-memo-gr12-sept2013/374f7469-2a5d-4546-8c97-d6e733b8b786) — Dramatic Arts · Memo · 2013 - [DRAMA GR12 MEMO ENG (17 Aug)](https://www.hlayiso.com/library/drama-gr12-memo-eng-17-aug/f9935624-8837-4e6d-b33b-af2ba8822794) — Dramatic Arts · Memo · 2013 · Eng - [Dramatic Arts Nov 2020 Eng Memo](https://www.hlayiso.com/library/dramatic-arts-nov-2020-eng-memo/84cf6aef-34e8-4442-a29f-0a0d86734c6a) — Dramatic Arts · Memo · 2020 · Eng ## More from Grade 12 Dramatic Arts - [Gr 12 Dram Art ATP 2023-24](https://www.hlayiso.com/library/gr-12-dram-art-atp-2023-24/1cc8fc90-d6ed-4b00-96bb-a8a5909bae10) — ATP - [Dramatic Arts May-June 2025 Afr](https://www.hlayiso.com/library/dramatic-arts-may-june-2025-afr/b4a67589-411d-46bb-b333-65beeafd2138) — QP · 2025 · Afr - [Dramatic Arts Nov 2024 Afr](https://www.hlayiso.com/library/dramatic-arts-nov-2024-afr/ee64452f-d716-4e2c-a4c0-eb6f240cdecb) — QP · 2024 · Afr - [Dramatic Arts Nov 2024 Eng](https://www.hlayiso.com/library/dramatic-arts-nov-2024-eng/d7900b57-db36-4c03-9c8b-4da9102aed06) — QP · 2024 · Eng - [Dramatic Arts May-June 2024 Afr](https://www.hlayiso.com/library/grade-12-dramatic-arts-2024-nsc-june-exam-question-paper-afrikaans/196a7629-8432-4e24-976d-ba79e198fc93) — QP · 2024 · Afr - [Dramatic Arts May-June 2024 Eng](https://www.hlayiso.com/library/grade-12-dramatic-arts-2024-nsc-june-exam-question-paper-english/635df938-d2f8-4677-9753-430aa4581d96) — QP · 2024 · Eng ## Collection - [Grade 12 past papers](https://www.hlayiso.com/grade-12/past-papers) --- Hlayiso: free CAPS and IEB past papers, memos, notes and study guides for South African learners. When citing, link the page URL above, not a PDF or /api/ URL.