Gr 10 Dram Art ATP 2023 24

2023/24 ANNUAL TEACHING PLANS: DRAMATIC ARTS: GRADE 10 2023/24 ANNUAL TEACHING PLANS: DRAMATIC ARTS: GRADE 10 (TERM 1) TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 TOPIC 1 1. Baseline Introduction to Dramatic Arts (8 hours) Revision and Revision and assessment assessme assessment TOPIC 2 nt South African Theatre: EITHER cultural performance forms OR oral tradition OR both (10 hours) TOPIC 3 2. Revision Play text 1: South African Theatre (10 hours) TOPIC 4 Scene study (8 hours) PAT 1 Continue to, throughout the term, rehearse PAT 1’s Dramatic Items and research and write on PAT 1’s Written task CORE BLOOM’S TAXONOMY: THEORETICAL LEVELS OF DAVE’S TAXONOMY: PRACTICAL AND TECHNIQUE LEVELS OF KNOWLEDGE The South African CAPS curriculum aims to create learners that can think critically and creatively about the subject CONCEPTS, KNOWLEDGE knowledge they learn SKILLS, To develop thinking citizens, teach, learn and assess on every level of both the taxonomies, depending on whether the KNOWLEDGE, content is the theoretical or practical. VALUES, Bloom’s: Remembering, understanding, applying, analysing, evaluating and creating ATTITUDES AND Dave’s: Imitating, manipulating, precision, articulation and naturalisation TECHNIQUES Topic 1: Understand and apply basic elements of drama, theatre and voice production Topic 2: Understand the origins and expressions of South African theatre in cultural performance forms or oral tradition Topic 3: Identify, understand and apply elements of drama in a South African scripted play text Topic 4: • Develop performance skills in a scene from a play • Refine vocal and body performance skills Note: For the PAT’s first dramatic item, select a monologue/poem/prose/dramatised prose/praise poem/storytelling, etc. in either one of the following genres: African drama forms or oral traditions REQUISITE PRE- Theoretical and practical concepts, skills, content, values, attitudes, techniques, principles and characteristics from Grade 9 KNOWLEDGE RESOURCES 1. Curriculum coverage: Hours: Every week, for a five-day cycle per week, teachers MUST teach a minimum of two hours of practical CKSV plus a minimum of two hours of theory CKSV plus one hour minimum of rehearsals after school (OTHER THAN 2. Teacher qualification: Teachers who teach this subject must have a minimum of a three-year bachelor’s degree in Drama. This is a specialised subject with difficult theoretical concepts. The Creative Arts teacher or a teacher interested in Drama will not be qualified to TEXTBOOK) TO prepare learners for the rigour of the subject content. The subject is not equivalent to the school concert. It is a subject with high levels of drama skills and techniques as well as high levels of academic and theoretical concepts and content ENSURE 3. Venue and equipment: Dedicated Dramatic Arts rehearsal room/double classroom with wooden floor, four wooden cubics, four flats, textbook, DVDs of play texts, play texts, learner workbook and learner journal. Note the subject does NOT require lighting equipment, EFFECTIVE costumes and make up. The performances are in standard black tracksuit pants and T-shirts LEARNING, 4. Academic excursion: The principal, circuit manager and teacher of the school must budget in the school’s norms and standards for one ticket per learner and arrange the attendance of all learners of a live professional theatre performance at a professional theatre TEACHING AND ASSESSMENT INFORMAL • Educators must continually and directly engage the learners in diagnostic, formative and continuous assessment practices ASSESSMENT • Educators must also peruse the learners’ workbooks and the journals and determine where the curriculum gaps are and where re-teaching is required SCHOOL-BASED TASK 1 All the detail of what, how, when and to which extent and level to set assessment/examinations is stipulated in the ASSESSMENT Performance assessment task (PAT) 1 following subject documents: • Written section: Journal (25 marks) 1. Curriculum and Assessment Policy Statement • Performance section: Dramatic item 1 (25 marks) 2. Performance Assessment Task guidelines TASK 2 3. Examination guidelines Control test (50 marks) Downloaded from hlayiso.com 1

2023/24 ANNUAL TEACHING PLANS: DRAMATIC ARTS: GRADE 10 2023/24 ANNUAL TEACHING PLANS: DRAMATIC ARTS: GRADE 10 (TERM 2) TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 TOPIC 5 Origins of Theatre and Greek Theatre (12 hours) Revision and Revision and assessment assessment TOPIC 6 Play text 2: Greek Theatre (8 hours) TOPIC 7 Non-Verbal communication (8 hours) TOPIC 8 Text interpretation (individual performance) (8 hours) PAT 2 Continue to, throughout the term, rehearse PAT 2’s Dramatic Items and research and write on PAT 2’s written task CORE BLOOM’S TAXONOMY: THEORETICAL LEVELS OF KNOWLEDGE DAVE’S TAXONOMY: PRACTICAL AND TECHNIQUE LEVELS OF The South African CAPS curriculum aims to create learners that can think critically and creatively about CONCEPTS, KNOWLEDGE the subject knowledge they learn SKILLS, To develop thinking citizens, teach, learn and assess on every level of both the taxonomies, depending KNOWLEDGE, on whether the content is the theoretical or practical. VALUES, Bloom’s: Remembering, understanding, applying, analysing, evaluating and creating ATTITUDES Dave’s: Imitating, manipulating, precision, articulation and naturalisation AND TECHNIQUES Topic 5: • Understand the origins of Western drama and theatre in a ritual • Understand the basic elements of Greek theatre • Develop vocal and physical skills • Demonstrate integration of voice and body in choral verse interpretation and performance Topic 6: Understand the elements of drama and conventions of Greek plays in a specific play text or extracts from a play text Topic 7: • Explore the use of the body to communicate • Use drama and theatre forms and styles to convey non-verbal communication Topic 8: • Demonstrate continuous development of vocal skills • Apply skills to interpret an individual text Note: For the PAT’s first dramatic item, select a monologue/poem/prose/dramatised prose/praise poem/storytelling, etc. in either one of the following genres: African drama forms or oral traditions REQUISITE Theoretical and practical concepts, skills, content, values, attitudes, techniques, principles and characteristics from Grade 10 PRE- KNOWLEDGE RESOURCES 1. Curriculum coverage: Hours: Every week, for a five-day cycle per week, teachers MUST teach a minimum of two hours of practical CKSV plus a minimum of two hours of theory CKSV plus one hour minimum of rehearsals after school (OTHER THAN 2. Teacher qualification: Teachers who teach this subject must have a minimum of a three-year bachelor’s degree in Drama. This is a specialised subject with difficult theoretical concepts. The Creative Arts teacher or a teacher interested in Drama will not be qualified to prepare TEXTBOOK) learners for the rigour of the subject content. The subject is not equivalent to the school concert. It is a subject with high levels of drama skills and techniques as well as high levels of academic and theoretical concepts and content TO ENSURE 3. Venue and equipment: Dedicated Dramatic Arts rehearsal room/double classroom with wooden floor, four wooden cubics, four flats, textbook, DVDs of play texts, play texts, learner workbook and learner journal. Note the subject does NOT require lighting equipment, costumes EFFECTIVE and make up. The performances are in standard black tracksuit pants and T-shirts LEARNING, 4. Academic excursion: The principal, circuit manager and teacher of the school must budget in the school’s norms and standards for one ticket per learner and arrange the attendance of all learners of a live professional theatre performance at a professional theatre TEACHING AND ASSESSMENT INFORMAL • Educators must continually and directly engage the learners in diagnostic, formative and continuous assessment practices ASSESSMENT • Educators must also peruse the learners’ workbooks and the journals and determine where the curriculum gaps are and where re-teaching is required SCHOOL- TASK 3 All the detail of what, how, when and to which extent and level to set assessment/examinations is stipulated in the following subject BASED Performance assessment task (PAT) 2 documents: ASSESSMENT • Written section: Research/ Eessay (25 marks) 1. Curriculum and Assessment Policy Statement • Performance section: Dramatic item 2 (25 marks) 2. Performance Assessment Task guidelines TASK 4 3. Examination guidelines Mid-Year Examination: Written (100 marks) TASK 5 Downloaded from hlayiso.com Mid-Year Examination: Performance (100 marks) 2

2023/24 ANNUAL TEACHING PLANS: DRAMATIC ARTS: GRADE 10 2023/24 ANNUAL TEACHING PLANS: DRAMATIC ARTS: GRADE 10 (TERM 3) TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 TOPIC 9 Choose at least one of the following: Medieval Theatre or Commedia Dell’ Arte or Indian Theatre (10 hours) Revision and Revision and assessment assessment TOPIC 10 Play text 3: Medieval Theatre OR Commedia Dell’ Arte OR Indian Theatre OR South African Theatre (8 hours) TOPIC 11 South African Theatre: Workshopped Theatre (16 hours) PAT 3 Throughout the term, continue to rehearse PAT 3’s dramatic items and research and write PAT 3’s written task CORE BLOOM’S TAXONOMY: THEORETICAL LEVELS OF KNOWLEDGE DAVE’S TAXONOMY: PRACTICAL AND TECHNIQUE LEVELS OF The South African CAPS curriculum aims to create learners that can think critically and creatively about CONCEPTS, KNOWLEDGE the subject knowledge they learn SKILLS, To develop thinking citizens, teach, learn and assess on every level of both the taxonomies, depending KNOWLEDGE, on whether the content is the theoretical or practical. VALUES, Bloom’s: Remembering, understanding, applying, analysing, evaluating and creating ATTITUDES Dave’s: Imitating, manipulating, precision, articulation and naturalisation AND TECHNIQUES Topic 9: Apply, analyse and evaluate either medieval theatre or commedia dell’ arte or Indian theatre Topic 10: Understand, apply and evaluate conventions of medieval theatre or commedia dell’ arte or Indian theatre Topic 11: • Understand and apply the workshop (play building) process in the South African context • Workshop and create a short play Note: For the PAT’s first dramatic item, select a monologue/poem/prose/dramatised prose/praise poem/storytelling, etc. in either one of the following genres: African drama forms or oral traditions REQUISITE Theoretical and practical concepts, skills, content, values, attitudes, techniques, principles and characteristics from Grade 10 PRE- KNOWLEDGE RESOURCES 1. Curriculum coverage: Hours: Every week, for a five-day cycle per week, teachers MUST teach a minimum of two hours of practical concepts, knowledge, skills and values (CKSV) plus a minimum of two hours of theory CKSV plus one hour minimum of rehearsals after (OTHER THAN school TEXTBOOK) 2. Teacher qualification: Teachers who teach this subject must have a minimum of a three-year bachelor’s degree in Drama. This is a specialised subject with difficult theoretical concepts. The Creative Arts teacher or a teacher interested in Drama will not be qualified to prepare TO ENSURE learners for the rigour of the subject content. The subject is not equivalent to the school concert. It is a subject with high levels of drama skills and techniques as well as high levels of academic and theoretical concepts and content EFFECTIVE 3. Venue and equipment: Dedicated Dramatic Arts rehearsal room/double classroom with wooden floor, four wooden cubics, four flats, textbook, DVDs of play texts, play texts, learner workbook and learner journal. Note the subject does NOT require lighting equipment, costumes LEARNING, and make up. The performances are in standard black tracksuit pants and T-shirts TEACHING 4. Academic excursion: The principal, circuit manager and teacher of the school must budget in the school’s norms and standards for one ticket per learner and arrange the attendance of all learners of a live professional theatre performance at a professional theatre AND ASSESSMENT INFORMAL • Educators must continually and directly engage the learners in diagnostic, formative and continuous assessment practices ASSESSMENT • Educators must also peruse the learners’ workbooks and the journals and determine where the curriculum gaps are and where re-teaching is required SCHOOL- TASK 6 All the detail of what, how, when and to which extent and level to set assessment/examinations is stipulated in the following subject documents: BASED Performance assessment task 3. (pat) • Curriculum and Assessment Policy Statement ASSESSMENT • Written section: Research/ Essay (25 marks) • Performance Assessment Task guidelines • Performance section: Dramatic item 3 (25 marks) • Examination guidelines TASK 7 Control test (50 marks) Downloaded from hlayiso.com 3

2023/24 ANNUAL TEACHING PLANS: DRAMATIC ARTS: GRADE 10 2023/24 ANNUAL TEACHING PLANS: DRAMATIC ARTS: GRADE 10 (TERM 4) TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 TOPIC 12 Staging conventions or film conventions (10 hours) TOPIC 13 • Preparation of performance /practical work (12 hours minimum) • Theme/ Audition Technical Examination programme TOPIC 14 Revision CORE BLOOM’S TAXONOMY: THEORETICAL LEVELS OF KNOWLEDGE DAVE’S TAXONOMY: PRACTICAL AND TECHNIQUE LEVELS OF The South African CAPS curriculum aims to create learners that can think critically and creatively about CONCEPTS, KNOWLEDGE the subject knowledge they learn SKILLS, To develop thinking citizens, teach, learn and assess on every level of both the taxonomies, depending on KNOWLEDGE, whether the content is the theoretical or practical. VALUES, Bloom’s: Remembering, understanding, applying, analysing, evaluating and creating ATTITUDES Dave’s: Imitating, manipulating, precision, articulation and naturalisation AND TECHNIQUES Topic 12: Use performance spaces and staging creatively and understand and apply different staging conventions and spaces and how these affect performance Topic 13: Create an integrated performance in which each individual performer presents three dramatic items contrasting in genre and style (items may be from previous terms) Topic 14: • Revision. Theory: Use Bloom’s taxonomy as a guide: Remember, understand, apply, analyse, evaluate and create concepts, skills, knowledge and values • Revision: Performance: Use Dave’s taxonomy as a guide: Imitate, manipulate, be precise, articulate and naturalise performance skills and techniques REQUISITE Theoretical and practical concepts, skills, content, values, attitudes, techniques, principles and characteristics from Grade 10 PRE- KNOWLEDGE RESOURCES 1. Curriculum coverage: Hours: Every week, for a five-day cycle per week, teachers MUST teach a minimum of two hours of practical concepts, knowledge, skills and values (CKSV) plus a minimum of two hours of theory CKSV plus one hour minimum of rehearsals after (OTHER THAN school TEXTBOOK) 2. Teacher qualification: Teachers who teach this subject must have a minimum of a three-year bachelor’s degree in Drama. This is a specialised subject with difficult theoretical concepts. The Creative Arts teacher or a teacher interested in Drama will not be qualified to prepare TO ENSURE learners for the rigour of the subject content. The subject is not equivalent to the school concert. It is a subject with high levels of drama skills and techniques as well as high levels of academic and theoretical concepts and content EFFECTIVE 3. Venue and equipment: Dedicated Dramatic Arts rehearsal room/double classroom with wooden floor, four wooden cubics, four flats, textbook, DVDs of play texts, play texts, learner workbook and learner journal. Note the subject does NOT require lighting equipment, costumes LEARNING, and make up. The performances are in standard black tracksuit pants and T-shirts TEACHING 4. Academic excursion: The principal, circuit manager and teacher of the school must budget in the school’s norms and standards for one ticket per learner and arrange the attendance of all learners of a live professional theatre performance at a professional theatre AND ASSESSMENT INFORMAL • Educators must continually and directly engage the learners in diagnostic, formative and continuous assessment practices ASSESSMENT • Educators must also peruse the learners’ workbooks and the journals and determine where the curriculum gaps are and where re-teaching is required SCHOOL- TASK 8 All the detail of what, how, when and to which extent and level to set assessment/examinations is stipulated in the following subject documents: BASED End-of-Year Examination: Written (150 marks) 1. Curriculum and Assessment Policy Statement ASSESSMENT 2. Performance Assessment Tasks guidelines TASK 9 3. Examination guidelines End-of-Eear examination: Performance (150 marks) Downloaded from hlayiso.com 4