Gr 11 Dram Art ATP 2023 24

2023/24 ANNUAL TEACHING PLANS: DRAMATIC ARTS: GRADE 11 2023/24 ANNUAL TEACHING PLANS: DRAMATIC ARTS: GRADE 11 (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 Realism in the Theatre and Konstantin Stanislavski (18 hours) Revision and assessment assessment TOPIC 2 Play Text 1: Realism-in-the-theatre text (8 hours) 2. Revision TOPIC 3 Voice and body work. (10 hours minimum) PAT 1 Throughout the term, continue to rehearse PAT 1’s dramatic items and research and write PAT 1’s written task CORE BLOOM’S TAXONOMY: THEORETICAL LEVELS OF KNOWLEDGE DAVE’S TAXONOMY: PRACTICAL AND TECHNIQUE LEVELS OF KNOWLEDGE Teach, learn and assess on every level of both taxonomies, depending on whether the content is the CONCEPTS, theoretical or practical. SKILLS, Bloom’s: Remembering, understanding, applying, analysing, evaluating and creating KNOWLEDGE Dave’s: Imitating, manipulating, precision, articulation and naturalisation AND VALUES Topic 1: Understand the rise of realism in the theatre, its conventions and impact on drama Understand Stanislavski’s unique contribution to theatre Apply the Stanislavski system to practical work Topic 2: Understand and analyse a realism-in-the-theatre text and its context Consider the text in performance Topic 3: Understand the correct, functional and optimum use and production of the human voice Develop vocal and physical skills and techniques for in-depth exploration of characterisation Note: For the PAT’s first dramatic item, select a monologue/poem/prose/dramatised prose/praise poem/mime/physical theatre etc. in any one of the following genres: African drama forms, African oral tradition, Greek Theatre, Commedia Dell’ Arte, Medieval Theatre, Indian Theatre, South African Theatre or Realism in the Theatre 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 content, 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) TO 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 ENSURE 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 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 AND 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 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 1 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) 1 documents: ASSESSMENT • Written section: Journal (25 marks) 1. Curriculum and Assessment Policy Statement (FORMAL • Performance section: Dramatic item 1 (25 marks) 2. Performance Assessment Tasks guidelines INTERNAL 3. Examination guidelines TASK 2 ASSESSMENT) • Control test (50 marks) Downloaded from hlayiso.com 1

2023/24 ANNUAL TEACHING PLANS: DRAMATIC ARTS: GRADE 11 2023/24 ANNUAL TEACHING PLANS: DRAMATIC ARTS: GRADE 11 (TERM 2) TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 TOPIC 4 South African Theatre (20 hours) Revision and Revision and assessment assessment TOPIC 5 Play text 2: South African Theatre (8 hours) TOPIC 6 Physical Theatre performance (8 hours) PAT 2 Throughout the term, continue to rehearse PAT 2’s dramatic items and research and write PAT 2’s written task CORE BLOOM’S TAXONOMY: THEORETICAL LEVELS OF KNOWLEDGE DAVE’S TAXONOMY: PRACTICAL AND TECHNIQUE LEVELS OF KNOWLEDGE The South African CAPS Curriculum aims to create learners that can think critically and creatively CONCEPTS, about the subject knowledge they learn. To develop thinking citizens, teach, learn and assess on SKILLS, every level of both taxonomies, depending on whether the content is the theoretical or practical KNOWLEDGE, Bloom’s: Remembering, understanding, applying, analysing, evaluation and creating VALUES, Dave’s: Imitating, manipulating, precision, articulation and naturalisation ATTITUDES Topic 4: AND TECHNIQUES • Understand the hybrid nature of South African theatre • Analyse the specific functions that theatre serves in society • Perform a workshopped scene based on an issue of concern Topic 5: • Understand the communal theatre-making process in South Africa • Understand and analyse a South African theatre text in context Topic 6: • Develop movement skills using basic elements of Laban’s movement analysis • Apply physical skills to a performance Note: For the PAT’s first dramatic item, select a monologue/poem/prose/dramatised prose/praise poem/mime/physical theatre etc. in any one of the following genres: African drama forms, African oral tradition, Greek Theatre, Commedia Dell’ Arte, Medieval Theatre, Indian Theatre, South African Theatre or Realism in the Theatre REQUISITE Theoretical and practical concepts, skills, content, values, attitudes, techniques, principles and characteristics from Grade 10 and 11 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 content, 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) TO 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 ENSURE 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 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 AND 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 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 3 All the detail of what, how, when and to which extent and level to set assessment/examinations is stipulated in the following subject ASSESSMENT Performance assessment task (PAT) 2 documents: (FORMAL • Written section: Research/essay (25 marks) 1 Curriculum and Assessment Policy Statement INTERNAL 2 Performance Assessment Tasks guidelines • Performance section: Dramatic item 2 (25 marks) ASSESSMENT) TASK 4 3 Examination guidelines Mid-Year Examination: Written (100 marks) TASK 5 Mid-Year Examination: Performance (100 marks) Downloaded from hlayiso.com 2

2023/24 ANNUAL TEACHING PLANS: DRAMATIC ARTS: GRADE 11 2023/24 ANNUAL TEACHING PLANS: DRAMATIC ARTS: GRADE 11 (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 7 Stylised Theatre (16 hours) TOPIC 8 Play text 3: Stylised Theatre (14 hours) Revision TOPIC 9 Director or Designer in Theatre or Film (6 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 KNOWLEDGE The South African CAPS Curriculum aims to create learners that can think critically and creatively about CONCEPTS, the subject knowledge they learn. To develop thinking citizens, teach, learn and assess on every level of SKILLS, both taxonomies, depending on whether the content is the theoretical or practical. KNOWLEDGE, Bloom’s: Remembering, understanding, applying, analysing, evaluation and creating VALUES, Dave’s: Imitating, manipulating, precision, articulation and naturalisation ATTITUDES Topic 7: AND TECHNIQUES • Understand and analyse a stylised form of theatre or a theatre movement in a particular society • Use stylised performance techniques within an individual performance Topic 8: • Understand and analyse the principles of stylisation as an artistic and theatrical choice • Understand and analyse the text as an example of the dramatic movement studied in Topic 7 Topic 9: Understand the role and function of the director or designer in theatre or film Note: For the PAT’s first dramatic item, select a monologue/poem/prose/dramatised prose/praise poem/mime/physical theatre etc. in any one of the following genres: African drama forms, African oral tradition, Greek Theatre, Commedia Dell’ Arte, Medieval Theatre, Indian Theatre, South AfricanTheatre or Realism in theTheatre, Physical theatre or Stylised Theatre REQUISITE Theoretical and practical concepts, skills, content, values, attitudes, techniques, principles and characteristics from Grade 10 and 11 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 practicalcontent, 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) TO 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 ENSURE 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 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 AND 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 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 6 All the detail of what, how, when and to which extent and level to set assessment/examinations is stipulated in the following subject ASSESSMENT Performance assessment task 3 (PAT) documents: (FORMAL • Written Section: Research/essay (25 marks) 1. Curriculum and Assessment Policy Statement INTERNAL 2. Performance Assessment Task guidelines • Performance section: Dramatic item 3 (25 marks) ASSESSMENT) TASK 7 3. Examination guidelines • Control test (50 marks) Downloaded from hlayiso.com 3

2023/24 ANNUAL TEACHING PLANS: DRAMATIC ARTS: GRADE 11 2023/24 ANNUAL TEACHING PLANS: DRAMATIC ARTS: GRADE 11 (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 10 Poor Theatre (12 hours) Revision and Revision and Revision and assessment assessment assessment TOPIC 11 • Preparation of performance/ practical work (10 hours minimum) • Theme/ Audition/ Ttechnical Examination programme TOPIC 12 Revision (8 hours) CORE BLOOM’S TAXONOMY: THEORETICAL LEVELS OF KNOWLEDGE DAVE’S TAXONOMY: PRACTICAL AND TECHNIQUE LEVELS OF KNOWLEDGE The South African CAPS Curriculum aims to create learners that can think critically and CONCEPTS, creatively about the subject knowledge they learn. To develop thinking citizens, teach, learn SKILLS, and assess on every level of both taxonomies, depending on whether the content is the KNOWLEDGE, theoretical or practical. VALUES, Bloom’s: Remembering, understanding, applying, analysing, evaluation and creating ATTITUDES Dave’s: Imitating, manipulating, precision, articulation and naturalisation AND Topic 10: TECHNIQUES • Understand the concept of Poor Theatre • Apply Poor Theatre techniques to the development of a drama item • Understand the role of Jerzy Grotowski as a theatre innovator • Understand the relevance of PoorTtheatre techniques within the South African context Topic 11: • Integrate voice, vocal, body and movement skills • Apply theatre performance skills and techniques to three contrasting dramatic items Topic 12: Revise theoretical and performance content, concepts, skills, knowledge, values, attitudes, techniques, principles and characteristics REQUISITE Theoretical and practical concepts, skills, content, values, attitudes, techniques, principles and characteristics from Grade 10 and 11 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 content, 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) TO 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 ENSURE 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 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 AND 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 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 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: ASSESSMENT End-of-year Examination: Written (150 marks) 1 Curriculum and Assessment Policy Statement (FORMAL 2 Performance Assessment Tasks guidelines INTERNAL TASK 9 3 Examination guidelines ASSESSMENT) End-of-year Examination: Performance (150 marks) Downloaded from hlayiso.com 4