Gr 12 Dram Art ATP 2023-24.pdf

2023/24 ANNUAL TEACHING PLANS: DRAMATIC ARTS: GRADE 12 2023/24 ANNUAL TEACHING PLANS: DRAMATIC ARTS: GRADE 12 (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 20th century ‘isms’ (6 hours) Revision and assessment assessment TOPIC 2 Individual Theme/Audition/Technical programme (Directing/ Film Making/ Stage Management) (10 hours + 7 hours minimum after school) 2. Revision and TOPIC 3 consolidation Theatre of the Absurd OR Epic Theatre OR Postmodern Theatre (10 hours) TOPIC 4 Prescribed play text 1: 20th Century Theatre Movements: Theatre of the Absurd or Epic Theatre or Postmodern Theatre (10 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 creatively about CONCEPTS, 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. Bloom’s: Remembering, understanding, applying, AND VALUES analysing, evaluation and creating Dave’s: Imitating, manipulating, precision, articulation and naturalisation Topic 1: • Understand the background and context of modern drama • Evaluate how social, historical, political and economic contexts, and events such as wars, inform theatre Topic 2: • Refine voice and body skills and techniques • Demonstrate developing mastery of different styles and modes of performance Topic 3: • Understand either theatre of the absurd or epic theatre or postmodern theatre as anti-realism • Identify and analyse the key features and conventions of this dramatic movement • Evaluate the playwrights and practitioners of the dramatic movement you have selected Note: For the PAT’s dramatic item 1, select a monologue/poem/prose/dramatised prose/praise poem/storytelling/mime/physical theatre etc. in any one of the following genres: African drama forms, Greek theatre, Commedia Dell’ Arte, Medieval Theatre, Indian Theatre, South Africa Theatren, Realism in the Theatre, Elizabethan Theatre, Asian Theatre, Expressionist Theatre, Pan-African Theatre, Poor Theatre, South AfricanTheatre pre-1994, Theatre of the Absurd, Epic Theatre, Postmodern Theatre, South African Theatre post-1994 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 concepts, knowledge, skills and values (CKSV) plus a minimum of two hours of theory CKSV plus one hour minimum of rehearsals (OTHER THAN after 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 documents: BASED Performance assessment task (PAT) 1 1. Curriculum and Assessment Policy Statement ASSESSMENT • Written section: Journal (25 marks) 2. Performance AssessmentTasks guidelines (FORMAL • Performance section: Dramatic item 1 (25 marks) 3. Examination guidelines INTERNAL ASSESSMENT) TASK 2 • Control test (50 marks) Downloaded from hlayiso.com 1

2023/24 ANNUAL TEACHING PLANS: DRAMATIC ARTS: GRADE 12 2023/24 ANNUAL TEACHING PLANS: DRAMATIC ARTS: GRADE 12 (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 5 Prescribed play text: South African Theatre. (1960-1994). (10 hours) Revision and Revision and assessment assessment TOPIC 2 Theme/ Audition/ Technical Programme (16 hours minimum) **Technical: Design (Costume/ Lighting Mmake up / Set), directing, film, stage management TOPIC 6 South African Contemporary Theatre. Post 1994). (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 creatively CONCEPTS, about the subject knowledge they learn SKILLS, To develop thinking citizens, teach, learn and assess on every level of both taxonomies, depending on KNOWLEDGE, whether the content is the theoretical or practical. VALUES, Bloom’s: Remembering, understanding, applying, analysing, evaluation and creating ATTITUDES Dave’s: Imitating, manipulating, precision, articulation and naturalisation AND TECHNIQUES Topic 5: Analyse and evaluate the South African play text in context Note: Refer to Grade 11 work: Realism in the theatre, workshop theatre or poor theatre as relevant Topic 2: Create a theme/audition or technical programme Topic 6: • Examine South African Theatre post-apartheid • Demonstrate knowledge of important contemporary playwrights and groups • Identify key features and conventions of contemporary theatre in South Africa • Understand purposes of theatre in society Note: For the PAT’s dramatic item 1, select a monologue/poem/prose/dramatised prose/praise poem/storytelling/mime/physical theatre etc. in any one of the following genres: African drama forms, Greek Theatre, Commedia Dell’ Arte, Medieval Theatre, Indian Theatre, South African Theatre, Realism in the Theatre, Elizabethan Theatre, Asian Theatre, Expressionist Theatre, Pan-African Theatre, Poor Theatre, South AfricanTtheatre pre-1994,Ttheatre of the Absurd, Epic Theatre, Postmodern Theatre, South African Theatre post-1994 REQUISITE Theoretical and practical concepts, skills, content, values, attitudes, techniques, principles and characteristics from Grade 10 and 11 and 12 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 • Performance section: Dramatic item 2 (25 marks) 2 Performance Assessment Tasks guidelines ASSESSMENT) 3 Examination guidelines TASK 4 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 12 2023/24 ANNUAL TEACHING PLANS: DRAMATIC ARTS: GRADE 12 (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 Prescribed play text 3: South African Contemporary Theatre (post-1994) (10 hours) TOPIC 2 Theme/audition/technical programme (14 hours minimum) **Technical: Design (costume/lighting/make up/set), directing, film, stage management 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 SKILLS, To develop thinking citizens, teach, learn and assess on every level of both taxonomies, depending KNOWLEDGE, on whether the content is the theoretical or practical. VALUES, Bloom’s: Remembering, understanding, applying, analysing, evaluation and creating ATTITUDES Dave’s: Imitating, manipulating, precision, articulation and naturalisation AND TECHNIQUES Topic 7: Analyse and evaluate the play text. Topic 2: Create an audition/theme or technical programme Note: For the PAT’s dramatic item 1, select a monologue/poem/prose/dramatised prose/praise poem/storytelling/mime/physical theatre etc. in any one of the following genres: African drama forms, GreekTheatre, Commedia Dell’ Arte, Medieval Theatre, IndianTtheatre, South African Theatre, Realism in the Theatre, ElizabethanTtheatre, Asian Theatre, Expressionist Theatre, Pan- AfricanTheatre, Poor Theatre, South African Theatre pre-1994,Theatre of the Absurd, Epic Theatre, Postmodern Theatre, South African Theatre post-1994 REQUISITE Theoretical and practical concepts, skills, content, values, attitudes, techniques, principles and characteristics from Grade 10 and 11 and 12 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 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 Tasks guidelines • Performance section: Dramatic item 3 (25 marks) ASSESSMENT) TASK 7 3 Examination guidelines Trial Examination: Performance (150 marks) TASK 8 Trial Examination: Written (150 marks) NSC NATIONAL, FINAL EXTERNAL PAPER 2 EXAMINATION. THEME/AUDITION/TECHNICAL PROGRAMME. THE EXAMINATION DURATION IS FROM JULY UNTIL OCTOBER, DEPENDING ON THE NUMBER OF LEARNERS IN EACH PROVINCE EXAMINATION PAPER 2 Downloaded from hlayiso.com 3

2023/24 ANNUAL TEACHING PLANS: DRAMATIC ARTS: GRADE 12 2023/24 ANNUAL TEACHING PLANS: DRAMATIC ARTS: GRADE 12 (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 8 Revision and consolidation Grade 10, 11 and 12 content, concepts, skills, knowledge, values, attitudes, principles, techniques and characteristics 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 SKILLS, To develop thinking citizens, teach, learn and assess on every level of both taxonomies, KNOWLEDGE, depending on whether the content is the theoretical or practical. VALUES, Bloom’s: Remembering, understanding, applying, analysing, evaluation and creating ATTITUDES Dave’s: Imitating, manipulating, precision, articulation and naturalisation AND TECHNIQUES Topic 8: Revision: Understand, know, analyse, apply, evaluate and create with Grades 10, 11 and 12’s content, concepts, skills, knowledge, values, attitudes, principles, techniques and characteristics REQUISITE Theoretical and practical concepts, skills, content, values, attitudes, techniques, principles and characteristics from Grade 10 and 11 and 12 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 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 1. Curriculum and Assessment Policy Statement (FORMAL 2. Performance AssessmentTask guidelines INTERNAL 3. Examination guidelines ASSESSMENT) NSC NATIONAL CURRICULUM STATEMENT. NATIONAL SENIOR CERTIFICATE DBE GRADE 12: FINAL EXTERNAL NATIONAL FORMAL PAPER 1: WRITTEN EXAMINATION (150 MARKS) EXAMINATION PAPER 1 Downloaded from hlayiso.com 4