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Arts and Culture: Drama - dialogue and mime

Module by: Siyavula Uploaders. E-mail the author

ARTS AND CULTURE

Grade 6

PERSONAL AND SOCIAL SKILLS

Module 3

DRAMA: Dialogue and Mime

Activity 1:

To develop dialogue with a partner

[LO 3.5]

DIALOGUE

Dialogue: conversation between two or more people; an exchange of options; discussion; lines spoken by characters in drama or fiction; a passage of conversation in literary or dramatic work; a literary composition in the form of dialogue

The Collins Dictionary and Thesaurus

Exercise 1

Imagine and then respond verbally to the following words:

Table 1
spring * morning * sun * mountains * breeze
  • Note that the voice will spontaneously rise upwards.
  • Whatever is connected to the upward flow of life, with energy and amazement, rapture or fright, the voice will go up.
  • Explore other words or phrases that will have the voice go up lightly.
  • Imagine and then respond to the following words:
Table 2
cemetery * graves * waste * silence * death
  • Whatever is bound to the ebbing of energy, with apathy or disillusionment, will descend along the scale of sound.
  • Explore other words and phrases that will have this colour in their voices.

Exercise 2:

  • The educator will present you with a few phrases and you have to interpret the phrases in different ways.

Example:

Tonight we shall be hearing some wonderful singing

  • If we are guided by the meaning of the phrase, we should place the accent on the direct meaning of the phrase – singing.
  • Imagine the phrase uttered by an effusive person whose room is plastered with pictures and posters of the singer.
  • Imagine him to be one who manages to ooze with rapture at every concert given by his idol.
  • Imagine how such a person might utter that phrase – the stressing of the word will be on wonderful.
  • Imagine an old professor speaking – to him singing is a fine and subtle art demanding culture and the knowledge of many craft secrets.
  • The professor speaks with contempt of many familiar singers.
  • The professor will utter this phrase in an altogether different manner than that of the enthusiast – emphasis on singing.
  • Imagine the phrase is spoken by a person who has tried many times to attend concerts of this singer – accent on we shall hear.

Dialogue

  • The dramatist must dramatise his material.
  • It must be transformed into action and conversation.

Exercise 3:

  • Write a short scene – one folio page – about a conversation between two people.
  • Choose any two characters.
  • Divide into pairs.
  • Read the dialogue and react to each other accordingly.
  • Decide which dialogue is the best.
  • Take the ‘winning’ dialogue and interpret it in different settings, moods and with different emotions.

Activity 2:

To assume leader and follower roles in mime

[LO 3.4]

MIME

Mime is the theatrical technique of expressing an idea or mood or portraying a character entirely by gesture and bodily movement without the use of words.

It depends on the skills of the actor how he creates his character and environment through the physical movements of his whole body.

Exercise 4

  • Divide into pairs.
  • Face each other.
  • One has to be the leader and one has to be the follower.
  • You will be given verbal instructions by your educator and you will have to follow the instructions physically while facing each other e.g. “lift your right leg”, “catch a ball”, “there is water falling on your head”, “clean your face”, etc.
  • Plan the instructions beforehand.

Exercise 5

  • Take five minutes to prepare a short “leader and follower” mime.
  • Make sure that you show clarity in movement.
  • Make sure you portray a full range of motion when executing your movements.
  • Make sure the story or message is clear.
  • Perform your mimes to the rest of the class.
  • Choose their favourite mime from the class.
  • Follow the ‘winning’ pair with their movements.

Hints:

  • It is important to create class structure and control, especially with a large number of learners.
  • Try to maintain a balance between give and take, concentration and relaxation, freedom and restriction.
  • Set clear aims and rules.
  • Be enthusiastic, caring and encouraging.
  • Do not talk too much.
  • Lead the learners to discover and wait for the moment when it happens.
  • React to the ideas and feelings of the class.
  • Encourage creativity.
  • Your instructions must be brief and clear.
  • Be well-prepared and adaptable.
  • Keep moving among the learners and see if they understand the instructions. Encourage them if necessary.
  • Let the class end on a high note.
  • Support what is good and try to ignore the mistakes – feedback must be constructive – not destructive.

Assessment

Table 3
Learning Outcomes(LOs)
 
LO 3
PARTICIPATION AND COOPERATIONThe learner is able to display personal and social skills while participating in arts and culture activities as an individual and in a group.
Assessment Standards(ASs)
We know this when the learner:
GENERALIn regard to 3.1 – 3.6 below:
  • cooperates with other group members during arts activities;
  • is able to make his or her own contribution within the group;
  • accepts fellow learners;
 
VISUAL ARTS(3.6)
  • shares resources, choice of materials and negotiates choice of subject matter in group project with other learners, with focus on:
  • joint decision-making;
  • presentation;
  • safety;
  • the environment;
  • cultural diversity.
 
MUSIC (3.5)
  • sings and/or plays in a group – canons, rounds and two-part songs from at least three cultural traditions of South Africa;
  • extends and develops given snippets of dialogue with a partner, showing ability to “feed off” and respond to partner’s ideas;
  • assumes both leader and follower roles willingly in dramatic activities;
 
DANCE/MOVEMENT (3.1, 3.2)
  • displays dance partner skills in dance sequences;
  • shares opinions with other learners about dances from various cultures in a supportive and constructive way.
  • extends and develops given snippets of dialogue with a partner, showing ability to “feed off” and respond to partner’s ideas;
  • assumes both leader and follower roles willingly in dramatic activities;
DRAMA (3.3, 3.4)
  • extends and develops given snippets of dialogue with a partner, showing ability to “feed off” and respond to partner’s ideas;
  • assumes both leader and follower roles willingly in dramatic activities;

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