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Arts and Culture:Drama -The imporyance of rituals

Module by: Siyavula Uploaders. E-mail the author

ARTS AND CULTURE

Grade 6

EXPRESSION AND COMMUNICATION

Module 6

DRAMA: THE IMPORTANCE OF RITUALS

We will be looking at the ritual, and then more specific, the wedding ritual.

Activity 1:

To explain the importance of rituals

[LO 4.3]

RESEARCH

Exercise 1: Project

Research a ritual of your choice after your educator has explained the background to you.

Present a written, visual or oral project on your chosen ritual.

The research project can contain the following:

  • pictures, photos, drawings
  • videos
  • costumes
  • props (items connected to the theme)
  • demonstrations
  • music
  • Written projects must be handed in and displayed.
  • Oral or visual projects must be presented to the class.

Activity 2:

To dramatise a cultural ritual

[LO 4.2]

THE WEDDING

Many of the values and interpretations of different cultures are represented in a wedding ceremony. The events of a wedding are determined by religion and culture.

Exercise 2: Research

Research a wedding of a specific culture.

This research project has to include the following:

  • religion of the culture you are researching
  • traditions
  • music, songs
  • dance
  • costumes (wedding dresses, etc.)
  • symbolic elements
  • food
  • the ceremony (exchanging of rings, breaking of a glass, etc.)
  • examples of wedding gifts (if any)
  • settings (churches, temples, mosques, etc.)
  • the ritual
  • aspects of the culture
  • the roles of the different people involved (men, women, elders, children, etc.)
  • Present your research projects to the class, in groups, pairs or individually.

Different wedding ceremonies to research:

  • Indian
  • Jewish
  • African
  • Christian
  • Japanese
  • Greek

Exercise 3: Dramatisation

Select two wedding rituals from the presentations you would like to dramatise.

Divide the class up into two groups – each group has to dramatise a different ritual.

Each learner must be involved in the dramatisation and represent a different role:

  • bride and groom
  • following (bridesmaids, flower girls, ring bearers, etc.)
  • elders
  • guests
  • person conducting the ceremony (priest, rabbi, imam, etc.)
  • musicians
  • singers
  • photographer

Each ritual must contain the following:

  • costumes
  • props
  • music and song
  • dance
  • ceremony
  • events before and after the ceremony
  • procession

Rehearse the dramatisation of the wedding ritual.

Perform the wedding rituals.

Assessment

Table 1
Learning Outcomes(LOs)
LO 4
EXPRESSION AND COMMUNICATIONThe learner is able to analyse and use multiple forms of communication and expression in Arts and Culture.
Assessment Standards(ASs)
We know this when the learner:
MUSIC (4.4)
  • researches, creates and presents music that conveys and suggests the symbolism of ritual.
 
DRAMA (4.2, 4.3)
  • dramatises a cultural ritual (religious ceremony or social celebration) showing the use of the elements of drama (e.g. patterns, repetition, sequence); and
  • explains the importance of this ritual for the people who participate in it.
 
DANCE (4.1)
  • finds out, tries out and explains a song-dance ritual (e.g. snake dance, reed dance, stick dance), referring to its purpose and structure patterns, repetition and sequence.
VISUAL ARTS (4.5, 4.6)
  • demonstrates and describes the use of various artefacts in cultural rituals; and
  • researches murals in the community as a form of visual communication in relation to:
  • the intended message;
  • target group;
  • techniques;
  • appropriate materials; and
  • symbols and signs.

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