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Arts and Culture: Drama -Different types of drama

Module by: Siyavula Uploaders. E-mail the author

ARTS AND CULTURE

Grade 6

CRITICAL AND CREATIVE REFLECTION

Module 12

DRAMA: different types of drama

Activity 1:

To find out about different types of drama:“THE CHILD IN THE SHOP”

In this section we are going to explore the different types of drama found in South Africa. This is going to be an adventure I am sure you will enjoy. There is also a practical activity, which is going to be great fun! Enjoy!

  • Before we start on our journey of discovery, let’s look at some of the types of drama we find in South Africa.

Drama genres in South Africa (types of drama)

Drama – situation that is highly emotional, tragic or turbulent

Story telling narration of incidents

Figure 1
Figure 1 (Picture 3.png)

Political/protest theatre-dramas created to protest against injustice

Figure 2
Figure 2 (Picture 5.png)

Farce and comedy humorous play based on improbable situations

Figure 3
Figure 3 (Picture 7.png)

Musicals song, dance and drama in one performance

Figure 4
Figure 4 (Picture 9.png)

Pantomime play performed during Christmas time, characterised by farce, music, lavish sets and topical jokes

Figure 5
Figure 5 (Picture 11.png)

Genres:

Discuss each of these genres in class.

Homework

Look for examples of each of these genres as homework – names of plays or productions, playwrights, etc.

Choose three genres – any three – identify the similarities and differences between these three types of drama, e.g.

Table 1
Drama Comedy Musical
seriousactors speak funnyactors bump into doors serious and funnyactors sing and dance
.................................... ............................................ ..................................................
.................................... ............................................ ..................................................
.................................... ............................................ ..................................................
.................................... ............................................ ..................................................

Practical

Select THREE genres you would like to explore. The class will be divided into groups. Each group will be assigned a genre. All groups have to use the following story line for the scene:

A child goes to the shop to buy sweets, but when (s)he wants to pay (s)he suddenly realises that his/her purse is gone….

Use the following criteria for the scene:

  • all the learners in the groups have to portray a role in the scene
  • the characters have to have a motivation in the action
  • dialogue is optional
  • music, singing or dancing can be used
  • props can be used
  • adhere fully to the genre
  • the given line can be the beginning, middle or end
  • there has to be a climax
  • the scene must not exceed five minutes

Perform the scenes for the rest of the class.

Class Discussion

Discuss the following aspects after the performance:

  • Did the different groups adhere to the genres?
  • Could the genres be identified during each performance?
  • How could each scene be improved?

Reflection

Complete the questionnaire.

1. Which part of the activity did you enjoy the most: the research or the practical? Why?

2. Which type of drama was the most interesting? Why?

3. Which type of drama did you enjoy watching most? Why?

4. Which type of drama would you like to know more of? Why?

Assessment

Table 2
Learning Outcomes(LOs)
 
LO 2
REFLECTIONThe learner will be able to reflect critically and creatively on artistic and cultural processes, products and styles in past and present contexts.
Assessment Standards(ASs)
We know this when the learner:
DANCE
2.1 researches the historical background of dances done by their elders in terms of social or cultural contexts, purpose and unique characteristics;
 
DRAMA
2.2 finds out about different types of drama in the country and makes connections between some of them in terms of origins and similarities;
 
MUSIC
2.3 listens to and discusses the use of repetition as an organising principle in African music;
2.4 selects a repertoire of songs that are used in various cultural environments, describes what cultural events they are drawn from, explains what the message of the lyrical content is and what the songs are used for;
 
VISUAL ARTS
2.5 identifies the main purposes and design features of artworks in the home, the community and public places in terms of theme, subject and scale;

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