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  • GETSenPhaseAC display tagshide tags

    This collection is included inLens: Siyavula: Arts & Culture (Gr. 7-9)
    By: Siyavula

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Om menseregte na te vors

Module by: Siyavula Uploaders. E-mail the author

KUNS EN KULTUUR

Graad 8

KRITIESE EN KREATIEWE REFLEKSIE

Module 12

OM MENSEREGTE NA TE VORS

DRAMA

Aktiwiteit 1:

Om menseregte na te vors: DIE MASSASLAGTING

[LU 2.2, 2.5]

Drama het ook ‘n ernstige sy – soos jy sal ervaar met hierdie aktiwiteit. Drama is nie net vermaaklik nie, maar ook informatief en opvoedkundig.

1. Die Projek

Vors die massaslagting tydens die Tweede Wêreldoorlog en die apartheidstydperk in Suid-Afrika na en stel ‘n verslag saam met die inligting wat jy bymekaar gemaak het.

Die projek moet die volgende insluit:

  • Illustrasies, prente, foto’s en tekste oor
  • Duitsland en die opkoms van Nazisme
  • Anti-semitisme en rassisme
  • Konsentrasiekampe
  • Joodse kultuur
  • Apartheid in Suid-Afrika en hoe dit vergelyk met Anti-semitisme
  • Suid-Afrikaanse protesteater
  • Suid-Afrikaanse protesteater:
  • Woza Albert
  • Sizwe Banzi is Dead
  • District 6
  • Sophia Town
  • Die volgende vrae moet beantwoord word:
  • Wat is protesteater?
  • Waarom is protesteater noodsaaklik?
  • Is protesteater vermaak?

2. Improvisasie

  • Deel op in groepe van ses tot agt.
  • Elke groep moet ‘n aspek van die navorsing oor die massaslagting uitbeeld d.m.v. improvisasie
  • Die improvisasie moet nie langer as twee minute wees nie.
  • Die improvisasie moet die volgende insluit:
  • ‘n boodskap
  • begin, middel en einde
  • klimaks
  • spesifieke plasing
  • definitiewe karakterisering
  • Julle het om en by tien minute om julle improvisasie te beplan.
  • Voer julle toneel (in drie minute) vir die klas op.

3. Klasbespreking

  • Bespreek die volgende aspekte na afloop van elke opvoering:
  • Kan hierdie toneel as protesteater geklassifiseer word?
  • Was die kwessie van menseregte prominent?
  • Het die toneel ‘n klimaks gehad?
  • Wat was die boodskap van die toneel?
  • Het die karakters tot die uitbeelding van die boodskap bygedra?
  • Hoe sou jy die toneel verbeter?
  • Was daar samewerking onder die groep?
  • Het die toneel enige emosie by die gehoor gewek?

Assessering

Table 1
Leeruitkomstes(LUs)
 
LU 2
REFLEKSIEDie leerder kan krities en skeppend op kuns- en kultuurprosesse, -produkte en -style in vergange, asook in huidige kontekste reflekteer.
Assesseringstandaarde(ASe)
 
Dit is duidelik wanneer die leerder:
GESAMENTLIK
2.2 kan bespreek hoe die kunste tot sosiale en kulturele verandering bygedra het en kan bydra (bv. as ‘n spieël, in dokumentasie, as voorstelle, kommentare en voorspellings);
 
DANS
2.4 danse in eie sosiale, kulturele en historiese kontekste bespreek, met die klem op geslag, gestremdheid en mag;
 
DRAMA
2.5 menseregte- en omgewingskwessies navors en in kleingroep-rolspel interpreteer;
 
MUSIEK
2.6 na die gebruik van polifonie in Afrika-musiek luister en demonstreer hoe dit aan deelnemers ruimte in die maak van musiek gegee het;
VISUELE KUNSTE
2.7 identifiseer en verduidelik hoe fotografie, rolprentmakery, beeldhou en afdrukmakery menseregteskendings kan dokumenteer;.
2.8 kommentaar lewer op die samestelling, styl en vakinhoud van kunswerke (bv. landskap, portret, stillewe, publieke kuns of versetkuns) oor tydperke heen

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