Dramatic Arts

Grade 11 PAT – Term 2: MAY 2020

MOVING YOUR ATTITUDE (LOCKDOWN VERSION)

You are required to learn to use your body, physicality and voice, to develop, rehearse and present an individual physical theatre piece which tells a “story” or conveys a story, environment and character to the audience. This will be presented as an original living cartoon.

This task is in TWO (2) components. A. Preparation (INDIVIDUAL) – Written assignments (25) B. Performance (INDIVIDUAL) – Physical Theatre movement performance (25)

TOTAL: [50]

You will be examined using Rubrics attached. Please read the rubric thoroughly for all written and performance assessment requirements.

A. PREPARATION (INDIVIDUAL)

Work individually. Complete the following activities solo or with a family member. Video record your efforts so that you are able to check on your progress. Reflect on the activities in your journal as you complete the task.

o Activity 1 p15 – The Warm-up o Activity 2 p15 – Creating environments o Activity 3 p16 – Creating animated objects o Activity 4 p17 – Creating animated characters

Reflect on these activities using the following questions for each: o Was I relaxed when holding the poses or moving as the object/character. Explain

what you experienced. o Was I able to move freely and uninhibited in all activities? Explain what you

experienced. o What did I find most difficult in these activities? How can I overcome the issue?

Explain any techniques or exercises. o How has this task helped me improve your understanding of the movement to tell

a story or create character? o Have I improved as a performer? How? Any new skills/observations/discoveries

about the work or myself?

Now prepare the original scene by completing Activity 5 p18 – Creating a living cartoon. You can create a solo performance or you may incorporate family members in to the story as a narrator or other character.

Decide on a plot, character and story/theme for sequence. It is important to plan your performance. Start with the point of your story! An inquisitive creature, a ghost story, detective searching for clues and something happens, anything original! This can be done by creating a storyboard which is a sequence of sketches with inserted dialogue or captions, much like a traditional cartoon. This can be drawn in your journal. The performance should be heightened at all times (not realistic). You may use appropriate presentational props, costumes and interaction between you and other unseen/seen

REMEMBER TO USE LABAN TERMS IN ALL DISCUSSIONS

ON MOVEMENT!

characters…BUT REMEMBER THE BODY IS THE INSTRUMENT TELLING THE STORY! The activity asks you to focus on the following elements which must be added either by yourself, another person or digitally: Narration or Dialogue, Soundtrack/Music.

The other points that must be considered are: Scale, Film devices, Transitions and Special Effects. The performance can be submitted for examination as a live performance or video (both upon return to school).

Incorporating Poor Theatre: Think Grotowski as well as the concepts of Physical Theatre which relies enormously on the body to tell the story. Consider what principles Grotowski uses when making theatre, what would he insists is most important, what he leaves out. Make sure there are clear and obvious differences between this performance and a realistic performance. Reflect on how you applied Poor Theatre techniques to your performance in your journal.

Individually you will keep a journal of your experiences and findings. How has this task

helped you improve your understanding of the 2 genres? Have you improved as a performer? How? Any new skills/observations/discoveries about the work or yourself? Which performance genre did you like planning and performing the most? Why? Which one was the most challenging? Why? (250 - 300 words)

(Journal = 25)

INDIVIDUAL (RESEARCH) – Detailed step by step Idiot’s guide of the development process you used to create your movement piece to include a section showing examples of how Laban’s efforts were implemented and for what purpose/motivation. A JOURNAL ESSAY of your journey travelled during this lockdown period. Reflect on the personal process you followed to improve your skills, your strengths/weaknesses and how you intend achieving improvement to your movement and vocal skills.

(TERM ESSAY = 40)

INDIVIDUAL – Complete the worksheet on LMA. (WORKSHEET = 10)

ENRICHMENT ESSAYS for YOU! (OPTIONAL) INDIVIDUAL ESSAY 1 – “Poor theatre: People often assume that artistic choices are made for aesthetic or philosophical reasons only. But this is not always the case.” Research this statement and write notes on the possible political and economic reasons South African theatre practitioners might have for choosing Poor Theatre techniques over other styles. (350-400 words) INDIVIDUAL ESSAY 2 – In a well-constructed essay, describe how Alternative Theatre in South Africa evolved to fill the gap left by English Theatre and Black Theatre as a result of political and social changes. Explain how the play you are studying conforms to this genre/style of theatre. (350-400 words) PLEASE NOTE: Include a full bibliography for all research completed.

B. PERFORMANCE (INDIVIDUAL)

Depending on the lifting/extending of the lockdown, you will either present these performances to the class when we return as a LIVE or RECORDED performance OR you can film yourself performing and send to me on YouTube/WhatsApp or any other digital video options. We can alter these requirements as things unfold.

Please introduce your performance before you begin so that we know which scene and genre you are performing at that point. You may use captions and music on film. BE CREATIVE!!

(PERFORMANCE = 25)

ENJOY IT!! Mr E PAT ISSUED: 30 April 2020 PREPARED BY: GE TASK CHECKLIST DUE DATE DONE INDIVIDUAL PERFORMANCE: LIVING CARTOON MOVEMENT

INDIVIDUAL: Detailed JOURNAL as per instructions

INDIVIDUAL: Idiot’s guide c/w LMA description used.

INDIVIDUAL: LMA WORKSHEET

INDIVIDUAL: ESSAY 1 (optional)

INDIVIDUAL: ESSAY 2 (optional)

CARTOON SAMPLES for inspiration:

RUBRICS: TASK PREPARATION:

RUBRIC: ASSIGNMENT: WRITE A REPORT ON THE ACTIVITIES COMPLETED & JOURNAL

ASSIGNMENT: WRITE A IDIOT’S GUIDE TO USING LMA IN DEVELOPING A PHYSICAL THEATRE

CRITERIA 0-3 4-7 8-15 16-19 20-25 Planning skills (evidence that learner can explain choices made in performance)

The learner struggles with problem solving and shows poor planning skills.

The learner demonstrates some ability to solve problems and provides elementary planning

The learner is able to solve problems creatively through effective planning.

The learner is able to effectively solve problems through planning that is workable and suitable for the process.

The learner demonstrates creative and cognitive skills showing thorough planning.

A wide range of imaginative processes is used to provide an opportunity for exploration.

Applied skills

The learner has difficulty in applying skills and demonstrates poor management of the process.

The learner experiences difficulty executing and implementing planning and integration of skills.

Some requirements are met.

The learner executes plans and integrates a variety of skills which contribute towards meeting the requirements.

The learner can execute plans and has the ability to integrate conceptual/ performance / design and process skills which contribute towards meeting the requirements.

The learner imaginatively manages and executes thorough leadership. Shows an independent initiative in integrating an extensive range of skills which contribute towards meeting the requirements

Recording and reflection skills

(evidence of learner using correct vocab etc)

The learner shows an elementary use of vocabulary without showing an awareness of styles, forms and conventions in the end-product.

The learner has difficulty using vocabulary.

Demonstrates a limited knowledge of the styles, forms and conventions required for the process and product.

The learner is able to use a limited range of vocabulary and can incorporate styles, forms, conventions and processes in end-product.

The learner uses relevant vocabulary effectively and shows awareness of incorporating styles, forms, processes and conventions in final product.

The learner is able to demonstrate specialized use of vocabulary (e.g. dramatic terminology / genre / world view including representation of race, class, gender and culture) and is able to critically evaluate and compare human commonality- diversity and experience.

Uses relevant forms, styles, conventions and processes in the final presentation.

PERFORMANCE:

GENERAL COMMENTS:

MOVEMENT: A LIVING CARTOON PERFORMANCE (SOLO or GROUP) Criteria 5 4 3 2 1

Practical performance: Movement Vocab/Styles (LABAN)

Practical performance: Uses space effectively, different levels & directions i.e. choreography & blocking

Practical performance: Movement Competence

Ability to maintain good focus

Story has a clear plot – beginning, middle and end

Character clearly developed

Location clearly indicated in performance through movement

Expressiveness and general presence

Incorporates narration/dialogue/soundscape effectively; enhances the storytelling

Overall Impression

MARK = 50 (converted to 25)