creative arts - performing arts grade 6 · web viewrubric to assess classroom performance...

FAT Activity/FormLearner’s

marksLearner %

3Performing Arts: Drama and Music –

Performance

TOTAL MARK= 40

Please note that either Performing Arts OR Visual Arts should be formally assessed in a term – not both streams.

GRADE: 6 SUBJECT: LIFE SKILLS-

CREATIVE ARTS

TERM THREEFORMAL ASSESSMENT TASK (FAT) 3

Name: _____________________________________________________________ Class: ________________________________ Date: _______________________

School: __________________________ Teacher: ____________________

LIFE SKILLS: CREATIVE ARTSFORMAL ASSESSMENT TASK: PERFORMING ARTS

GRADE 6 TERM 3NOTE TO THE TEACHER:

The Formal Assessment Task has been developed as a step by step guideline to learners. The

activities are to be done in class, during the third term. It is important that teachers mediate the

various steps of the task with learners to ensure active, creative and critical participation by all

learners.

In order to encourage economic usage of paper, it is advised that only the activity sheets are photocopied of this Formal Assessment Task for each learner.

In this assessment task you will do the following: Perform short dialogues where you explore conflict as a source of dramatic tension

Use homemade instruments which you have created to perform an instrumental score.

ACTIVITY 1: LET US EXPLORE DRAMATIC TENSIONDramatic tension is a very important element of drama. It is the force that drives drama - you

cannot touch it, you can only feel it. Let us identify sources of dramatic tension.

INSTRUCTION:Watch your favourite television drama. It must be a programme with a storyline and characters

(not a sports programme in this instance). It could be a soap opera, a movie or an episode from a

series.

Answer the questions on the next page to identify what drives this drama and ensure that the

audience is interested (and captivated) and will not switch channels:

WHICH SOURCE OF DRAMATIC TENSION CAN YOU IDENTIFY IN THE YES NO

TELEVISION DRAMA/FILM/SOAP OPERA, ETC?

Was there a difficult, hard, or important task to be done in the drama (e.g.

finding a solution to a difficult problem, etc.?

Was there funny/ humorous action in the drama?

Was there an element of surprise in the drama?

Was there an element of suspense in the drama?

Was there mystery in the drama?

Did the characters misunderstand each other?

Was there a ceremony (wedding/prize giving/funeral/birthday party) in the

drama?

Was there conflict amongst the characters?

Where any of the characters facing a dilemma?

In class discuss your findings in groups of five – seven. You can clearly see that dramatic tension

is necessary to drive the story forward and to keep the audience on the edge of their seats.

Dramatic tension can therefore be achieved in your classroom drama when you include any of the

following when devising your story line:

ACTIVITY 1: FINISHING THE ACTIONNow that you have a clear understanding of the sources of dramatic tension, improvise very short

scenes in which you have a minute or two to demonstrate dramatic tension in your scene.

Form circles of 6-7 learners. There would be 6 to 7 circles (groups of learners) doing

improvisation at the same time – depending on the class size.

One learner walks into the circle and begins a mimed activity. Make sure it is specific to a

particular location such as the hairdresser salon, doctor’s room, dance class, operation table,

shopping centre, soccer/rugby field, etc.

Continue this activity until it is clear WHAT is being done and WHERE it is being done, (e.g. a

person painting a house).

A second person enters the space and contributes to the activity, with or without words. They

should make it clear through appropriate use of language, their body language and gesture,

DRAMATIC TENSION

MISUNDER-STANDING

MYSTERY

FUNNY/ HUMOROUS

ACTION

DIFFICULT, HARD, OR

IMPORTANT TASK

CEREMONYELEMENT

OF SURPRISE

ELEMENT OF

SUSPENSE

DILEMMA

CONFLICT

WHO they are in relation to the first person (e.g. his friend comes to assist with painting the

house).

After this has been established, the second person needs to introduce dramatic tension of

some kind (e.g. the friends steps into a bucket of paint and makes a huge mess, the first

person is very upset with his friend).

A third person enters and finds a way to resolve the complication. (e.g. another friend enters

and helps the second person to get his foot out of the bucket and calms the other character

down). The actors should freeze when they feel that the scene has come to an end.

Discuss whether the scene had a clear beginning, middle and end. What was the source of

dramatic tension? (in the example above – a hard/difficult task and conflict)

ACTIVITY 2: DIALOGUES EXPLORING CONFLICT Divide into pairs. Your teacher will give you a basket/envelope/box. In the box are slips of

paper. Select one. On the piece of paper, you will find short dialogues.

Read through these dialogues and make sure you understanding all the words.

Identify the source of dramatic tension (in this case conflict).

Consider the character you will be portraying carefully. Think about the character’s age,

appearance, attitude towards the other character, status and purpose.

Decide how you will use voice and body to interpret and perform the character.

With your partner discuss the story that you could develop based on the dialogue.

What is the background (context) to this scene?

What is the motivation behind the words of the characters?

Learn the lines of the dialogue by heart.

You will perform these dialogues with your partner.

Practise the scene a few times with your partner.

Dialogue 1

Character 1: We have to do it now! Quickly before she comes! Character 2: What do you mean? There’s still lots of time! Relax!

Dialogue 2

Character 1: I just realised after all these years…you are the love of my life!Character 2: Please do not say that! You know what happened the last time when you said that!

Dialogue 3

Character 1: So that is why you are leaving for the Bahamas? (!)Character 2: Yes, I found out that the treasure is buried there…nothing is going to stop me this time…

Dialogue 4

Character 1: It’s Wednesday today, you know what that means!

Character 2: Oh no! Here we go again!

Dialogue 5

Gr 6: FAT LS – Creative Arts: Performing Arts: Term Page | 7

Character 1: O.K…! go go go!!!Character 2: You will stay right behind me, promise?

Dialogue 6

Character 1: NO! I said “NO” means “NO”!!!Character 2: Well, then I will have to do it alone…you are going to be sorry…

Dialogue 7

YOU’RE FIREDCharacter 1: (knocks on the door)Character 2: Come in.Character 1: Hello. You wanted to see me?Character 2: Yes. Do you know why I’ve called you?Character 1: No.Character 2: Can you explain this? (shows a piece of paper)Character 1: But I thought you said it wasn’t important.Character 2: You’re fired.Character 1: Fine, I hated this stupid job anyway.Possible emotions and/or contexts: You're nervous, happy, sad, afraid of the other; etc.Further speculation could be done on what the job was, what the person had done wrong etc.


Dialogue 8

WHAT’S YOUR NAME?Character 1: What’s your name?Character 2: Jon Wood.Character 1: Where are you from?Character 2: South Africa.Character 1: What do you do?Character 2: I’m a Grade 6 learner.Possible contexts: You are at a party; You are at airport customs, you are a prisoner of war.

Dialogue 9

Character 1: Well, are you going to say something?Character 2: What do you want me to say?Character 1: I don’t know, anything.Character 2: I have nothing to say.Character 1: Nothing?Character 2: That’s right.Possible contexts/emotions: You are in love, afraid, angry; you are two criminals trapped in prison; you are in a courtroom; you are talking to your boss on the phone.

Dialogue 10

SHE’S HERE.

Character 1: She’s here.Character 2: Already?Character 1: Yes. What do you want me to do?


Character 2: Tell her to come in.Possible contexts: You are afraid/excited/furious; you are at work and “she” is the principal of the school; you are the President of the South Africa waiting to meet the Queen of England.Further speculation could be done on who “she” is.

Make use of the character profile worksheet (on the next page) to develop your character.

Character profile — Who am I?

Name:

Age:

Any special physical characteristics:

Background information:



What is the situation?

What are my relationships like with the other character?



What does my character look like?Draw or find a picture of what you think your character looks like. You could also make a collage to show the character’s interests, hobbies, etc.



Describe your character’s costume and make-up, and any props you might use.

Adapted from: A Challenge for the Actor, Hagen, U 1991, Maxwell Macmillan International, New York.

ACTIVITY 3: MUSIC PERFORMANCE3.1 Use homemade instruments which you have created out of recycled material

which you brought from home. (Refer to: Creative Arts Tool Kit – page 48 – Music)


3.2 Your teacher will guide you to perform the instrumental score below in groups as

explained on page 49 (Creative Arts Tool kit – Music).


Criteria 20-16 15-11 10-6 5-1

Performs a scripted text using interpretive and technical skills

Performance displays: a fully developed, confident

and maintained character dis-playing appropriate relation-ships to others.

skilfully created place and space to support and enhance the action in the scene.

a believable interpretation of the dialogue pieces with con-vincing tension, motivated movement and clear and well-modulated voice.

established and maintained fo-cus throughout.

Performance displays: a suitable character and some

indication of relationship with others.

some awareness of place and space to generally support the action in the scene.

a reasonable interpretation of the dialogue pieces, moments of tension and suitable move-ment with some lapses in vocal clarity and modulation of voice.

established focus with some lapses in concentration.

Performance displays: partially established character. use of place and space that

supports only moments of ac-tion in the scene.

a limited interpretation of sec-tions of the text and limited movement with uneven modu-lation of voice.

inconsistent focus.

Performance displays: reliance on given suggestions

for aspects of character, set or blocking.

use of own voice and manner-isms.

inconsistent focus, looking away from other actors.

Performs the given in-strumental score with lively music which has a strong beat in 4/4 time

Confidently performs in group with clear understanding of the given rhythmic score.

Confidently plays the given rhythmic patterns with live mu-sic in 4/4 time.

Performs in group with under-standing of the given rhythmic score.

Plays the given rhythmic pat-terns with live music in 4/4 time.

Attempts to perform in group with some understanding of the given rhythmic score.

Attempts to play the given rhythmic patterns with live mu-sic in 4/4 time.

Poor performance in group without understanding of the given rhythmic score.

Cannot play the given rhythmic patterns with live music in 4/4 time.

Total __40

RUBRIC TO ASSESS CLASSROOM PERFORMANCE

Adapted from: A Challenge for the Actor, Hagen, U 1991, Maxwell Macmillan International, New York.


INTEGRATED LEARNING AND ASSESSMENT STRATEGYThe learning and assessment processes are integrated. Assessment is continuous and

formative as the teacher will observe the progress of the learner and give guidance towards

the final performance. The final performance is assessed formally by the teacher by means

of a rubric.

Assessment Form Assessment Method

Assessment Technique

Assessment Instrument

Informal: Formative Self/peer/teacher

assessment

Observation:

Process towards

developing drama

performance

Character profile

worksheet

Class list (just to be

ticked off)

Formal: Summative Teacher Final Performance:

Dialogues exploring

conflict

Performance of

instrumental score

Rubric

DISTRIBUTION OF COGNITIVE LEVELS

REMEMBER AND UNDERSTAND

APPLY AND ANALYSE EVALUATE AND CREATE

Dance and Music elements. Application of content in

performance. Continuous

critical reflection and

application to improve the

performance.

Performance:

Dialogues exploring conflict

Given rhythmic score

Play with live music which

has a strong beat in 4/4

time.

(According to Revised Bloom’s Taxonomy, 1990)


creative arts - performing arts grade 6 · web viewrubric to assess classroom performance...

Documents