GRADE 9 CREATIVE ARTS Term 2 - WEEK 3

HTS EDEN THS

Key words for week 3-4:

DAY 1 - DRAMATISED PROSE pg. 115

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Narrative – a written or spoken story.

Trait – characteristic

Appropriate – suitable; acceptable.

Attributes – personal qualities or a characteristics.

Confront – to face up to a problem or di�culty.

Prejudice – having an opinion of something before the true facts are known.

Soliloquy – thoughts of a character in a play spoken aloud on stage.

Context – the background information needed to understand a situation.

Visualise – form a mental image.

Tendency – an inclination to something in a particular.

Discriminate – to be unfair or hurtful in the treatment of di�erent types of people.

Impact – a powerful e�ect or impression.

NARRATIVE: • One of the main di�erences in presenting prose is that the narrative (story) is generally very strong. • Dramatised prose always tells a story, and it is the performer’s task to make the story clear. • Because narrative is usually written in full sentences, the emotional arc and the breathing for pauses and phrases has to be controlled in a di�erent way. • Phrasing has to be decided using the punctuation and sentence construction to guide you.

VOCAL CHARACTERISATION: • When dealing with words characters speak (direct speech), consider ways of giving the different speaking voices recognisable traits. • How can each character’s physical presence be shown with small changes to the way you hold your head, shouders and body.

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Activity 12 Experimenting with prose

As a family look at the following examples of prose. Use the same process as for poetry, experiment with ways of bringing the words on the page to life. 1 Opening lines from The Old Woman, a short story by Bessie Head. She was so frail that her whole body swayed this way and that like a thin stalk of corn in the wind. Her arms were as �ant as boards. The �esh hung loosely, and her hands which clutched the walking stick were turned outwards and knobbed with age. Under her long dress also swayed the tattered edges of several petticoats.2 Opening lines from the novel Love, David by Dianne Case The police car sped through the closed hangar-type doors of the paper warehouse. Crash! Splintered wood shattered as the car veered into a nearby stacked pile of paper separated by sheets of cardboard.

In the pandemonium the police emerged from the debris - bewildered and covered with strewn sheets of paper. It would be his luck that the thugs had made their getaway in his vehicle! Shouting curses, the pot-bellied policeman ran ridiculously after the police car until it disappeared into the distance.

Whole family

Activity 13 Choosing, interpreting and presenting prose

Choose a piece of text. Step 1 Understand the text. Try telling the story in your own words. Notice what aspects of the story you remembered accurately and which you changed or forget.Step 2 Learn the words of the text.Step 3 Consider the staging. You do not need to be still. If you move while taking on the roles of the different characters, consider how they might change the direction of their gaze when speaking to one another. If you are ‘becoming’ tge different characters as they speak, then consider how your body can suggest their attitude and emotion clearly.Step 4 Consider your audience. Speakk to them. make sure that they understand and enjoy the story. You may even choose to involve them.

Whole family or alone

DAY 2 pg. 116-117

DAY 3 - DRAMATISED MONOLOGUE pg. 118

CHOOSING A MONOLOGUE: • It is easiest to choose a piece that exists as a monologue already, is part of a play and

meant to be spoken by one actor, without interruption.

NARRATIVE: • One of the main di�erences in presenting prose is that the narrative (story) is generally very strong. • Dramatised prose always tells a story, and it is the performer’s task to make the story clear. • Because narrative is usually written in full sentences, the emotional arc and the breathing for pauses and phrases has to be controlled in a di�erent way. • Phrasing has to be decided using the punctuation and sentence construction to guide you.

VOCAL CHARACTERISATION: • When dealing with words characters speak (direct speech), consider ways of giving the different speaking voices recognisable traits. • How can each character’s physical presence be shown with small changes to the way you hold your head, shouders and body.

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MONOLOGUE:• It is essential that you read the whole play, so that you have an understanding of the character.• Your monologue might be for example Shylocks’s speech in The Merchant of Venice where he addresses the court and confronts them with their own prejudice.• Your monologue might also be an ‘internal’ monologue or soliloquy, which gives us insight into whay the character is feeling and thinking. • For example is Juliet’s monologue from Romeo and Juliet, in which she is impatiently waiting for news of Romeo.

GENRE OF PLAY• Knowing and understanding the genre (type) of play is vital for developing insight ino the motives of the characters and the kinds of language they use.

VOCAL CHARACTERISATION• It is important to warm up your voice properly.• Each character you play may have unique qualities to the way they speak.• Consider aspects such as pace, pitch, tone, accent and vocal quality.

GRADE 9 CREATIVE ARTS WEEK 4

DAY 1 - STEREOTYPING pg. 121

What is stereotyping?• Stereotypes are widely held, oversimplified ideas of particular type of person or thing.• They might involve assumptions based on age, gender, race, class and culture. • People may use stereotypes to support their mindset to discriminate unfairly against others.• The mass media is particularly responsible for spreading stereotypes, as they communicate so powerfully and have such a wide reach.

Types and individuals• Performing arts and literature, characters are often divided into stereotypes/types (also known as ‘flat’ characters) and individuals (also known as ‘rounded’ characters).

Typecasting• In some instances, an actor will play a particular stereotype so often that they become ‘typecast’, in other words, they are only hired to play a particular kind of role.

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Activity 14 Exposing the stereotype

Look at television shows, radio dramas (on RSG at 11am) or films and select one that you feel stereotypesits characters. In analysing the work you have chosen, look at the following: In what way do you think this show or film uses stereotyping? Give examples of how they do this. Is the stereotyping linked to discrimination or prejudice?

You will present you �ndings in class when schools open.

Draw a mind-map which shows the various attributes or personality traits that the characters are given.

Whole family

DAY 2 pg. 122

DAY 3 COMPLETE PART ONE OF DRAMA ASSESSMENT TASK