Drama

Grade 9

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Creative Arts Workbook: Grade 9 Drama

Index Page

Term 1

1. Drama skills Development

2. Recommended Resources

3. Drama and Vocal Development

4. Relaxation exercise

5. Activity 1

6. Warm ups

7. Activity 2

8. Breathing control and capacity

9. Activity 3

10. Physical exercises

11. Activity 4

12. Resonance

13. Articulation

14. Activity 5

15. Activity 6: Physical Development

16. Drama elements in playmaking

17. What is playmaking?

18. How to create a play

19. Focus

20. Tension

21. Timing

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Creative Arts Workbook: Grade 9 Drama

22. Rhythm

23. Contrast

24. Mood

25. Space

26. Language

27. Sound

28. Symbols

29. Conflict

30. Climax

31. Settings

32. Elements of Drama

33. Plot

34. Story

35. Thought and Theme ideas

36. Characterisation

37. Dialogue

38. Music

39. Lights

40. Costumes

41. Make up

42. Activity 7

43. Props

44. Convention

45. Genre

46. Time

47. Activity 8

48. A Ritual ceremony

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Creative Arts Workbook: Grade 9 Drama

49. Exploring Themes

50. Activity 9

51. Activity 10

52. Activity 11

53. Check list

54. Rubric

55. media

Term 2
1) Warm up routine

2) Activity 1

3) Lips

4) Tongue

5) Tongue twisters

6) Song

7) Activity 2

8) Relaxation

9) Activity 3

10) Posture

11) Activity 4

12) Resonance

13) Phonation

14) Activity 5

15) Performance elements

16) Activity 6

17) Activity 7

18) Drama elements

19) Dramatic pause

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Creative Arts Workbook: Grade 9 Drama

20) Emphasis

21) Pace

22) Vows’

23) Consonants

24) Tongue twisters

25) Tex analysis

26) Physical expressiveness

27) Emotional connection

28) Poetic device

29) Rhythm

30) Rhyme

31) Alteration

32) Formal activity

33) What is a monologue

34) Samples of monologue

35) Planning of a formal task

36) Poetry

37) Formal activity performing a poem

38) Rubric

39) Reflection

40) Dramatized prose

41) Professional performance

42) Activity 8

43) Media

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Creative Arts Workbook: Grade 9 Drama

Term 3
1. Vocal Development

2. Activity 1

3. Activity 2

4. Projection

5. Pause

6. Activity 3: Pitch

7. Activity 4: Physical expression

8. Shoe imagination

9. Relaxation

10. Breathing

11. Body

12. Voice

13. Face

14. Space

15. Movement

16. Costume

17. Make up

18. Outer characterization

19. Activity 5

20. Inner characteristics

21. Language

22. Pitch

23. Pace

24. Symbolism drama

25. Technical elements in drama

- Set

- -stage designer

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Creative Arts Workbook: Grade 9 Drama

- Stages

- Set pieces

- Sound

26. Polished Improvisation

27. Formal Assessment

Term 4
1. Warm up Routine

2. Physical Exercise

3. Relaxation

4. Posture

5. Breathing

6. Resonance

7. Projection

8. Formal activity

9. Radio Drama

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Creative Arts Workbook: Grade 9 Drama

1. Vocal Development

Topic 1: Dramatic skills development ATP √

Content/concepts/skills
Teacher-devised warm-up routine focusing on the following:
Vocal development: relaxation, posture and breathing exercises
• Restful alertness

• Posture (in neutral position) 2.5

• Breath control and capacity %

Physical development: energising and loosening the body

• Focus exercises
• Warming up each body part through swings
• Curling and uncurling the spine
• Understanding the purpose of warming up and cooling down

DAMATIC SKILLS DEVELOPMENT

RECOMMENDED RESOURCES

➢ Drama activities need an open space – it can be outdoors

➢ The learners themselves are the valuable resource

➢ You will need to build a up a collection of games and exercises.

➢ Drums

➢ Tambourine

➢ Whistle

➢ Flip charts

➢ Koki pens

➢ Projector

➢ Laptop

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Creative Arts Workbook: Grade 9 Drama

VOCAL DEVELOPMENT CONCEPTS

• Relaxation

• Posture

• Breathing

• Resonance

• Articulation

• Pitch

• Pause

• Projection

• Emphasis

• Tempo

• Tone

Relaxation exercise
Restful alertness
Vocal Development

Drama is all about your voice.

You need to learn how to use it in the best way possible
Your voice is your main tool.
There are various concepts that you can learn to teach you how to develop your voice.
Restful alertness means that the actor is calm and relaxed but alert.
The relaxation excesses that you perform before you begin to your body in drama must form part
of your warm-up routine and must be done at the beginning of each term.

This is very important to warm-up and relax your voice

before a drama performance.
Relaxation is the technique we us to free the body of
unnecessary tension.
We will also improve our vocal ability as the body
supports breathing and breathing supports the voice.
In drama, relaxation also means to energise the body
not to be lifeless.

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Creative Arts Workbook: Grade 9 Drama

Activity 1 Date ______________

Relax your muscles by doing the following
• Lie with your back on the floor.
• Relax your feet and let them fall to the one side.
• Place your palms face up on the floor.
• Close your eyes and breathe in and hold your breath for two seconds.
• Breath out. Relax and breathe normally.
• Now, when you breathe in , you are going to tense your legs … breath out, relax your legs
breathe in, tense your hips … breath out, relax your hips.
• Once you have done this, breath normally and image your body is sinking into or melting across
the floor.
• Observe how relaxed your body is.
• Slowly open your eyes and come to a standing position.
• You can also do the muscle relaxer exercise in a neutral position.

A warm-up routine
• Acting requires a great deal of skill and is physically demanding.
• It involves high-energy activities like dancing, fighting and miming.
• Actors must speak clearly so that the audience can hear every word.
• Actors need to be fit and the muscles of their bodies must be flexible so that they can perform
any role no matter how demanding it is.
• Before rehearsing and performing actors and actresses need to do warm up exercises.
• This involves moving, stretching and relaxing your muscles and using your voice so that you
can act your best.
• A warm-up routine should combine both vocal and physical exercises.

Activity 2 Date: ____________________

Come up with as many reasons as possible as to why it is important to warm up and cool down before and
after practical drama work.

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Creative Arts Workbook: Grade 9 Drama

Date: _________________________
Breathing control and capacity
Breath Capacity refers to the amount of breath inhaled.
Breath control to how we use our muscles to control the release of the breath
Breathing assist the voice in Drama and it helps project the voice.
It is more than just inhaling and exhaling.
• Correct breathing is a learnt skill that can be rhythmic and helps us to relax and focus.
• Breathing for a performer is called: Diaphragmatic / Intercostal / Active breathing .
• This happens when we contract the diaphragm , a muscle located horizontally between the
chest cavity and stomach cavity.
• During this type of breathing air enters the lungs and the belly expands.
• Normally when we breathe the chest expands.
• Intercostal diaphragmatic breathing allows more oxygen to enter your bodies.

Activity 3
Breathing exercise
Stand in a Natural State, rest one hand on you chest and one on your stomach.

1. Breathe in deeply through your nose and pay attention to the movement of your hands
2. If you hand on your stomach moves, this is correct breathing using your diaphragm.
3. If the hand on you chest moves , this is incorrect.

Question
What is the correct way to know if your breathing correctly?

A performer must be skilled in

Breath capacity and control to
ensure that he has enough breath
for the length of a sentence; a
shout; a whisper and has enough
control for releasing the breath
over a certain time.

This will minimise vocal faults.

Vocal faults affect the clarity and

audibility of the voice.

The following Vocal Faults are

linked to Breathing correctly and
the lack of skill in breathing capacity
and breath control:

➢ Gasping – causes by running

out of breath means lack of
control
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➢ Breathlessness - causes by
too much breath/lack of
control
Creative Arts Workbook: Grade 9 Drama

_________________________________________________________________________

Name the two focal faults that affect the clarity and audibility of your voice
_______________________________________________________________________________
Physical exercises
Activity 4 Date:_________________________

1. Choose one of the following mimes to do at normal speed.

2. Then repeat the series of movements in slow motion, and then once more, but at double speed.
• Setting a table for two
• Making your bed
• Wrapping a present

Instructions
1. Stand with your feet apart, so that they are in line with your shoulders.
2. Draw your shoulders up towards your ears, then drop them down again. (Repeat x 5)
3. Drop your head forwards so that your chin is resting on your chest.
- Roll it slowly towards each shoulder. (Repeat x 5)
4. Open your legs a bit wider and lean sideways sliding your hand down your leg as far as you can
manage.
- Alter sides (left and right sides) (Repeat x 5 each)
5. Rotate each of your shoulders in a big circle (Repeat x 5)
6. Circle your wrists and then each of your ankles. (Repeat x 5)
7. Breathe in and stretch your arms up into the air then breath out and flop down. (Repeat x 5)
8. Raise your heels off the floor until you are on the balls of your feet.
- Lower your feet back onto your heels. (Repeat x 5)
9. Using both your arms pull each knee towards your chest. (Repeat x 5)
10. Finally shake out all your limbs as you keep them loose. (Repeat x 5)

Which one of the above instructions did you fined difficult to perform and give a reason why?

_______________________________________________________________________________

Resonance – The resonation of sound in the body resonators. Also the reinforcement of
sound.
The resonators are :
Sinuses
Temples
Nose
Mouth
Pharynx
Chest

e.g. HUMMING

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Creative Arts Workbook: Grade 9 Drama

Articulation- developing clear and distinct speech by focusing on correct formation of

vowels and consonants
Organs of articulation are:
• Lips
• Jaw
• Tongue
• Soft and hard palate
e.g. moving and stretching your lips and tongue

Pitch- The level of voice- high or low note, related to the range of the voice.

Pause-It is a cessation of sound (Stopping for a while).

Projection – The strength of tone , the power behind words, increased volume supported
by meaning.
Emphasis – The weight placed on a word(s) to give meaning
Tempo – Pace
Tone – The quality of voice produced by the speaker. (expressing feeling, emotion and
mood).

Activity 5 Date: ______________________

VOCAL DEVELOPMENT
Do an exercise that develops breathing capacity and control. Use the five Drama Vocal
Development concepts given below to create your own warm –up exercise:
➢ Projection
• Pitch
• Breathing
• Emphasis
➢ Tempo
• How fast or slow?
• Pause
• Rhythm
➢ Tone quality

Applying the above. Write and create your own warm-up exercise in the block below

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Creative Arts Workbook: Grade 9 Drama

Activity 6
PHYSICAL DEVELOPMENT Date: ___________________________

Do a physical exercise of five minutes for energising and loosening the body focus, consider the
following:
➢ Use swings for warming each body part
➢ Curling and uncurling of the spine

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Creative Arts Workbook: Grade 9 Drama

ASSESSMENT TOOL( RUBRIC) FOR THE VOCAL EXERCISE

VOCAL DEVELOPMENT TICK LIST COMMENTS

CONCEPTS
PROJECTION
Enough volume?
Good Breathing?
Proper Emphasis?
TEMPO
Too fast tempo?
Too slow a tempo?
Monotone?
Expressive variety
TONE QUALITY
Pleasant tone?
Husky tone?
Throaty tone?
PHYSICAL DEVELOPMENT

Use of swings is visible

Exercise includes curling and uncurling?

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Creative Arts Workbook: Grade 9 Drama

DRAMA ELEMENTS IN PLAYMAKING

Topic 2: Drama elements in playmaking ATP

Content/concepts/skills
• Written sketch Or polished improvisation.
• Research and discussion on a theme related to a social or environment
issue e.g. Integrate cultural practices into the classroom drama, e.g. rituals,
ceremonies and symbols

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Creative Arts Workbook: Grade 9 Drama

• Structure of the performance:

- What : events, story line, development of a story, structure of a story,
climax and dramatic
Tension.
- Who: characters – vocal and physical characterisation, attitude, function,
specific mannerisms,
speech patterns, relationships and variety of roles.
- Where: place and location, depicted through voice and body.
- When: time depicted through voice and body 4.5 %
- Who to: audience, context, economics, political and social
• Shaping and focusing the performance:
- Most important moments/highlights, effective words or dialogue, crucial
movements
- Exploration of space and time
e.g. playback, jumps in time, different time and places, flashbacks
• Use of symbols
• Finding a clear focus: unnecessary/confusing dialogue,
• movements
• Audibility of spoken dialogue
• Developing and sustaining dramatic tension
• Performance and reflection

Dramatic elements in playmaking

There are 13 Dramatic elements and they form the core of all drama. They can be used in
isolation or simultaneously and are manipulated by the performer for dramatic effect.

RECOMMENDED RESOURCES
• Classroom space
• Drums or/and other instruments
• Flip charts
• Koki pens
• Props
• Costumes

WHAT IS PLAYMAKING?
Playmaking is when techniques are used to explore the dramatic potential of stimulus and to
develop ideas, roles, dramatic action, story and themes to construct a devised performance.

How to create a play?

➢ Brainstorm an idea: talk, discuss, debate.

➢ Select the theme/topic/focus of scene

➢ Improvise dialogue – try out the ideas by enacting them, create characters.

➢ Discuss, change, write down or edit.

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Creative Arts Workbook: Grade 9 Drama

➢ This is a dynamic fluid and ever-changing process.

1. Focus
• This is where a performer have to focus on which part (character) he is playing.
• This implies memorisation of the text which includes words, moves and gestures.
2. Tension
• Tension can also be conflict but where the difference lies is in the development of suspense
in a performance.
• Tension builds up gradually and this builds suspense in a performance.
• An obvious example of rising tension is in a mystery or whodunit.
• The development of tension usually go hand in hand with the advancement of the plot,
leading to a crisis or climax.
• Tension is closely linked with timing.
3. Timing
• Timing in a performance refers to dramatic timing of movements and gestures.
• Timing can be manipulated to create contrast in a scene or simply to demonstrate robotic,
stylised and non- naturalistic movements.
• Rhythm and pace are affected by timing.

4. Rhythm
• Rhythm refers to the timing and space of the drama.
• It also means the beat or tempo of the performance.
• As a rule, rhythm should never be the same throughout the drama, regardless of its length.
• Rhythm can follow the emotional state of one or more characters or the atmosphere of the
performance at particular moments.
5. Contrast
• Without the careful use of contrast a performance is boring and lacks tension.
• An example of contrast is a sad scene followed by a happy one.
• Contrast can be created by manipulating the drama to create a change in settings, use of
space or rhythm.
• The pace of a scene can also be changed as well as various dramatic elements in a small
section of a performance.

6. Mood
• Mood is the feeling or tone of a performance.
• It refers to the aura and is often created through a combination of several dramatic and
stage crafts elements working in harmony with each other.
• The mood of a performance is closely linked with everyday feelings such as pity, anger,
desire or frustration.
• The mood in a drama can be created via sound, lighting, movement, setting, rhythm,
contras, conflict and more.
7. Space
• It refers to the effective use of available space in a performance.
• Different levels of space are utilised by the performer, such as sitting, bending over, lying
down etc.

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• Using the space around you can mean downstage or upstage or walking in or on a stage
set.
• To use space effectively, movement will be an important factor.
• The use of space also communicates to the audience where the action is taking place.
8. Language
• The use of language in performing can be verbal, vocal or non-verbal.
• Language is spoken text.
• It is the written script of the performance.
• Language spoken by the actor can also be chanted or sung. It can also be gibberish for a dramatic
effect.
• The choice of language in a performance is crucial, as it forms the major means of communicating
the story to the audience.
• The actor also uses language at different skills to portray his character to the audience.
9. Sound
• Modern theatrical practices relies on sound to assist in a number of ways.
• Sound create an atmosphere or mood.
• When actors use their bodies they can create sound effects in their performance.
• Small props can also create sound effects that can be used during a show.
• Other sound effects is done through modern technology such as instrumental recordings, CD’s and
mp3 players.
10. Symbols
• The use of symbol in dramatic performance can be one of the simplest and also most complicated
of all techniques.
• Symbols implies greater meaning than the literal suggestion.
• Props are the easiest to work with because objects in everyday life are symbols in society for e.g. a
rose symbolises love, a cross Christianity etc.
• The use of colours are also used as symbols e.g. purple = royalty, red = anger or desire or love,
black = evil and darkness or white with purity and innocence.
• Gestures and movement are also part of symbolising and can be repeated under different
circumstances and have different meanings.
11. Conflict
• Playwright George Bernard Shaw once said: “No conflict, no drama”.
• Drama that lacks conflict is usually dull and uninspiring.
• Conflict can be between two people or more characters.
• As a rule, conflict should always be considered an essential ingredient for all drama performances.
• Conflict on stage can be verbal, physical or non-verbal.
• Conflict differs from tension in that it is often a fixed part of the structure of a play, with charters
destined to clash with one another.
12. Climax
• Most dramas will have one or more crises in the development of a plot.
• A crises is a key moment of dramatic tension and conflict in the play, usually occurs between two or
more characters having serious implications for the outcome of the plot.
• The ultimate crisis, or highest peak, is usually called the climax and often but not always occurs
towards the end of a performance.
13. Setting
• The time and place of literary work.

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Creative Arts Workbook: Grade 9 Drama

Elements essential to a good Drama

Plot Structure
This is what happens in the play.
Plot refers to the action, the basic storyline of the play.
What happens rather than what it means.
The dramatic structure of the play moves from exposition, to the point of attack, through the rising action,
climax and the falling action to the resolution.

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Creative Arts Workbook: Grade 9 Drama

Exposition: When Writing A Story, Answer the 5Ws’ and the H

Who? Introduce the characters in your story: Name, age, background.
What they look like, and how they belong or fit into the story?
What? Content or body of the story.
Where? Location or setting of the story and what it looks like.
Why? Why things happen or are the way the are?
When? Give details on the day, season, time, etc.
How? This refers to before and after the story and how it came about.

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Creative Arts Workbook: Grade 9 Drama

Thought / Theme / Idea

While plot refers to the action of the play, theme refers to the meaning, thought and ideas of the
play.
Theme is the main idea or lesson to be learnt from the play.
In some cases, the theme of a play is obvious; other times it is quite subtle
Character
Characters are the people (sometimes animals or ideas) portrayed by the actors in the play.
It is the characters who move the action, or plot, of the play forward.
Each character should have a distinct personality, age, appearance, belief, socio economic background
and language.

Dialogue
This refers to the words writing by the
playwright and spoken by the
characters in the play.

The dialogue helps move the action of the

play along.

The word choices made by the creators

and the type of language used by the
actors for characterisation.

The dialogues delivered by the characters

moves the plot and action along.

Attention is paid to the use of the correct

register and situational language.
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Creative Arts Workbook: Grade 9 Drama

Music

Music is not a part of every play, but music can be included to

mean all sounds in the production.
Music can expand to all sound effects, the actors voices,
songs, and instrumental music played as an underscore in a
play.
While music is often featured in drama, in the case Aristotle
was referring to the rhythm to the actors ‘voices as they
speak.

Lights

The set is the environment or

stage in which performers can play
themselves.

Making a set for a play is also

important as it helps to make the
play believable for the audience

In most formal theatres there are may special lights that are used to create the setting &
atmosphere of the play.
Lights are used to light the performers so that the audience can see them better.
Most often the audience is in darkness and the stage is lit up to help the audience pretend they
are watching a real situation.

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Creative Arts Workbook: Grade 9 Drama

Special lights of different colours & patterns can be used to create special effects & to make the
performance more interesting to watch.
Costumes

Costumes are important in making a character believable on a stage.

To decide on a costume, you need to consider aspects of the character, like age, gender, a specific visual
appearance, what sort of texture, colours are suitable for the characters.

Make – up

[Link]

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Creative Arts Workbook: Grade 9 Drama

Activity 7
When watching the video clip of the Lion King answer the following questions
How many characters could you identify?
_________________________________________________________________________
Write down 5 characters in this clip you could identify
_________________________________________________________________________
What is the song that is playing in the clip?
_________________________________________________________________________
Who wrote this song and from which country I the original writer of this song?
_________________________________________________________________________

Props are objects the character use in the play.

They make the play more realistic.

Props
Convention
These are the techniques and methods used by the playwright and director to create the desired
stylistic effects.
The dramatic convention is a set of rules actors and the audience are familiar with in a Drama.
They are unique theatrical conventions that may include split focus, flashback/ flash-forward,
narration, monologues and spoken through.
An example would be how the audience accepts the passage of time during a play or how music
will play during a romantic scene.

Genre
Genre refer to the type of play. some examples of different genres includes comedy, tragedy,
mystery and historical plays.

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Creative Arts Workbook: Grade 9 Drama

Audience
This is a group of people watching a play.

Many playwrights and actors consider the audience

to be the most important element of drama, as all
of the effort put into writing and producing ta play
is the enjoyment of the audience

Time
Make sure you are very clear about when your play takes place. What time of the day is it? Which
season? Are there any jumps in time? How will you indicate time through dialogue, costuming or
décor? Time often has a big influence on the characters and outcome of events.

Activity 8
All cultural rituals and ceremonies have a function / purpose.
Here follows a few examples.
• Pleasure: food, shelter, marriage, birth
• Power: conquests and survival of the tribe
• Duty: to gods, tribe or society
• Fulfil a desired result rain-dance, pre-hunt or ritual
• Celebrate seasonal or life cycles spring festival, becoming of age celebrations
• To praise victories, heroes, totems, gods, spirits or ancestors.
Instructions
5.1. Work in your groups
5.2 Imagine that you are sitting around a campfire
5.3 Choose a ceremony or celebration that you have experienced or know of.
5.4 Investigate this ceremony or celebration.
5.5 Using the table below as a guide, complete a table for the cultural practice you have chosen.

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Creative Arts Workbook: Grade 9 Drama

A ritual/ceremony will have drama elements. Here follows examples

Dramatic elements Evidence in the celebration

Space Around a campfire

Time Performance: in the evening
Idea / message / story Successful kill of an animal like a lion, tiger etc.
Non-verbal or verbal Re-enhancing the hunt and kill
communication
Performer The hunters
Spectator / audience The tribe’s people
Dance / mime /characterisation Mime and movement for the animal and the hunter
Mask The head of the animal
Costume The hide of the animal
Characterisation Pretending to be the animal and imitating the hunter
Storytelling Explains what happened from the beginning , middle to
the end of the hunt.
Spectacle Tribe may sing and dance, masks, drums, costumes,
fires etc.
Music Drums, songs, body percussion etc.
Dialogue Between the hunters and the tribe
Purpose Celebrate and thank the gods for the kill
Dramatic tension Climatic moment just before the kill

Complete the table below

Dramatic elements Evidence in the celebration

Space
Time
Idea / message / story
Non-verbal or verbal
communication
Performer
Spectator / audience
Dance / mime /characterisation
Mask
Costume
Characterisation

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Creative Arts Workbook: Grade 9 Drama

Storytelling
Spectacle
Music
Dialogue
Purpose
Dramatic tension

Exploring themes
• When children play, they pretend to be a character they make up.
• Play acting began about 2 500 years ago in ancient Greece.
• Before that humans acted out stories and rituals around fires long before that.
• Rituals play an important role in all societies and can be religious or form part of the
traditions of a particular community.
• We participate in rituals all the time e.g. birthday parties, weddings, funerals, when when
people are born, come of age, graduate, get married, retire etc. Some societies perform
rituals based on the phases of the moon, seasons or the time of the year, e.g. the start of a
new year or before or after a harvest.
• A ritual does not have an audience and the participants do not expect applause.
• In many cultures, rituals are performed to please the gods, or to summons a spirit or to get
rid of an evil spirit.
• The performance of rituals helps members of a community to feel that they share common
values and traditions that are worth keeping and passing on from one generation to
another.
• They help us feel like we belong together as a group.
• Religious ceremonies help people to connect to a higher spiritual being or state of mind.
• They can involve acts of devotion, the repetition of prayers and/or meditation
• The actions can include drumming, clapping, chanting, humming, singing, swaying and
dancing.
• Some ceremonies involve processions, special costumes and the repetition of specific
words or texts.
• They can also involve consuming special food and drink, and in some cases taking drugs
(hallucinogens) and performing ritual sacrifices.
• Rituals can be performed on special occasions, in public or in private, and can be
performed outside or inside buildings specially dedicated to those ceremonies.
• During a ritual certain rites are performed.
- A rite is a procedure of events determined by the culture or society that performs
the ritual.
• In African cultures a shaman leads the ritual.
- A shaman is a person regarded as having access to, and influence in, the world of
good and evil spirits.
- Typically such people enter a trance state during a ritual, and practice divination
and healing.

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Creative Arts Workbook: Grade 9 Drama

Activity 9 Date: __________________

Instructions
1. Work in your groups .
2. Create a polished improvisation which explores themes related to cultural practices and
processes.
3. Answer the questions below as you decide what to include in your improvisation.

A. What is a theme? Define.

B. List cultural practices or ceremonies you have participated in and explain what some
of the symbols used represent.

Ritual / Ceremony Symbol Represents

C. Brainstorm some themes that are related to these cultural practices or ceremonies.

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Creative Arts Workbook: Grade 9 Drama

Activity 10 Date: ____________________

Instructions
1. Choose one of these themes to work with.
2. Through improvisation, explore a variety of story options related to this theme until you come
up with a
plot for your play.
- At this stage it is only necessary to come up with a broad storyline, and not any details.
3. Explore how you can include ritual, ceremony and symbols to tell your story in an interesting
way.

4. Write down the theme you have chosen and explain why you have decided on this specific
theme.
_________________________________________________________________________

________________________________________________________________________

5. Draw a mind map of what will happen in the plot.

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Activity 11 Date: ________________

Formal Activity
Planning
You will now have to develop your story.
Experiment with different variations of telling your story until you create a play you can write down
in script form.
Make sure each group member has a script. Learn your words!

1. Which structure will suit your play best? Explain why. 2

____________________________________________________________________

_________________________________________________________________________

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Creative Arts Workbook: Grade 9 Drama

2. Decide which characters you need in order to tell your story. Give a short explanation of why
you have chosen these specific characters. 2
_________________________________________________________________________
________________________________________________________________________
3. Decide which group member will portray which character.
Each group member now has to develop his/her character by paying attention to the following:
• Personality
• likes and dislikes
• Habits
• Hobbies
• Style
• Any other information that is crucial for the story.
• Also think of how your character will talk, stand and move around.

3.1 Write a short biography for your character. 10

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Creative Arts Workbook: Grade 9 Drama

3.2 Past a picture or draw a picture of your character. 4

3.3 Look at the dramatic tension of your play and describe and explain it. 2

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Creative Arts Workbook: Grade 9 Drama

3.4 Is the tension being created by conflict within one of the characters, between different
characters or between one of the characters and the environment? Elaborate.
2

3.5 How does the cultural ritual which is central to your play add to the tension in the play?
2

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Creative Arts Workbook: Grade 9 Drama

4 Think about the language your characters will use. Make sure that it suits the different
characters as well as the environment of the play.
4.1 How will you use dialogue to inform your audience? 2

4.2 What do you want the audience to learn by listening to the dialogue?
Remember that the dialogue should have a specific purpose and must help to unfold
the story and develop dramatic tension. 2

4.3 How and where are you going to make use of symbols in your improvisation? Explain and
describe. 2

5. Take a good look at the space in which you have to perform your play.
Where will the audience sit, and how will you make use of it? Explain. 4

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6. What other technical elements will you make use of to enhance your play?

Name and explain and draw pictures if you like or print pictures from your computer or
cut out pictures of a magazine, news paper etc. 6

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Make use of the following checklist and tick each one off if you have completed it.

Check list √
1..Did you include rituals, ceremonies and symbols in your play?
2. Do the technical elements enhance your play or detract from the message?
3. Are you clear about how you will make use of your performance space?
4. Does the structure of your play suit the theme and storyline?
5. Are the characters unique and clearly defined?
6. Does the dialogue help develop dramatic tension?
7. Is the time and space clear through the use of dialogue and technical elements?
8. Does the dramatic tension lead to the climax of your play?
9. Is the message/theme of your play clearly recognisable?
10. Does each member of the group know exactly what he/she is responsible for to ensure
a successful performance?

50 ÷5 = 10

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Rubric Performance Date: __________________________________

Instructions / Brief

❖ Work out a story. Your story must have a role for each group member.
❖ While creating the story, remember to listen to each to each other, work together and share ideas.
❖ Participate with enthusiasm and commitment.
❖ Remember that English must be used at all time and that home language can be used only in high
lighting certain concepts or as comment e.g. (fantasties!; Ma whe / Aikona)
❖ Use your body to create interesting characters and actors.
❖ Use your face and voice to create the story
❖ Make sure that the story present the issue that the group selected
❖ Convey a sense of the meaning and feeling of the scene
❖ Demonstrate that you completed and rehearsed a full scene
❖ Perform with confidence and ease
❖ Make sure that your story and character performance catch the audience’s attention.
❖ Indicate the Group members. (Remember a group has either 4 or 5 members.

Group members: ___________________ ___________________________

___________________ ___________________________

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Creative Arts Workbook: Grade 9 Drama

allocation

Leaners
marks
Criteria

Mark
3
Script embraces dramatic elements such as tension, symbols and timing

Script is creative, original and exciting 3

The script (story) present the issue that the group selected 1
2
Group worked well together and all contributed to the success of the script as
a performance
Performance is delivered confidently to class, with good delivery techniques 4
and the learners used the performance space
1
Characterizations is convincing

Costumes, props, sets, lights and music (sounds) contribute to a successful 5

performance
An awareness of the target audience and its needs is demonstrated 1

The performance captures the theme of the play 1

The group used their bodies to create interesting characters and actions 2

The learner used his / her facial expressions and voice projection to create 2
the character he/she was playing
The learner’s performance was done with confidence and ease and caught 3
the audience attention
Each member had a role in the performance 1

dramatic tension lead to the climax of your play 1

TOTAL 30

Reflection and appreciation

Peer assessment

Topic 4: Appreciation and reflection ATP Comment

Content/concepts/skills
• Appreciation and reflection based on peer interpretation of the polished
improvised performance, using drama terminology.

• Appreciation and reflection on professional performance preferably live.

Note: This can be moved elsewhere in the year, if more convenient for
the school.

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Creative Arts Workbook: Grade 9 Drama

Date: ______________________

1. What was the title of the performance? 1

2. Was this an original piece of work? Explain? 2

3. What was the performance about? Explain the story? 5

4. Was there clear dramatical structure? Explain? 3

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5. How prepared were the learners in the group? Give a reason for your answer. 2

6. Was the language of the leaners in the group used correctly? Observe the sentence
construction and pronunciation and did the learners use their home language at all for high
lighting a concept ? Explain? 7

7. How did the audience respond to the performance? Give a reason for your answer. 2

8. Did the performers use set, costume and props to enhance or detract from the performance?
Give clear reasons for your answer. 4

9. Were the leaners prepared and know their lines? Comment on who did not meet the criteria and
Give at least two reasons for your way of thinking.
4

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Total = 30 ÷ 3 = 10

Media

Topic 5: Media ATP

Med
Content/concepts/skills
ia
Effects of different types of media: television, soap opera, radio, film, DVD, internet etc. Defi
• Positive and negative effects: communication between continents, countries, 2.5 % nitio
cities, towns. Bringing cultures together; use and function of mass media; ns:
source of advertising; breakdown of communication; lack of parental guidance; Medi
exposure to violence and crime; domination of certain cultures over the others a:
etc. com
muni
catio
n channels through which news, entertainment, education, information or
promotional messages are sent and received.
Mass Media: it refers to communication devices which can be used to communicate and interact
with a large number of audiences in different languages.
Advertising: It’s the communication of information usually paid for and are usually very convincing
of nature about products or services.

Different types of media:

Television
Radio
Films
Internet
Social media: You Tube / Facebook / Whatsapp / Twitter / Mxit / Blogs

Magazines

News papers

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Creative Arts Workbook: Grade 9 Drama

Divide into groups of 5. Write the following types of media on different pieces of paper:

✓ Television
✓ Soap operas
✓ Radio
✓ Films/DVDs
✓ Internet

Each group member now draws a piece of paper to determine which type of media he/she will do
his/her research on. Highlight the type of media you will investigate.

Media reflects on society but it also affects society.

It is important to know that all media images and messages are constructions. They are not reality.
Media places a huge part of our everyday live and it is very important for us as humans to be
critical of what we read, hear and see.
The manner through which messages are transmitted, shapes the meaning of the message.
Different types of media have different strengths and weaknesses and how people perceive a
story depends on how they receive it. Visual media such as film have strong pictures that affect
viewers more than words.

Activity 9
Investigate both the positive and negative effects of the type of media you have chosen by
referring to the following aspects:

1) Accessibility

2) Communication between continents, countries, cities and towns

3) Bringing cultures together

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Creative Arts Workbook: Grade 9 Drama

4) Use and function of mass media

5) Source of advertising

6) Breakdown of communication

____

7)Lack of parental guidance

8) Exposure to violence and crime

9) Domination of certain cultures over others.

10) Is there anything else you think will be relevant to your investigation? List them below.

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11) Once you have completed your investigation, you have to write a short essay in which you
explain your
findings. Make sure you:

• Include an introductory paragraph

• Write a conclusion
• Write full sentences
• Discuss one point per paragraph
• Write neatly
• Use language that is clear and to the point
• It contains at least 500 words

Read your essay to your original group and discuss your findings with one another. Focus on the
similarities and differences you have found between the different types of media you have
investigated.

Make sure your essay is ready on the following date : ____________________________

Essay

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Creative Arts Workbook: Grade 9 Drama

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Creative Arts Workbook: Grade 9 Drama

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Term 2

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Creative Arts Workbook: Grade 9 Drama

Topic 1: Dramatic skills development ATP

Content/concepts/skills
Teacher-devised warm-up routine focusing on the following:
2%
Vocal development
• As in term 1, with addition of exercises to develop phonation and
resonance

Physical development
• As in term 1, with addition of exercises to create an environment through
the body

A warm-up routine
Your muscles need to be flexible and subtle when warming up so that you can use your body
expressively on the stage.
Actors use their bodies to tell stories when they mime or act.

Vocal Development
Voice Warm ups

What is an Articulator?

• Articulation is the act of vocal expression.

• Making sound, the volume of that sound, pronouncing words.
• The tone, quality, and pitch of those words.
• To speak articulately is to speak clearly.
• Articulators include the lips, teeth, tongue, jaw and palate.
• There are other factors to speaking clearly, such as posture.
• Good posture increases breath capacity and sustainability, both of which are needed to
make sound.

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Creative Arts Workbook: Grade 9 Drama

Activity 1
Articulator Warm-Up

• Having a clear voice is important for any actor.

• If an audience is to understand a play, they need to understand the actor.
• Warming up the voice by exercising the articulators will help actors to speak clearly.
• Put together a song using lines that exercise different articulators.
• Remember that articulation is not just about making sound- they must think about their
volume, the variety of sound (loud, soft), the clarity of their speech, and good posture.

Performance Tasks
1. Choose 2 or 3 lines from each category below and arrange the lines into a simple jingle
or song that everyone can sing. (Note: Camp songs work well.)
2. You can repeat the lines as many times as you need to. For example, if your song has
a chorus, your lines will be repeated.
3. Write out a copy of your song.
4. Memorize the song.
5. You will perform the memorized articulation warm-up for an evaluation.

Categories

Lip Exercises

• Bubble, babble, pebble

• Rub-a-dub-dub
• A big brown bear
• Hip hop, tip top, tip top, popcorn
• Puh-tuh-kuh-buh-duh-huh
• Plum pie
• Lonely man in the moon
• Roo-roe-rah-ray-ree

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Tongue and Teeth Exercises

• Five fifths
• Give gifts
• Vicious villain
• Tay tee tie toe too
• Day dee die do doo
• Loo low law lah lie lay lee
• Thigh thin thick thud thumb thank
• Though thou thy they there
• See say sigh sew soo
• Zoo zone zest zinc zeal
• Ooh ohy ahy ayj eej
• Ooth ohth ahth ayth eeth
• Oosth ohsth ahsth aysth eesth
• Oosths ohsths ahsths aysths eesths

Palate Exercises

• Cut cubes in quarters

• Ook ohk ahk ayk eek
• Going ga-ga at the go-go
• Kay key kar kur koo
• Going out, coming in, yell ye, young men

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Creative Arts Workbook: Grade 9 Drama

Tongue Twister

• A bitter, British blizzard

• Dimpled dolly dwelt with dappled deer
• The frothing filly frisketh frantically
• Six gray geese grazing on green grass
• Horace’s horse was hampered by the hillock
• Jolly Jimmy Jupiter jumpin in the gym
• Cather cooked coffee in the coffee pot
• Loitering along a long lonely lane
• Peter picked pickled peppers
• Tom peeped through three this

Warm-Up Song
(Sung to the tune of “If you’re happy and you know it”)

Bubble, babble, pebble, rub a dub dub (clap, clap)

Bubble, babble, pebble, rub a dub dub (clap, clap)
Lonely man in the moon, five fifths, give gifts,
Loitering along a long lonely lane (clap, clap)

Physical exercises
Activity 2

1. Walk around freely in the classroom without bumping into your peers.
2. Your teacher will call out a variety of instructions:
• You are looking for someone
• You are avoiding being seen
• You are pushing a baby stroller
• You are ignoring one another
• You look at every person you pass
• You bump into people and apologise
• People bump into you and you are getting irritated
• You form a queue at the bus stop

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Relaxation
Activity 3
Instructions
1. Start by standing in a neutral position.
2. Imagine that you have to walk through a very low cave.
3. Try and take up as little space as possible, both horizontally and vertically, with your body.
4. End by once again stretching your body out and standing in the neutral position.
5. Repeat.

Posture
1. Stand in the neutral position.
2. Drop your head on your chest and rotate it to the left and the right.
3, Do this slowly five times to each side. Then lift it slowly.

Breathing
1. Stand in the neutral position.
2. Breathe in to a count of three; lift your arms sideways at shoulder height.
3. Breathe out to a slow count of six, lower the arms.
4. Repeat this exercise ten times.

Activity 4 Date: ______________________

Answer the following questions

[Link] do you think your body must relax after you have warmed it up for a specific drama activity?
_________________________________________________________________________

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2. When you warm up your body, posture is very important. Illustrate how good posture and bad
posture looks like by drawing it in the block below.

3. Give tow samples of breathing exercises.

Resonance
Make sure that your chin is in a neutral position
Intone the following:
and is not sticking out or tucked in. Repeat the
MmmmmmOO above by making use of different resonators:
MmmmmmAH the chest, throat and skull (including the mouth,
nose and sinuses).

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Phonation
• Phonation refers to the way the sound is produced by the voice.
• The voice is produced by the vocal cords that stretch across the larynx or voice box.
• When you breathe, the vocal cords are relaxed.
• Your vocal cords are stretched like a string on a violin.
• When you breathe out air, the vocal chords vibrate and they make a sound.
• An actor needs to control their breathing so that the voice will sound clear.

Activity 5
Informal Activity Date: ____________________

Instructions
1. Divide into your groups
2. Use your bodies to create:
• A park with a tree and a bench
• A pyramid in a desert
• A mountain
3. You can stand on top of each other to create the objects and or lie on the ground and link your
arms and legs.

Safety rules
When lifting people off the ground, be careful :
- Use stronger people to support other smaller people
- stay on a soft surface like the grass or exercise matts for LO.
- don’t push people higher than they are comfortable with or that is safe.
1. After watching all the groups comment on how successful the shapes were?

5. What would you suggest on how a group could have improved on the shapes they used and
what worked well in this group.

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ATP 8%

ATP Comment
Topic 2: Interpretation and performance of a choice of dramatic forms, individual performance: poetry or
dramatised prose or monologue

Content/concepts/skills:
Develop interpretation and presentation skills by focusing on the following:

Poetry (Performed by an individual)

• Text analysis – expressing the piece in own words; phrasing, pause, rhythm, sound, use of tone, inflection,
pitch
• Vocal clarity – speak distinctly and audibly
• Physical expressiveness – appropriate use of movement and/or stillness
• Emotional connection – convince the audience of the truth of the appropriate emotion
• Creation of appropriate mood, using voice and movement
• Use of poetic devices – appropriate use of pause, verse lengths, rhythm, rhyme, imagery, alliteration
• Audience contact – memorable, engaging and effective presentation
•
OR

Dramatized prose (Performed by an individual)

• Text analysis – expressing piece in own words: phrasing, pause, rhythm, tone, inflection, pitch
• Narrative technique – appropriate to the style of the story (legends, fairy tales)
• Verbal characterisation and physical expressiveness – mood/atmosphere through voice and body
• Vocal clarity – speak distinctly and audibly
• Audience contact (impact of prose piece, audience contact if appropriate, engaging )
OR

Monologue (Performed by an individual)

• Text analysis – expressing the piece in own words
• Interpretation of the character – based on knowledge of the play
• Vocal characterisation – communicate aspects of the character (background, age, status, intention, etc.)
• Vocal clarity – distinct and audible use of voice
• Physical characterisation – communicate aspects of the character through the body – age, status, body,
language, gestures, etc.
• Use of space – appropriate use of space
• Emotional connection – connect with the emotions of the character
• Impact of the monologue – memorable, engaging and effective

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Performance elements:

Create an environment through the body

Activity 6 Date: ______________________________

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In this image above the two actors are using their

bodies to create the letter E .
Try not to make the same letter but make other alphabet letters using your bodies.
Work in groups of two .
Draw the letter you and your partner made and also illustrate this letter that you used by
drawing the shape of your bodies.

Activity 7
Body movements exercises

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Creative Arts Workbook: Grade 9 Drama

Try to build your own body to illustrate space.

This exercise is called “Being There”.
You have to create any type of movement with your body representing a space.
Divide into groups of 10.
Write down and illustrate what you and your teams did in the space below

Drama elements
Literacy elements

Plot structure
The performance needs to have a logical build up, with an exciting beginning, middle
(climax), and end.
Crucial moments or climax are often the most important part of a piece.
The performance must work towards that moment.

There are five stages of a structure of a plot

Tone quality OR Power

Tone is the emotion of a piece of writing.
In drama terms 'tone' means how you want to make your voice sound, e.g. pretending to be from
France you would make your voice sound like a Frenchman.
Tone in your voice will tell people around you how they feel or what type of character they are
playing.
Here is a good way to remember “The attributes of a speech”:

P - Pitch
I - Inflection
P - Pause
E - Emphasis
R - Rate/ Pace
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Pitch
Pitch refers to the height or depth of the voice.
There are three main pitches: High, middle or low.
The reason we change the pitch in a drama piece are:
➢ Change emotions
➢ Characterisation
➢ A change of paragraph or subject matter when speaking a parenthesis

Activity 7 Date: ___________________

Form a circle.
The teacher will play music and you need to voice record the sounds you here in high middle and
low sounds

Inflection
It is the variation in pitch of your voice as you speak.
Inflection can change the meaning of the words just by changing the inflection.
A rising inflection is when the pitch of the voice goes up or higher.
A falling inflection is when the pitch of the voice goes down or lower.
Raising your voice is used for questions or doubts, e.g. Are you sure? What did you say?
The falling inflection is used to indicate completeness and finality, e.g. I am absolutely sure.
The word inflection is also used to refer to pitch changes but is used mostly to refer to the pitch of
single words of syllables and so has a narrower application.

Pause

Pause means how the sentence/sentences are said. where people stop those are the pauses in
drama people use pauses for effect.
So, say you where in a murder scene and the murder was revealed people might use dramatic
pause for effect there.
A pause in drama give the listener time to take in the meaning of the words just said and gives the
actor time to breath.
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Pauses are generally used when:

➢ There is punctuation in the writing like a comma, ful stop or dash.
➢ Something dramatic is about to happen
➢ You want to emphasise a word e.g. ”And the Art prize goes to ……

The dramatic pause

This is an emotional pause; this pause depends upon feeling rather than upon scene.
It is used to make a word stand out or help in building up to a climax and can be placed either
before or after the work to be emphasised.

Emphasis
Emphasis means STRESS and it’s the weight given to one or two words in a sentence to make
them more important that the others and to make them stand out more.
This can be done in different ways

Emphasis Examples are:

1. By pressing on the word Those flowers are MAGNIFICENT!
2. By pausing before or after a word that program was ENTERTAINING
3. By saying the word louder or softer ‘SH, I HEAR SOMEONE COMING’
that the others
4. By sliding the voice up or down on Can you REALLY ride a horse ?
the words
5. By the spelling of the word I said NO !
6. With gesture Can I go in THAT direction?
7. With gesture Congratulations ….

Pace
Two things determine how quickly people speak a passage:
1. The nature of the passage
2. 2. The capabilities of the speaker
3.
It must be remembered no two people speak at the same pace.
Pace refers to the speed of delivery.
Pace is the speed at which you speak.
If you say your speech too quickly, people cannot hear you properly.
When speaking too slow people get bored and do not listen what is said.
You need to be calm and relaxed before you perform and speak slowly with clarity.
You need to vary the pace of your speech to make it interesting for the listeners.
Slow down if you are trying to make an important point and use the emphasis samples.
A character each has its own pace and this you need to understand clearly.
Most often you need to speed up the pace before you reach the climax of the piece you are
performing and more to the end of your performance you need to slow down.
Articulation
It is the correct pronunciation of a consonant and accents of vowels.

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Vowels
Vowels in speech are voiced sounds, made in the open mouth by changing the shapes of the lips.
These vowels sounds is also changed by the tongue.
Vowels carry the tone of the voice

In English class the vowel letters are A E I O U.

When delivering a speech, each vowel letter may make more than one vowel sound e.g. apple,
arm etc.

Consonant’s
These may be regarded as the interruptions of the breath stream on its journey out, formed by the
touching or partial touching of two speech organs.
Those that completely close the passage make explosive sounds and are called EXPLOIVE OR
STOPS.
Those that are partially close to this passage and are continuous in sound are called
CONSINUANTS E.G. P, B, D, K & T

Activity 8
Choose one of the poems below and practice them.
Your teacher will ask a view of you to perform these poems
Write the poem down in your book and underline the consonants in any colour.

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Creative Arts Workbook: Grade 9 Drama

When preparing for your poetry performance

Performing a poem is about communicating how that poem affects you personally, so you get to
add your own interpretation on top of the author's (if you didn't write it yourself). Here are
instructions for each of the many steps to a poetry performance, from choosing a style that fits the
poem to staying calm on stage.

What is the first step in preparing for a poetry performance?

A getting the tone right

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Creative Arts Workbook: Grade 9 Drama

B conveying the appropriate emotions

C using good voice modulation
D choosing a suitable poem that interests you
E memorizing the poem

Write a text analysis

What?
The first step in analysing a poem for performance is to understand the content and to gain a
general understanding of wht is says.
The poet sharing an experience.
What is the poet telling you about?
Read the poem and then tell the story of the experience the poet is sharing

Structure: How?
The next step is to sdudy the structure of the poem.
Thwe poet may use rhyme, rhythm, phrasing, pauses, imagery and alliteration
How is the poet revealing the content?

Vocal Clarity
Warm up and the voice
Warming up teaches you to speak distinctly and clearly, conentrate on pronunciation on vowls and
keeping your constants crisp.
Warming up help your voice projection so that the entire audience can hear you.
This is vital to ensure vocal clarity and to not damage your vocal cords.

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Creative Arts Workbook: Grade 9 Drama

Physical Expressiveness
Gesutures & Movement
Gestures and movement helps to enhance a performance.
You must be careful not to distract from the meaning of the poem.
Reading throught the poem while you enact every line as you are reading, helps convey the story.
For example: if the piem says:” Tuck in your shirt” .. You tuck in your shirt.
How much movement does your performance need to convey the story?
Sometimes the smallest of smiles, and a twinkle in yiour eye can be extremely powerful.
Let the words unfold an speak through your performance.

Emotional connection
Feelings
How does the poem make you feel?
Sadness, despair, happiness etc?
Are you allowing the poet to speak through you?

Voice and body

Happy, sad, exited, light-heartedness, humourous mood of poem ……
Does the poem have a effect on the body language?

Use of poetic Devices

Literary and poetic devices are a GREAT way to add style to your blogs and copywriting …

.. because if you’ve got style, you’ll stand out in a content-filled world.

Poetic devices are a form of literary device used in poetry.

A poem engages our responsiveness as it is created out of poetic devices composite of:
structural, grammatical, rhythmic, metrical, verbal, and visual elements. They are essentially tools
that a poet uses to create rhythm, enhance a poem's meaning, or intensify a mood or feeling

In a word, a poem is just pattern that puts emotion into word: From juicy Instagram posts that
drip with language to something, they can all have little bits of poetic devices tossed in like
sea salt.

Poetic device in your copy does things like:

1. Speaks to human needs and wants

2. Inspires thinking and doing
3. Deals in tight, well-crafted units
4. Make it easy to share and pass on information
5. Make it so you can hear someone speaking through the words—and right to you.
6. Are (usually) stickier in our brains or are easy to memorize
7. Makes use of line breaks ????????
8. Enable you to mean more than one thing with fewer words

When to use what?

Pause: are used to create tension, emphasis and time for the audience to take in what is
being said. It also allow you some time to breathe
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Rhythm: are created through repetition of sounds and words and punctuation.
Rhyme: Creates unity, created by rhythm.
Alliteration: Repetition of constant sounds.

How do we interact with the audience?

Eye contact: make eye contact this will help them to understand your experience.
Volume: be careful not to drop your volume at the end of a sentence.
Pace/Speed: do not rush the last lines
Voice projection: the audience need to hear you clearly so concentrate on this
Ending: end performances 3 seconds after you have finished reciting the poem.

[teacher set up a class test about the above so learners will remember the importance of
this interaction]

Formal Activity
Choose one of the following options.
Option1 = Monologue OR Option 2 = Poem OR Option 3 = Prose.
Create a theme page using the following heading: Term 2: Dramatized Poetry / Monologue
or Pose.
Follow the instructions of the Brief that will follow.
This assessment activity will make up 50 % of your practical report mark in Drama for Term
2.

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Option 1
Monologue

1. What is a monologue?

1. A monologue is a short part of a text that one person peaks.

2. A dramatic monologue is a long piece from a play.
3. In most plays, there is more than one actor.
4. The other characters can listen to them or could be plotting something or reflecting on what
has just happened.
5. Sometimes the other characters leave the stage and one actor delivers a long speech
called a soliloquy.
(Soliloquy: a single lengthy speech which is performed when no other characters are
on the
stage)
6. Some plays are written for a single actor and this actor pretends to be talking to other
characters but they are not actually on stage.
7. When tow actors are having a conversation on the stage, they are holding a dialogue.
8. The way in which they talk to one another tells the viewer a lot about them.
9. They could be talking in a friendly manner or they could be arguing.
10. It is a part of a drama in which a single actor is speaking alone on stage.
11. The character the actor is portraying may talk to someone else on stage, but in a
monologue this
person is ‘invisible’.

2. How does one choose a monologue?

A monologue should build up in tension or should be interesting in order to hold the attention of
the audience.
Choose a part of a play that is truly interesting and cut it in such a way that it is not confusing to
the audience.
Cut any dialogue that does not help to build tension or that diminishes the impact of the overall
piece.
Try to cut your monologue in such a way that it appears as if you are actively speaking to
someone. Avoid a monologue in which a character is simply telling a story.
That can quickly become very boring. Know what you are really good at so that you can choose
the best genre for you and so that you can portray your character successfully.
Choose a monologue from a play that you can connect with and which you really like.

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Creative Arts Workbook: Grade 9 Drama

Samples of monologues

Since I have your attention for the next 90 seconds I wanted to say that I
just realized
Floating in theno
Airmatter what I do up here to show who I am, it isn’t about
[Link]
By It’s Schexnayder
about you. You, sitting out there, writing and staring, staring and
writing, nothing here matters unless it’s what YOU want. How can you
I’m not going
expect me totoappeal
stop thisto
time, I’m not. in
everyone Little
theold me, whoofused
amount timeto it
sittakes
in the to
corner,
heatwho
up a
used to take less than what she wanted, who used to just sit back while everyone else went
can of Chef Boyardee? Some of you want me to give you Shakespeare,
riding through the clouds; and for the first time it doesn’t feel conceited or arrogant
abridged
or…whatever butawful
obscure,
things something you’ve
you used to tell never
me feeling heard
like before,
this was. liketoday
I smiled that’s
and it
going
felt to happen,
wonderful because“Oh foritawas
today musemyof fireand
smile that
no would ascend
one else’s. Today, the brightest
I can fly too. Are
you listening?
heaven It doesn’t matter
of invention, if you are
a kingdom forbecause
a stage,I’m going forward
princes from monarchs
to act and now on. No to
more
behold set the
backs, I’m alive.
swelling Do youSome
scene.” hear that
wantworld?
meI’m alive!in and make you see my
to pull
soul with the slightest turn of my head and a glisten in my eye
(Demonstrates). You may be thinking, can she belt? (sing) YES I CAN!
What about legit…(sing magic flute cliché). How about a time step? (does
time step) make it a double Sam. (does double time step) Accents anyone?
(proper British) “Would you like your tea and crumpets in the library Miss
Cardew,” or (thick Cockney)“Good Day there Govn’r, could you spare a
little kindness for the poor,” or (deep Southern) “Big Daddy always says
that being relations doesn’t mean you can’t have relations.” What human
being could possibly show all of that in the time allowed? So while you are
staring and writing staring and writing answer me this…do you want an
audition or a bowl of ravioli? Because I guess I could act that too.

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Creative Arts Workbook: Grade 9 Drama

Where Have All The Good Princes Gone?

By Ross Schexnayder

I have got to be the worst fairy tale princess ever! Those other girls make it
look so easy with their sugar and spice and everything nice routine…please.
The whole thing is rigged, right from the beginning, and I got the worst part of
the deal. For instance: Ariel, Snow White, Rapunzel, Cinderella, and Aurora.
Those are award winning names…shows some thought. Their fairy God-
mothers were looking out for them on the day they were born; unlike mine
who was out with the tooth fairy playing bingo at the Happily Ever After Rest
Home. So, I get named…Bruenhilda, oh yeah, Bruenhilda from the kingdom of
Swampfoot Falls. Snow White lives in the forest with dwarves, Cinderella talks
to field mice and birds, Ariel hangs out with a crab and a flounder, while I, in
Swampfoot Falls, sit on a lily pad avoiding explosive swamp gas and giant
singing mosquitoes that call themselves the Blending Blood Suckers. What half
decent prince would ever want to marry a girl who comes from a kingdom
that smells something like when a cat vomits up a dill pickle? I’ve tried;
heaven knows I’ve tried everything. I pricked myself on a spinning wheel, but
it got infected and I had to get a tetanus shot. I threw my hair out of a tower
and a prince started to climb it, but I had a really cheap weave put in
and…well…it fell out and so did he. I thought about dressing up as a mermaid,
but all the Kingdom Costume Shop had left, was a chicken outfit, and I gave up
after the third prince who came by laughingly asked me “Why did I cross the
road?” I don’t know what I’m going to do; dwarves creep me out; I’m allergic
to seafood; all the fairies are mad at me because I wouldn’t clap for
Tinkerbell…don’t ask but she started it; and quite frankly…poisonous apples
just give me gas. I don’t know how I’m going to get a prince, if I don’t find him
soon I’ll be the last Bruenhilda of Swampfoot Falls. Tonight my father is
sending me to a ball with Prince Dexter…Prince Dexter of Mucusville. He may
sound awful but he snot…I mean he is not. Oh dear! I hope he gets me back in
time, if he doesn’t get me back before midnight, his carriage turns into a giant
runny nose with a cold…I better bring extra tissues. Why couldn’t I’ve been
born an ogre? At least they like living in a swamp.

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 Creative Arts Workbook: Grade 9 Drama

The Funny Guy

By Ross Schexnayder

Why am I always the funny guy? No, really, I’m asking. What
is it? Yeah
What makes I can make aspecial
puzzles Pratt fall down two flights of stairs…on
my
what face…in
makeshigh-waters…look
puzzles special iseasy, thatI you
can be the every
need guy who sees
piece.
aSome
person ofwith
themtheirare fly open and
square, withsay “well,
fuzzy its cheaper
colors and make thanupair
conditioning,”
the corners; some and so ofwhat
themifseem
everyto time
haveI laugh its followed by
no nameable
ashape
respiratory
at all outburst
and fit in(demonstrates
the middle; aby fewbellowing
have sharp a large gasp
edges
of
and air), butaafter
take lot ofallwork
of thistoI find
nevertheir
walkplace;
homeand withsome
someone are
beautiful on my arm. I constantly watch the guy who says
round and have beautiful images on them and fit right in
nothing, who does nothing, who probably has a wind-up key
without having to try. But no matter what, if one piece is
somewhere on his body; walk away with the girl of my dreams
missing the puzzle just won’t work. People look at a puzzle
every time. It’s not just that though, it’s this constant squeezing
and they can never see how it fits together because they
pressure in the pit of my stomach that everyone is relying on
only
me forsee
someits sense
differences,
of [Link]
if yougetflip them
to live allover
theirwhere the
lives like
colors
little and shapes
inhuman aren’t as
trolls because at recognizable
some point they’ll youcross
see them as
my path
onethey
and piece canout tobetter
feel do one thing…complete
about it because I make the them
puzzle. I’ve
laugh.
always
From thisfelt it’s not
I don’t get the
a daypicture
off, I’mthat
on is defined
24/7, by the
because pieces,
if I’m not
but the
they say pieces
“what’sthat the are
matter defined by the
with him, picture
is he havingthey [Link]
problems
That makes
home.” I don’t megetsmile,
a daylikejustatoneon sign. because I’m not, I’m
be human
that strange species from the planet rubber chicken who slid his
way here on a banana peel for the world’s enjoyment. Look, I’m
not saying it’s a horrible life, I’m just saying that…well…it’s
lonely. And I’m tired of being alone, laughing at myself in the
mirror. I just wanted to say it; I’m tired of being alone. There it
is, now…point me to the kitchen, my face has a date with a
cream pie.

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Creative Arts Workbook: Grade 9 Drama

Comfort Man
By Ross Schexnayder

If I could be a super hero, I think my super hero name would be "Comfort Man."
With the power to get comfortable anywhere at anytime. Let’s say if I was on a
plane and it was about to crash, I would activate my super power and immediately
feel my butt cheeks start to relax and my mind drift to frogs hopping to lily pads as
the wings peel away and we plummet quickly to the ground. I'd have the ability to
crush ice extremely fast so I can make that seven fruit daiquiri before the big
game starts. The ability to stop a bead of sweat from falling down my forehead
and suck itself back into the pore from which it came. The ability to make a Lazy-
boy appear magically for any time I have to wait in line, especially at the DMV, so
my bones could rest like a bear in the midst of winter. And most importantly when
city hall would come to me to help stop that comet the size of Texas heading for
the Gulf of Mexico, I would merely say “at least all of our cars will get washed.”
Yes, I would be Comfort Man. So back ache and time crunching stressors
beware, because Comfort Man is on the recline.

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Creative Arts Workbook: Grade 9 Drama

Planning of the formal tasks Beginning date:

____________________ End date: ______________
Formal Assessment

1. Choose one of the monologues/poems of proses and re write it in the space below with creative
lettering and place an illustration in the monologue area. (6)

2. Give a reason why you choose this specific monologue/ poem/prose ? (2)

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Creative Arts Workbook: Grade 9 Drama

3. 3. Make sure that you understand the meaning of the poem, monologue or prose.
If you are not clear about anything, ask a friend, your parents or your teacher

Explain what the monologue means and says in your own words.
(3)

4. What mood do you need to create when you read the monologue ? (1)

4. How will you achieve this through the use of your voice and movement (gestures,
posture and facial expression)? Keep in mind that excessive movement becomes very
distracting. (3)
Gesture:
Posture:
Facial Expression:

5. Explain briefly how you will make use of different devices to capture the mood of the
monologue/ poem or prose e.g. verse lengths rhythm, rhyme, imagery,
alliteration ,pauses, etc. (5)

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Creative Arts Workbook: Grade 9 Drama

Poem/Monologue /Pose analysis

Reflection (self reflection)

1. Discuss the problems that you had with this activity:

Planning
(2)

Execution
(2)

2. Explain what you need to do to resolve these problems.

(2)

3. Explain something new or interesting that you have learned while performing this activity.
(2)

4. What will you do next time to improve your performance? (1)

5. Did you enjoy this task? Give a reason for your answer. (1)

Total: 10 / ______

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Creative Arts Workbook: Grade 9 Drama

OR
Option 2
Blinded, Folding
Poetry
Blinds were drawn, slid closed.
So she folded herself, collapsed
In familiar retreat,

I DECIDED Along similar lines going weak

Giving in again to movement
I DECIDED
Of leg's levers pulling thighs to belly
Roy Mokoena
Drawing in again her arms
Creased at elbows, touching ribs
Making a final decision may
Paper thin-skinned flightless wings
be so hard,

living a doubtful life should Hands neat wrapped round knees

be a discard. Neck dropping head to rest
Brains in the mind, I am Chin to chest, while coolness
able to think, Of. white sheet's pleats firmly defied
Smiling my heart out, it is
Evening's crumpled humid heat
time to prink.
Strange comfort covered
A mind stripped, as day fades
My journey - I'll travel with Lines had been drawn, light complied
confidence,
On the knotted spine with its own
So my future is beyond my
Two-tone ariseand drop,
cognizance.
Curved with a need for sleep
My battles are always On the dotted line, a sinking
fought with spears,
Head to toe beneath
and never will I cry myself Time's horizon.
out to tears.

And so, she slept, bent double

Once more folded and foiled
The decision that I have
Blood and flesh,
made, 76
origami style, ark and lightly
a pure light that will never blinded bird.
fade.
Creative Arts Workbook: Grade 9 Drama

Heritage Day Poem

At the sound of the Jembe drum up the Kilimanjaro Mountain smoking fire I awake from a dream that
says: my heritage is Africa. My skin colour is only but a part of me, and not all of me.

My feet dance to the beat of the Jembe drum as I release all that holds me back from that which I am
meant to be

As I begin to mend my palms to clap in song, breaking bond from the silences that hold me, cause in
rhythm I was born, conceived by rhymes, raised by stories from my ancestors, ancient storytellers and
time-tellers of all time,

life's truest antiques, more precious than a Rhino's horn,

this is a sneak peek into my heritage, where I was born, bred and fed words from an early age, this is
the only world I know

An early age where story telling was the meal of the day. As we sat around the fire nibbling freshly
grilled mealies. The oral tradition is passed on in this manner,and selah! 'Tis all a part of our being.

Reciting poetry is a ritual in its own right. Naledi ela ya maruberube... is an all time favorite.

I favour it too, but my all time favourite, is that one, I would always recite, when I would see my
grandfather in plain sight as he returned; ntate moholo o tswa kae ka jako.., before Joko tea was a
common norm, before playing ditini was in form, and we seat around the fire raining words of stories
intertwined with the fire flames, rising higher to call on the thunder storm...,Pula!!! Ga ene! Pula!!! Ga
ene!

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Creative Arts Workbook: Grade 9 Drama

Activity
Formal Activity

Perambulating in Jail

‘Hey you in the middle march on in median

mediocrity’

No subversive elements needed no lateral

thinking and

no thinking per se is required once you

follow the crowd

‘No eccentricity get into that box until no

box is required’

So-called traitors poets intellectuals

struggle with blame

are deemed the fifth column since we

should be all equal

On the battle fields of evil ‘you are with us

or against us’ while the golden mean of
virtue and reason withers away

in dire misappropriation of the ancient

theme of wisdom

‘Stay on the path’ and soon there will be

fences and bars

when you will finally accept the message

and convenience that prisons and goal post
surely protect all of us simply from our
Selves

Unless of course we chose to march in the

center of convictions

behold as treasures the journey without the

meddling middlemen
78
or women who claim the truth from
poisoned cages of indifference
Creative Arts Workbook: Grade 9 Drama

1. In this activity you have to work on your own. Choose a poem you can relate to and will enjoy
performing.
1.2. Re write your poem below and remember to say what the poems name is (heading) and
include the poets name as well.
1.3. Use creative lettering and different colours to write your poem with.
1.4. You may use your own poem or create your own poem to perform in front of the class.

2. Give a reason why you choose this specific poem? (2)

[Link] sure that you understand the meaning of the poem. If you are not clear anything, ask a friend, your
parents or your teacher.

Explain what the poem means and says in your own words. (2)

4. What mood do you need to create when you read your poem? (1)

5. How will you achieve this through the use of your voice and movement (gestures, posture and facial
expression)? Keep in mind that excessive movement becomes very distracting. (3)

Gesture:
Posture:
Facial Expression:

6. Explain briefly how you will make use of different poetic devices to capture the mood of the poem
e.g. verse lengths, rhythm, rhyme, imagery, alliteration, pauses, etc. (5)

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Creative Arts Workbook: Grade 9 Drama

Performing the poem Performance date: _____________________________

• Everyone in the audience must hear every word you are saying.
• You need to connect emotionally with the subject matter of the poem if you
want to engage the audience.
• The way you physically express yourself during the performance needs to
suit the poem.

Keep the following in mind

Rubric for the Poem

CRITERIA 5 4 3 2 1
Text/ Poem The learner has The learner has The learner has The learner has The learner has
analysis an excellent good adequate little no understanding
understanding of understanding of understanding understanding of the brief and
the brief and has the brief and has of the brief and of the brief and has not handed in
handed in a handed in a handed in a a poor attempt the poem
poem analysis poem analysis poem analysis at poem analysis
analysis
Did the learner The learner was Leaner was well The leaner was Learner was Leaner was not
know their lines and prepared prepared and adequately unprepared and prepared at all
perform thoroughly and performed prepared but tread lines from and read each
enthusiastically? performed enthusiastically. performed while the text line form the
enthusiastically. referring to lines captured on paper.
on a piece of paper.
paper.
Did the learner use Learner Leaner displayed Leaner Leaner Leaners
their facial displayed good use of displayed displayed little displayed no use
expressions and excellent use of facial expression adequate use of use of facial of facial
body movement facial expression and body facial expression and expression nor
appropriately? and body movement. expression and body body
movements body movement. movements. movement’s.
Phonation and Learner has Leaner has good Learner has Leaner has a Leaner has no
Resonance to excellent phonation and adequate poor phonation and
projecting were phonation and resonance, phonation and understanding resonance
done and every resonance understanding. resonance of phonation understanding.
word could be understanding. Voice was clear understanding. and resonance. Voice was not
heard? Voice was clear, and audible and Voice was clear, Voice was at clear, nor audible
audible and in in line with the audible and in times clear and and not in
character. character. character. audible. character.
Has the learner Learner has Leaner has Leaner has Learner has Leaner has
shown shown excellent shown good shown adequate shown little shown no
understanding of understanding understanding understanding understanding understanding of
the content in their and portrayed all and portrayed all and has not of character character and
characterisation? aspects of aspects of portrayed and has not has not portrayed
character. character. aspects of portrayed any any aspect of the
character. aspects of character.
character.
Did the learner Learner was Leaner was Leaner was not Leaner was not Leaner was not
perform with confident and confident and as confident and confident nor confident and not
confidence and excellently well prepared. prepared. prepare. prepared. Leaner
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Creative Arts Workbook: Grade 9 Drama

ease? prepared. Performed with Learner found found task

He/she ease. this task intimidating and
performed with difficult. difficult.
ease.
Did the learner The learner The leaner The leaner The leaner The learner did
deliver a engaged the engaged the engaged the rarely engaged not engage the
performance that audience and audience and audience at the audience. audience and no
had an impact on gave a gave a times. Used Very little eye eye contact were
the audience? memorable, memorable eye contact at contact used used during the
powerful performance. certain times of during the performance.
performance. Use eye contact the performance.
Eye contact were throughout most performance.
maintained of the
throughout. performance.
Did the learner The learner used The leaner used The leaner used The leaner Learner did not
capture the their body to their body to their body to used their body display any body
essence of the engage and engage and engage and to engage and language to
character in their entertain the entertain the entertain the entertain the assist with
body language? audience. Body audience. Body audience at audience once characterisation.
usage helped to usage helped to times. or twice during
portray the portray the the
character character. performance.
excellently.
Did the learner The learner has The learner has The learner has The leaner has The leaner has
have an emotional an excellent and good an adequate a poor no understanding
connection with the understanding of understanding of understanding understanding of how to allow
piece of poetry? how to allow the how to allow the of how to allow of how to allow the poet to speak
poet to speak poet to speak the poet to the poet to through him or
through him or through him or speak through speak through her. No emotions
her. her. Emotions him or her. Very him or her. were displayed.
Emotions displayed were little emotions Emotions
displayed were rehearsed and displayed. displayed were
rehearsed and believable. not rehearsed
believable. The or believable.
learner allowed Unprepared.
himself/herself to
feel the emotion
of the text
Time Management Learner has Learners was Leaner was Leaner has no Leaner has no
excellent time absent on due absent and time time
management date but made a new management management
skills and performed as date to perform skills and skills and did not
performed on soon as possible. with the teacher. performed well perform the task
due date. after the due and had no
date. excuses.
50 / 40 / 30 / 20 / 10 /

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Creative Arts Workbook: Grade 9 Drama

Reflection (Self reflection)

1. Discuss the problems that you had with this activity

Planning: (1)

Execution : (1)

2. Explain what you need to do to resolve these problems. (4)

3. Explain something new or interesting that you have learned while performing this
activity. (2)

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Creative Arts Workbook: Grade 9 Drama

[Link] will you do next time to improve your performance? (1)

5. Did you enjoy this task? Give a reason for your answer. (1)

TOTAL: 10 / _________

OR

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Creative Arts Workbook: Grade 9 Drama

Option 3

Dramatized prose

Things to remember

1. When choosing a piece of prose for performance, you should keep in mind what will
capture and hold
the audience’s attention.
2. You can choose either a short story, or a piece of prose from a novel.
3. Just make sure that whatever you choose has a beginning, middle and end.
[Link] can be dialogue or not, and there shouldn’t be too many characters, otherwise it can
become
confusing to the audience if you perform the piece by yourself.
5. Cut the piece for dramatic effect, and to make sure that it is the correct length.
6. Ask a friend, your teacher or your parents to help you if you are struggling.

Work on your own in this activity.

Choose a prose piece that will be easy to dramatize and have a high entertainment value.
Cut your piece of prose to improve dramatic quality.
Your final performance should be between 2-3 minutes.

1. Name of story and author of your prose piece. (1)

________________________________________________________________________

2. Why have you chosen this specific prose piece? Explain. (3)

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Creative Arts Workbook: Grade 9 Drama

3. Explain what happens in your prose piece in your own words. (5)

4. What mood do you need to create in your prose piece? (3)

Explain how you will achieve this through the use of your voice and movement
(gestures, posture, and facial expression).
Keep in mind that excessive movement becomes very distracting

Gestures:
Posture:
Facial Expressions;

5. Explain how you will make sure that you capture and hold the attention of your audience.
(3)

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Creative Arts Workbook: Grade 9 Drama

6. Explain what needs to be emphasised and how you will do that. (5)
Think of emphasis not only in terms of vocal characterisation, but also physical characterisation
and how you will make use of the performance space.

TOTAL: 20 / ________

Performance date: _____________________________

Keep in mind:

• Everyone in the audience must hear every word you are saying.
• You need to emotionally connect with the subject matter of the prose piece if you want to engage
the audience. If it is a funny piece you need to make sure that you stay serious, otherwise the
audience will not think it is funny. Do not laugh at yourself or what happens in the piece.
• The way you physically express yourself during the performance needs to suit the style of the
prose piece

Rubric: Prose
Criteria 4 3 2 1
Expressing the piece in your own words: using phrasing, pause and
tone
Understanding of piece of prose
Expression of meaning through the style of the story (legends, fairy
tails)
Vocal expressiveness through using infliction, pitch and rhythm
Vocal clarity (speak distinctly and audibility)
Impact on the audience
Dramatisation as performance piece
Use of appropriate narrative techniques
Creation of appropriate mood/style/genre
Engaging the audience

1 – Not achieved; 2 – Partially achieved; 3 – Achieved; 4 - Outstanding

Total: (40 / 2 ) = 20 / __________

Reflection (Self reflection)

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Creative Arts Workbook: Grade 9 Drama

1. Discuss the problems that you had with this activity

Planning (3)

Execution : (3)

2. Explain what you need to do to resolve these problems. (4)

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Creative Arts Workbook: Grade 9 Drama

1. Explain something new or interesting that you have learned while performing this
activity. (3)

[Link] will you do next time to improve your performance? (4)

5. Did you enjoy this task? Give a reason for your answer. (3)

TOTAL: 20 / _________

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Creative Arts Workbook: Grade 9 Drama

Topic 3: Appreciation and reflection

Content/concepts/skills
• Appreciation and reflection on peer interpretation of the polished improvised performance,
using drama terminology
• Appreciation and reflection on professional performance preferably live
NOTE: This can be moved elsewhere in the year, if more convenient for the school

Professional performance
Your teacher will take you to a live theatrical performance or will show you a performance she / he has
researched from the internet.

When going to look at a live show there are a few rules to remember:

1. Your cell phone should be switched off, NOT be on silent. Why?

The signal interferes with sound equipment in theatres.

2. Do not talk during a performance. Why?

It is disrespectful towards the rest of the audience who also paid to watch the show. You can leave
when there is an interval if you do not like it, but keep quiet and sit still until then. It is also distracting to
the performers on stage who need to concentrate on their performance.
Remember that they can hear the audience.

3. You are not allowed to eat in most theatres. Why?

It is distracting to the performers and other audience members, and it makes a terrible mess.

4. Appropriate reactions include laughing and applauding.

Remember it is inappropriate to laugh at performers or when something is not funny.
Do not yell at performers or make approving or disapproving noises or sounds during or directly after a
performance.
You do not have to verbalise your dislike of a show while it is in progress – you can quietly discuss it
later with your friends. If you enjoyed a performance very much, it is appropriate to give a standing
ovation at the end. In the case of a musical performance the musicians may even give you an encore,
which means they will play another piece of music.

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Creative Arts Workbook: Grade 9 Drama

Activity 8
Informal / Informal

In order to have fun at the theatre and successfully complete this activity, you will have to do some
preparation beforehand.

1. Write down the following information about the production you are going to attend:

Name of the production: _______________________________________________________

Playwright: _________________________________________________________________

2. Type of production (e.g. musical, pantomime, play, etc.): _____________________________

3. Performance date and time: ___________________________________________________

4. Place the performance will take place: ___________________________________________

5. Cost of a ticket: _______________

You will be able to find the following information from the theatre programme you can buy
when you attend the performance:

NOTE: If you are going to watch a performance of a play that has been
published, see if you can find a copy and read it before attending the
performance.

1. Name of the director / choreographer / musical director or any other person who was involved in the
creation process.

Director : Choreographer:

Musical Director: Set Designer:

Costume Designer: Lighting Designer:

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Creative Arts Workbook: Grade 9 Drama

1. List only the main characters and the actors/actresses who played the parts if it was a big
cast, or list everyone if it was a small production.

Character played in the play Name of the Actor / Actress

3. Name any other people who played an important function:

NOTE: Take a small notepad and pen with you on the day of the performance to make notes, but make
sure that you do not disturb anyone around you.
Make notes during interval or directly after the performance.

4. Make a list of five or six words/images/moments in the performance that caught your attention or
stood out for you and give a reason why.

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Creative Arts Workbook: Grade 9 Drama

5. Describe the emotions you experienced when watching the play.

6. Describe the audience’s reactions to the performance.

7. Reflect on the acting during the performance.

Make sure that you distinguish between facts and opinions.
Focus on the facts and make use of your knowledge of acting to comment on these.

8. Describe the mood and atmosphere of the production and explain how all the technical elements
contributed to this. Do you think the production was successful in achieving the desire mood and
atmosphere? Explain.

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9. If you had to recommend this production to a friend, what would you say to him/her?

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ASSESSMENT
APPRECIATION AND CRITICAL REFLECTION
Critical reflection checklist

Criteria 2 1 0
1. The learner made use of full sentences and
organised his/ideas into logical paragraphs.
2. The learner avoided the use of emotional terms
and did not get personal in the reflection.
3. The learner focused on the technical aspects of
the performance.
4. The learner made use of the correct drama
terminology.
5. The learner communicated his/her thoughts
clearly through his/her writing.

0 – Not achieved / Does not meet expectations

1 – Partially achieved / Meets expectations
2 – Outstanding achievement / Exceeds expectations

Topic 3: Media

Content/concepts/skills:
Stereotyping (including typecasting, labelling, stock characters) in stories, theatre, film,
television and radio
• Stereotyping according to age, gender, class/status and culture, etc.
• Exploration of how discrimination and prejudice are linked with stereotyping

Activity 9
Formal or Informal activity

Stereotyping

In this activity you will be investigating what stereotyping is; how the media promotes it; as well as
the effects it has on the people it stereotypes.

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1. Write down a short explanation of what stereotyping is.

This can include the concepts of typecasting, labelling, as well as stock characters.

2. Choose one form of media to further your investigation.

Name it and explain why you have chosen this specific media form.

3. Identify in your chosen form of media the different stereotypes you have encountered.
This can be done according to age, gender, class or status, as well as culture.

3.1 Explain why you consider these to be stereotypes. Go into as much detail as possible.

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3.2 Do you think that stereotyping intensifies and exaggerates discrimination and prejudice? Explain.

3.3 Discuss your findings with the rest of your class.

4. See if you can come up with solutions to the following question:

4.1 ‘How can stereotyping in the media be changed to reflect sensitivity towards the differences
between people?’

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TERM 3
DRAMATIC SKILLS DEVELOPMENT

Topic 1: Dramatic skills development ATP

Content/concepts/skills
Teacher-devised warm-up routine consisting of the following:

Vocal development
• Interpretation skills – pause, pace, projection, and intonation
• Modulation – change in stress, pitch, loudness and tone of the voice
Physical development
• Physical characterisation – character’s unique way of moving and
motivation

Vocal Development
Voice imagination warm-ups
Activity 1

Its called an response sot the teacher

calls out each line and then the
learners repeat it back.
Play you tube video of Leaning
Station for leaners

“ I said a Boom”

I said a Boom Chicca Boom

I said a Boom Chicca Rocka Chka

Rocka Chika Boom

Uh huh

Oh yeah

One more time

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Ewy Chewy Toffee

A good warm up before any vocal work – exercise the jaw and facial muscles.

How do I play it?

Miming the actions and pretend to eat a toffee that comes from your pocket, unwrap it and POP it
into your mouth!

Explore all the possible movements like:

➢ Up and Down

➢ Side to Side

➢ Chin out / chin in

➢ Toffee stuck between your teeth

➢ A huge toffee piece that dissolves to a tiny piece

➢ ….. Other areas of the mouth

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Pass the word

Activity 2

How may different meanings can a

word have based on how it is said?

How do I play it?

❖ Learners sits in a circle and then
they have to pass a particular
word around the circle each taking
turns to say the word.
❖ You can change dynamics, speed,
pitch tone etc and add physical
Projection gestures too.
E.G. : if the word as hello the task is to
Make use of the following nursery rhyme to make sure that your projection is optimal for the space
say
(classroom, school hall, or outside) you findityourself
in as in.
many different ways with
affective meaning
What’s the news of the day,
Good neighbour, I pray?
They say the balloon
Is gone up to the moon.

Interpretation skills

Pause
Why do we pause?

• To allow time to take a breath

• To emphasise a word
• To allow listeners to comprehend what we are saying
• To prevent a monotonous pace
• To build suspense
• To help with articulation

Remember that a pause must never interrupt the continuity of speech!

How many variations can you produce in these sentences by simply changing the place where you
pause?

• I don’t want your thanks, or your money, or your friendship. I simply want to be left
alone.
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• There’s no point in lying to me when you know perfectly well I saw you steal the
necklace.
• You know perfectly well that I didn’t lie to you about not doing my homework or handing
in my assignment.

Pitch
Activity 3 Date: ____________________________

Changing the pitch or tone of one’s voice is called inflection or intonation and it can change the
meaning of a sentence.

Say the following sentence out loud: ‘I would never say a thing like that!’ Now repeat the sentence
stressing a different word in the sentence each time by changing your pitch. How does this change
the meaning of the sentence each time you stress a different word?

Change in pitch Change in meaning

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Physical exercises
Activity 4

To warm up your imagination and get you to think creatively.

There are no right or wrong to do it – just do the first action that you can think of.

Shoe Imagination
1. Stand in a large group or a number of smaller
circle so you can see all the learners in the group.
Your teacher will give a shoe to one of the
learners.

2. That person must think of another object, which

the shoe represents, e.g. hat, an ice cream or cell
phone
3. That person must then mime using the shoe as
this object so the rest of the group can guess
what the object is.
This person with the shoe may not speak.
Relaxation
Stand in the neutral position. Now stretch your body upwards, pretending that you have to replace
a light bulb and are struggling to reach it. Come [Link] the group
the neutral has guessed
position. correctly,
Repeat three pass the
times.
shoe to the next person in the circle.
Posture
Lie on your back. Pretend that you are a lump of clay that is slowly being sculptured into the
neutral position. Slowly move your body with awareness until you are standing completely relaxed
in the neutral position. Repeat this exercise.

Breathing
Sit upright on a chair with your hands relaxed in your lap. Make sure your spine is straight and that
your chin is neither sticking out nor tucked in. Focus on your diaphragm and breathe in deeply and
slowly through your nose, before exhaling through your mouth. Say the following sentence, using
one breath: ‘Humpty Dumpty sat on a wall.’ Try to say the same sentence twice, using only one
breath. Then try and say it three times. Remember that the strength of your exhalation must be the
same at the end of the sentence as it was in the beginning. Do not force either your voice or your
breath.

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Body

How old is the character?

What does your characters body shape look like?

How would your character walk?

What gestures would your character use?

Character is conveyed through posture, gesture and facial expression.

In this way the audience can instantly identify with a character type or
understand a situation without a word being spoken.

Voice
Ask the following questions:
• What is the tone of your characters voice?
• Does your characters voice have a low or high pitch?

Voice is how an actor speaks their lines instantly identifying the personality and emotions.
Volume, pith, pace and accent can all influence audiences to understand the character and the
tension of the scene.

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Face

Does your character have a nervous twitch?

Does your character have shifty eyes?
Is your character smelling something bad?

Space
The positioning of objects and bodies on the stage and the
relationships between them are a vital means of making
meaning
Grouping, Levels, Pathways and Personal space are all
important aspects of Space.

Movement
Using Timing, Direction and Energy to build a sustained
sequence of movement can enhance understanding of
character and the meaning of a scene.

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Props

Costume pieces
These are the clothing worn by the actors in plays
and films that represent a period in history.
Costumes can be very extravagant or simple.
Costumes, wigs, hats and beards can be made from
many types of waste or recyclable materials.
Painted pasta, beans and corks can be used to
make jewellery.
Boxes, news papers, foam off cuts etc. can be used
as props or repainted and reshaped into any prop
one needs

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Make – up
Costumes, wigs and body paint used to transform an actor into a character

Outer characteristics

What does the character look like physically?

How old is your character?
What is your character wearing?
How do your character sound like?

This is some of the questions you need to ask yourself before you start your plays or resisting a poem.
Here are a few characters form different movies. Study these pictures and answer the questions that follows.

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Activity 5 Date:____________________________

[Link] three movies that Angelina Jolie have played in and also mentioned the character she
played as?

2. Who does Will Smith play in “Men in Black”?

_________________________________________________________________________
[Link] character does Will play when he was painted blue?
________________________________________________________________________

4. Both Angelina and Will played roles in action movies. Name one action movie they
played in.
_________________________________________________________________________

[Link] played the Joker in the film Batman and why is the face of another actor placed next to
him?
_________________________________________________________________________
[Link] one of the movies above where a singer also acts.
_________________________________________________________________________

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[Link] some magazines and make a collage of actors playing in movies or on T.V. and
write the character each is playing In that particular movie or series.

Physical Characterisation
Activity 6 Date: ___________________

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In physical characterisation the focus is on the outward appearance and movement of the
character. In other words, it is the way the character walks, sits, stands and gestures, as well as
the facial expressions he/she uses.
Activity

Choose an animal:

Describe the physical appearance of the chosen animal in detail:

Describe the way this animal moves:

Describe any behaviour patterns of this animal in detail:

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How would a human being move if he/she made use of this animal’s movements and behaviour
patterns? Motivate.

What kind of person would this be? Describe the inner qualities.

The above information to physically create a character. Get your character to perform the following
tasks:

✓ Watch television
✓ Make a sandwich
✓ Shop for groceries
Get your character to interact with another character. Make use of the following scenarios:

✓ Meeting a friend while walking on the beach

✓ Arguing with a waiter
✓ Planning a bank robbery

Reflect on the practical component of the activity. What were the challenges for you? How did you
overcome these? Would you change anything if you had to repeat the activity? Explain.

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Inner Characteristics
Attitude / Personality
Is your character confident or nervous?
Is your character outgoing, responsible and or adventurous?
What do you think the characters motto in life might be?

The inner personality traits of the character can be related to the colours
Blue can represent sadness, purple – royalty, black – evil etc.
The above information to physically create a character. Get your character to perform the following
tasks:

✓ Watch television
✓ Make a sandwich
✓ Shop for groceries
Get your character to interact with another character. Make use of the following scenarios:

✓ Meeting a friend while walking on the beach

✓ Arguing with a waiter
✓ Planning a bank robbery

Reflect on the practical component of the activity. What were the challenges for you? How did you
overcome these? Would you change anything if you had to repeat the activity? Explain.

Inner Characteristics
Attitude / Personality
Is your character confident or nervous?
Is your character outgoing, responsible and or adventurous?
What do you think the characters motto in life might be?

The inner personality traits of the character can be related to the colours
Blue can represent sadness, purple – royalty, black – evil etc.

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Language
Other literacy elements

Language: In Drama the particular manner of verbal expression, the direction or style of writing,
or the speech or phrasing that suggests a class or profession or type of character

Style: the shaping of dramatic material, settings, or costumes in a deliberately non-realistic,

manner

Soliloquy: A speech by a single actor who is Alone on stage.

Monologue: A long speech made by one actor (a monologue may be delivered alone or in the
presence of others).
Types of language in Drama
Language is subtle and can express all sorts of shades of meaning.
There are a few obvious, rules: for example: if a character shouts, they might be angry,
frightened, in pain, frustrated or shocked.
Playwrights chose their words carefully and with purpose; you need to pick up clues as to what
there purposes are.

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Topic 2: Drama elements in playmaking

Content/concepts/skills
Developing a polished improvised performance focusing on the following:
Purpose of performance:
• Educate, enlighten, entertain, mobilise, inform, etc.

Target audience
• Age group, economic background, social background, political background
Basic staging conventions
• Stage space – centre stage, upstage, downstage etc.
• Use of performance space – placing of actors, indicating fictional place of the drama,
movement patterns
• Placement of the audience in relation to the type of stage
Symbols
• Objects may be symbolic and reflect on the deeper meaning of the play
Technical elements: adding to the meaning, mood, impact and spectacle (if relevant).
Design, develop and make own technical elements such as:
• Costumes – pieces of costume that contribute to characterisation, add meaning, symbolism
• Props – used to enhance meaning, characterisation and dramatic tension in the play
• Sets – economical use of set pieces, different meanings assigned to objects
• Lighting – different kinds of lights or colours create different spaces, time-frames, moods,
meanings, contrasts between well-lit performance space and darkness, use of spotlights

Pitch
This refers to the height or depth of the voice.
There are three main pitches: high, middle or low.
There are different reasons for changing the pitch:
• Changing of emotions
• Characterisation
• A change of paragraph or subject matter when speaking a parenthesis

The best way to present a speech is to try to get balance between high & low pitches.
Infliction

Infliction is the variation in pitch of your voice as you speak.

The inflection can change the meaning of the words just by
changing the inflection.
A rising inflection is when the pitch of the voice goes up or
higher.
A falling inflection is when pitch of the voice goes down or
lower

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Pace
How fast or slow your voice is you speak in. No two people speak at the same pace.
If you speak to slow people tend to get bored easily. When you are excited about things ones pace usually
fastens.
Two things determine how quickly people speak a passage:

• The nature of the passage

• The capabilities of the speaker

Symbols in Drama
Symbolism is a device in which and object, person or situation is given another meaning beyond itself.
There are many kinds of symbols, every culture has their own symbols with different meanings. It is
possible to signal complex ideas in a drama through commonly recognized symbols.
Costumes can also be symbolic. At times symbolic colours are used, for example purple that shows wealth
and royalty, In early times the purple dye came from crushing sea shells.

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Technical Elements in Drama

Set and lighting design
Drama elements in Playmaking

Sets
Stage designer
• The stage designer takes care of all the visual effects to create mood and atmosphere.
• The stage designer makes props, paints scenery, controls curtains, platforms and ad
backdrops. He consults with the director on what effects must be created during the show.
• Every theatre is different. Before deciding on any idea, the stage designer draws a plan on
the stage area.
• The designer can use colour to make the plan more effective.

• The stage designer uses technical terms like:

- Setting lines (imaginary lines drawn across the stage downstage that shows
where scenery should be placed)
- Centre line( an imaginary line drawn across the middle of the stage)
- Tabs (the main curtains at the front of the stage)
- Scene clock (storage space for the scenery)
- Wings (the area on the sides of the stage).

• The designer usually gives the plan to all those involved in preparing the stage for the
production.
• To be a good stage designer, you need to be able to visualise or see the stage in your head
as well as draw plans of the stage.

• The stage designer takes note of five areas:

- onstage area: acting area
- floor of the stage: what is it made of?
- backstage area: how will scenery be able to get on stage?
- lighting availability
- Audience: How far will they be seated from the stage?

Upstage Right Upstage Upstage Left

Centre stage Right Centre stage Centre stage Left

Downstage Right Downstage Downstage Left

Types of Stages

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The 3 types of Stages are the End Stage and the Proscenium Arch Stage,the Arena Stage and the
Thrust Stage.

Set pieces

Sometimes set designers are given huge budgets in order to create spectacular senses for a
performance. Usually the set designer need to think of ways to save money yet still produce a set
that is interesting, relevant and visually attractive to the audience. The amount of set pieces can
also be kept small yet changing the lighting effects and stage props to create a new scene.

Different meanings assigned to objects

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Set pieces are objects that form part of the scenery that stand by themselves.
These objects create meaning.
They could create the specific time period of the performance or place e.g. forest, castle etc.
Basic lighting
This consists of floodlights and spotlights and the use of different coloured lenses to create
different moods.
To light up our stage, experiment with natural light from the windows and doorways.
The placement, intensity and colour of lights help communicate the environment, mood and feeling
that the play will have.

Sound
Microphones, amplifiers and speakers are used to magnify the sound of voices and musical
instruments on stage to the audience.
Sound effects can be played on a DVD player or can be made with the mouth or other body parts.
The effect an audience hears during a performance to communicate character, context or
environment.

Silence can play an important role in moving image.

It can either diegetic or non-diegetic and be used to emphasise something or imply something
might happen.
Ambient sounds are background sounds.
They are what we would expect to hear, such as birds outside.
Ambient sounds are used to establish or reinforce the atmosphere / mood of a scene and also
provide continuity between shots and prevent unnatural (unwanted) silence, when no other sound
is present.

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Polished improvisation
Formal activity

Instructions
Divide into groups of 5–7.
Make sure that you choose your group carefully to avoid future disagreements and problems
regarding different work ethics.
You have to develop a polished improvisation that will be performed at the end of the term.

Brainstorm a few themes that are relevant to your daily lives and write them below. (5)

Choose one of these themes to work with. Through improvisation, explore the many story options
available to you through this theme, and come up with a plot for your play. At this stage it is just
necessary to come up with a broad storyline, and not any details.

Write down the theme you have chosen and explain why you have decided on this specific theme.
(2)

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Provide a broad outline of the plot (what will happen). (5)

You now have to develop your story. Decide what type of structure will best enable you to convey
the theme of your play to the audience.

Which structure will suit your play best? Explain why. (2)

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Decide which characters you need to tell your story. Give a short explanation of why you have
chosen these specific characters. (10)
(

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Decide which group member will portray which character. Each group member now has to develop
his/her character by paying attention to the following: personality, likes and dislikes, habits,
hobbies, style and any other information that is crucial for the story. Also think of how your
character will talk, stand and move around.

Write a short biography for your character. Also look at where your character fits into the plot and
explain how your character will help develop and build dramatic tension. (12)

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Look at the dramatic tension of your play and describe and explain it. Is the conflict an internal
struggle within one of the characters, or is it a conflict between different characters? Is it a conflict
between one of the characters and the physical environment? Is it a conflict between a character
and his/her social or cultural environment, which includes that society’s beliefs, attitudes or
traditions? Explain and motivate. (10)

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Think about the language your characters will use. Make sure that it suits the different characters,
as well as the environment of the play. What do you want the audience to learn through how you
make use of dialogue? Remember that the dialogue should have a specific purpose and must help
to unfold the story and develop dramatic tension.

Experiment with different variations of telling your story, until you create a play you can write down
in script form. Make sure each group member has a script. Learn your words!

Think about your target audience and how they will receive your play.

Why are you performing this play? Is it just to entertain the audience or do you want to achieve
anything else, like educate, enlighten, mobilise or inform? Explain. (5)

Who will be your target audience? Describe your target audience and how you think they will
appreciate your play. (Include age group and economic, social and political background.)
(6)

Describe your performance space and explain which type of stage you will make use of for your
performance, indicating where the audience will sit. Motivate your choices. (2)

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Draw a stage plan in the space below on which you indicate your set design, as well as placement
and movement of actors in your opening scene. (2)

Will you be making use of music and/or sound effects? If so, describe how and when you will
make use of sound effects and why you will use them. (5)

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Describe the set design for your play, and motivate the use or lack of set pieces. (5)

Describe the costume your character will wear and the props he/she will use. Motivate every
choice you make by giving a detailed explanation. (5)

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Depending on your school’s technical resources you will either be able to make use of lighting or
not. Either way you have to describe what you will do and explain the choices you make as if you
had access to lighting equipment and are going to make use of it. (5)

80 ÷ 8

Integrate the action of your play with the technical elements, and rehearse until you are happy with
the end result.

Make use of the following checklist:

✓ Did you include symbols in your play? Are they clear and well-defined?
✓ Do the technical elements enhance your play or detract from the
message?
✓ Are you clear about how you will make use of your performance
space?
✓ Does the structure of your play suit the theme and storyline?
✓ Are the characters unique and clearly defined?
✓ Does the dialogue help develop dramatic tension?
✓ Is the time and space clear through the use of dialogue and technical elements?
✓ Does the dramatic tension lead to the climax of your play?
✓ Is the message/theme of your play clearly recognisable?
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✓ Does each member of the group know exactly what he/she is responsible for to ensure a
successful performance?

All you now have to do is rehearse your play well. Remember to warm-up and cool down before
and after each rehearsal, as well as your performance.

Performance Date: ___________________________________________________

Break a leg!

Rubric
Assessment Poor Fair Good Excellent
criteria 1 Mark 2 Marks 3 Marks 4 Marks
Characterisation is The cast has not An attempt has A great deal of Expectations have
convincing made an effort to been made to time and effort has been exceeded.
characterise their characterise, yet it been put into Characterisation is
characters is not convincing or characterisation. It both convincing
correctly. consistent. is convincing and and innovative.
consistent.
Stage conventions Stage conventions Stage conventions There is a good The use of the
include good use have not been have been used use of space and performance space
of space and used correctly. yet confusing. blocking adds and blocking is
blocking meaning and innovative and
structure. expressive.
Costumes and Costumes and Learners have Costumes and The costumes and
props contribute to props are chosen suitable props are well props are excellent
a successful incomplete, costumes and finished and are and adds to the
performance missing or props yet these are integrated success and
inappropriate. distracting successfully. symbolism.
Lighting and the Lighting and the Lighting and the Lighting and the The lighting and
set contribute to a set is incomplete set are complete set are well chosen the set are highly
successful missing or yet distracting or adding to the mood successful at
performance inappropriate. unsuitable. and context. achieving the
mood and content
The cast is well The cast was not The cast was fairly The cast was Expectations have
prepared and prepared to prepared yet adequately been exceeded.
performs with perform. They did lacked confidence prepared and Very professional
confidence not know their and timing confident. and timed well.
lines.
Dialogue of the The learner did not The learner knew The learner knew The learner knew
learner know his or her some of his/ her his/her words and his/her dialogue
dialogue and had dialogue but had to could remember all but used tone,
to be helped read form cards infliction etc to
constantly mostly make the text very
interesting
TOTAL 25

Reflection

Reflect on the polished improvisation of another group in your class. Your teacher will allocate
which group you will write a critical reflection on. Make use of drama terminology and be as
objective as possible in your reflection.

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Focus on the following when writing your reflection:

✓ Vocal characterisation
✓ Physical characterisation
✓ Contact with the audience
✓ Preparation
✓ Basic staging conventions
✓ Purpose of the performance
✓ Target audience and audience reception
✓ Use of symbols
✓ Use of technical elements
✓ How well the group worked together and how they dealt with problems

Critical reflection (Write full sentences and make use of paragraphs to organise your thoughts.)
(15)

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Term 4
Scene Work OR Radio
Drama

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Topic 1: Dramatic skills development ATP

Content/concepts/skills:
Teacher-devised warm-up routine focusing on the following:

Vocal development and physical development:

• Consolidation of activities of the first three terms

A warm-up routine
Physical exercises
Allow the following verbs to guide your movements:
✓ Stretching: you are reaching up towards the ceiling – try to push against it
✓ Twisting: you are a fallen leaf slowly drying in the sun
✓ Flinging: you are a huge tree during a tornado that is being torn out of the earth
✓ Shaking: you are a pile of clothes in a washing machine

Relaxation
Start by standing in the neutral position. Pretend that you are a tall tree that is blowing in a gentle
breeze. The wind starts to increase until it is very strong. Move your body accordingly. Slowly the
wind dies down until you are back in the neutral position. Repeat three times.

Posture
Sit slouched forward in a chair. Now stand up using as little effort as you can and come into the
neutral position. Repeat five times.

Breathing
Lie on your back with your legs hip-width apart and your feet just falling to the sides. Put your one
hand on your under your diaphragm and your other hand on your upper chest. Start to breathe in
deeply and slowly. Feel how, when you breathe in, your hand on your diaphragm is being pushed
up and how it lowers when you breathe out. There should be no movement in the upper chest
area. Do this for about 2 minutes. Now when you breathe out, release your voice by sighing out
‘phew’ for as long as your breath lasts. Do not force your voice or breath. It should feel natural and
your shoulders and neck should be relaxed throughout the exercise. Repeat this and see if you
can lengthen your breath a little each time. Repeat for about 1 minute.

Resonance
Count from 1 to 10 beginning on a low note and getting higher in pitch on each number. Reverse
the process and allow your voice to drop lower with each count. Play around with this in order to
activate and use the different resonators.

Now hum the following two words: ‘ping…pong’. Make sure that your neck and chin are in a
neutral position and make use of the different resonators. Repeat as many times as you want to
get comfortable with utilizing all the different resonance cavities.

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Articulation
Repeat the following tongue twisters:

❑ Red leather, yellow leather, red leather, yellow leather

❑ Mommy made me mash my mini-muffins

❑ Billy Button bought a buttered biscuit.

Did Billy Button buy a buttered biscuit?
If Billy Button bought a buttered biscuit,
Where's the buttered biscuit Billy Button bought?

❑ Mr See owned a saw.

And Mr Soar owned a seesaw.
Now See's saw sawed Soar's seesaw
Before Soar saw See,
Which made Soar sore.
Had Soar seen See's saw
Before See sawed Soar's seesaw,
See's saw would not have sawed
Soar's seesaw.
So See's saw sawed Soar's seesaw.
But it was sad to see Soar so sore
Just because See's saw sawed
Soar's seesaw!

Projection
Use the following nursery rhyme:

Hey diddle, diddle,

The cat and the fiddle,
The cow jumped over the moon;
The little dog laughed
To see such sport,
And the dish ran away with the spoon.

Remember not to strain your voice and to make use of the strength of your breath!

Interpretation skills
Choose a short piece of prose to read to a small group of friends (4 per group). Make sure you
make use of pause, pace, projection and intonation in the correct way to convey the meaning of
your chosen piece of prose.

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Topic 2: Interpretation and performance of a choice of dramatic forms: scene work

(theatre/television) or radio drama

Content/concepts/skills
Develop interpretation and presentation skills by focusing on the following:
Scene work
• Text analysis – expressing piece in own words
• Interpretation of the character – based on knowledge of the play
• Vocal characterisation – communicate background, age, status, intention
• Vocal clarity – distinct and audible use of voice
• Physical characterisation – communicate through the body – age, status, body language,
gestures
• Emotional connection – connect with the emotions of the character
• Use of space, emotional connection, invisible listener, on-stage silent partner
• Interaction – stay in character when not speaking, listening and responsiveness
• Development of relationship – status of characters, development of relationship
• Impact of the scene – memorable, engaging and effective
OR
Radio drama
• Text analysis – expressing piece in own words
• Interpretation of the character – based on knowledge of the play
• Vocal characterisation – communicate aspects of the character – background, age, status,
intention
• Vocal clarity – distinct and audible use of voice
• Emotional connection – connect with the emotions of the character
• Interaction – listening and responsiveness, stay in character when not speaking
• Development of relationships – understand status of characters, relationship grows, develops
and changes appropriately
• Impact of sound on the listener
• Use of voice to create atmosphere, space and time
• Use of pause, building of tension by using sound only
• The use of sound effects and music

Choice 1
Scene work
Choose a scene from a play (theatre or television) which has a clear beginning, middle and
ending.
Edit it and cut the material in such a way that the scene builds up to climax or Hight point and
makes sense on its own.
It should be 5 – 10 minutes long.

Rehearsing
• Read the scene with the rest of the cast conversationally and discuss what the emotional
high point of the scene is and how best to work up to it.
• Make a plan for rehearsing outside of class
• Remember that rehearsing scenes demands a sacrifice of time and effort.
• The success of the final performance depends on how well you can work together as a
team.

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• Decide in which period the scene is in and what style of acting is appropriate and what
essential pieces of furniture you will need.
• Plan an effective stage arrangement that can function easily and simply and work out a
broad outline of movement so that you consistently create an interesting picture on stage.
• Memo ration of lines should be word perfect. You cannot create a part of it in your mind
when you perform.
• When memorising your lines, apply the “whole part” method to the entire scene so that you
are fixing ideas and not just words.
• Prepare your props and make them interesting to look at.
• Remember how you have to perform on a stage and choose your music, lighting etc
carefully.

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15

OR

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Radio Drama
Do this in your workbook on the given pages after the brief and the rubric.
Decorate the theme page using the given headings
Term 4 Exam: Radio Drama
Follow the instructions in the brief found on the nest page
Be prepared to perform your radio drama in front of the class
Arrive on time to perform the drama
Apply all the knowledge and skills that you have learned from terms 1-3.
You will need the following:
• A copy of the final script
• Your recorded sound effects on a CD or memory stick or phone
• Your music or musical instruments (if needed)
• A large screen to project your background on
• A CD player or computer or phone
• Objects (props) to make live sound effects with
• Sound cue sheet
• Chairs to sit down on (if needed)
• Your planning to be handed to the educator

Before you perform make sure you understand the rubric and if you have questions about the rubric make
sure you sort this two to three days before you have to perform
The teacher will announce in what order the drama companies will perform
When it is your company’s turn take your places behind the screen.
Take a few minutes to focus and get organised.
Enjoy the performance and have fun!

Planning
[Link] script to be pasted into the book (2)
[Link] highlighted what you are going to be saying in different colours to indicate tone, infliction,
Silences, etc. Name the effects to be used in your drama piece. And indicate where these sound
Effects have to be slotted into the script by writing it down or highlighting it with a visible colour (4)
2. Write down the props you are going to be using. (2)
3. Indicate the preparation you and your group have made to make this a success. (2)

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Planning “Script”

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Planning:
Sound effects and props

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Rubric

Assessment Poor Fair Good Excellent

criteria 1 mark 2 marks 3 marks 4 marks
The portrayal of The cast has not An attempt has A great deal of Expectations have
the characters was made an effort to been made to time and effort has been exceeded.
convincing characterise their characterise, yet it been put into Characterisation is
characters is not convincing or characterisation. It both convincing
correctly consistent is convincing and and innovative
consistent
Vocal clarity was It was difficult to The cast often The vast spoke Each and every
achieved hear what was swallowed their clearly and word could be
going on words. projected their clearly heard
words.
Confidence It was very clear The cast lacked The cast Expectations have
that the cast had confidence which confidently been exceeded.
no confidence in affected their performed their Confidence was
their ability performance radio drama clearly evident
Vocal expression The cast has not Only some voice The cast used Expectations have
made an effort to modulation voice modulation been exceeded.
use vocal techniques have techniques The vocal
expression. been used successfully expression is
convincing
Emotional The actors did not The actors made The actors The audience
connection connect with their an attempt yet it portrayal of their clearly understood
characters was not convincing characters the characters
emotions was emotions
convincing
Portrayal of No relationship Interaction has There is good Characters interact
relationships were convincing been attempted interaction with confidence
between and clarity
characters
Timing Actors forgot their Most of the times The actors timing the timing was
cues actors came in on was good excellent
cue
Effort The group were The group The group The group
reluctant to attempt attempted the task attempted the task completed the task
the task and with persuasion, and put in a lot of competently
unable to complete but struggled to effort beyond
it complete it expectation
Creativity The group was not The group The group included The use of both
creative attempted to be ideas that were performance and
creative interesting and technical elements
entertaining were highly
innovative
Preparation Not prepared Learners were not Leaners were Drama was well
as prepared as adequately prepared and
they should have prepared exceeds
been expectations
TOTAL 40 ÷ 2 = 20

Reflection (15)
What have you learnt out of this particular performance?
What will you change and describe how you and the group got the marks you deserved?

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References

Drama

Link Page

1. [Link] 1 Front cover

2. [Link] 2 Term 1
3. [Link] 3 Relaxation
4. [Link] 4 Breathing
5. [Link] 12 Plot structure
6. [Link]
13 Characters
7. [Link] 14 Music and
Theme
8. [Link] 14 Stage and
lights
9. [Link] 14 Costumes
10. [Link] 15 Make-up
11. [Link]
12. [Link] 15 Props
13. [Link]
16 Genres

14. [Link]
17 Audience
15. [Link] 18 Time
16. [Link] 19 Mirror
Term 2

17. [Link] 29 cover page

18. [Link] 30 -32 Articulation
19. [Link] 45 Performance
elements
20. [Link] 45 Helpful
21. [Link]
[Link] 37 Creating a E
22. [Link] 37 Yoga
23. [Link] 37 Activity 6
24. [Link] 38 Activity 6
25. [Link] 39 Structures
of a plot
26. [Link] 40 infliction
27. [Link] 35 Articulation
28. [Link] 37 Poet picture
29. [Link]
55 Monk
30. [Link] 57 Quotes
31. [Link]

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58 Puppet
Show
31. [Link] 59 Boom
Chicca

32. [Link]
photography/539964007 59 Chewing

33. [Link]
image36199922 61 Shoes

34. [Link] 62 Facial exp

35. [Link]

62 Space

36. [Link] Super

heroes

37. [Link] Will Smith

38. [Link] Anglia

Basset

39. [Link] Character

40. [Link] Lightening

41. [Link] Sound

effects

42. [Link] Sound

effects

43. [Link] Types of

Stages

Term 4
44. [Link] Radio

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