Arts and culture
Grade 8
Critical and creative expression
Module 12
Human rights and protest theatre
DRAMA
We shall be looking at the following in this module:
- the issue of human rights
- protest theatre
- the Holocaust during the Second World War
Activity 1:
To research human rights: the holocaust
[lo 2.2, 2.7]
Drama also has a serious side to it – which you will experience with this activity. Drama is not only entertaining, but informative and educational as well.
1. The Project
Research the Holocaust during the Second World War and the era of apartheid in South Africa and compile a record of your findings.
The project must include the following:
Illustrations, pictures, photographs
- Germany and the rise of Nazism
- Anti-semitism and racism
- Concentration camps
- Jewish culture
- Apartheid in South Africa and how it compares to Anti-semitism
- South African Protest Theatre
Examples of South African Protest Theatre
- Woza Albert
- Sizwe Banzi is Dead
- District 6
- Sophia Town
The following questions should be answered:
- What is protest theatre?
- Why is protest theatre necessary?
- Is protest theatre entertainment?
2. Improvisation
You will be divided into groups of 6 - 8
Select an aspect from your research on the Holocaust that you would like to portray in improvisation
The improvisation should not be more than two minutes long
The improvisation should include the following:
- a message
- beginning, middle and end
- climax
- specific setting
- definite characterisation
You have ten minutes to plan your improvisation
Each group must perform their scene (in three minutes) for the rest of the class
3. Class Discussion
Discuss the following aspects after each performance:
- Could this scene be classified as protest theatre?
- Was the issue of human rights prominent?
- Did the scene have a climax?
- What was the message of the scene?
- Did the characters contribute to the message?
- How would you improve on the scene?
- Did everyone work together as a team?
- Did the scene evoke any emotion in the audience?
Assessment
| Learning Outcome(LOs) |
| LU 2 |
| REFLECTINGThe learner will be able to reflect critically and creatively on artistic and cultural processes, products and styles in past and present contexts. |
| Assessment Standards(ASs) |
| We know this when the learner: |
| COMPOSITE |
| 2.2 discusses how the Arts have contributed and can contribute towards social and cultural change (e.g. as a mirror, in documentaries, as suggestions, commentaries, predictions). |
| DANCE |
| 2.4 discusses dances in own social, cultural and historical contexts, focusing on gender, disability and power; |
| DRAMA |
| 2.5 researches human rights and environmental issues and interprets these in small group role-plays; |
| MUSIC |
| 2.6 listens to and demonstrates how the use of polyphony in African music accords participants equitable space in the making of music; |
| VISUAL ARTS |
| 2.7 identifies and explains how photography, filmmaking, sculpture and printmaking can document human rights abuses;2.8 comments on composition, style and subject matter in artworks (e.g. landscape, portraits, still-life, public art or resistance art) over time. |