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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.

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Source:  OpenStax, Arts and culture grade 8. OpenStax CNX. Sep 12, 2009 Download for free at http://cnx.org/content/col11046/1.1
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