SKEPPENDE KUNSTE DRAMA CREATIVE ARTS DRAMA GR 9

SKEPPENDE KUNSTE - DRAMA CREATIVE ARTS - DRAMA GR 9 KWARTAAL 3 / TERM 3 1. VOKALE KARAKTERUITBEELDING/ VOCAL CHARACTERISATION 2. DIE SKEPPING VAN ‘N TONEELSTUK /THE CREATION OF A THEATRE PRODUCTION

Vokale karakteruitbeelding Vocal characterisation Ons gebruik ons stemme om inligting oor te dra wat dalk nie in die werklike woorde wat ons uitspreek, mag wees nie. Al die volgende dra inligting van ons karakter oor: We use our voices to convey information that might not be in the actual words that we speak. All of the following convey information about our character: 1. 2. 3. 4. 5. Hoe ons woorde verdeel (pouse) Hoe vinnig ons praat (tempo) Hoe hard of hoe sag ons praat (volume) Hoe ons stemme lig of laat sak (toonhoogte) Hoe ons sekere woorde of frases belangrik maak (klem) 6. Hoe ons emosie ondersoek (toon) As ons van hierdie hulpmiddels optimaal gebruik maak, word ons karakters meer geloofwaardig en toeganklik. 1. 2. 3. 4. 5. How we break up the words (pause) How fast we speak (pace) How loudly or softly we speak (volume) How we raise and lower our voices (pitch) How we make certain words and phrases important (emphasis) 6. How we explore emotion (tone) When we make use of these tools, our characters become more believable and accessible.

DIE SKEPPING VAN ‘N TONEELSTUK THE CREATION OF A THEATRE PRODUCTION NEEM DIE GEHOOR IN AG • Die vertrekpunt om ‘n drama te skep om op te voer, is dikwels die storie wat jy wil vertel. Daar is egter ander moontlike vertrekpunte, en een hiervan is om by die gehoor te begin. • Drama kommunikeer stories, idees en emosies aan ‘n gehoor tydens ‘n lewendige optrede. • Die drama moet fokus op die teikenmark (ouderdomsgroep). CONSIDERING THE AUDIENCE • When you create a drama for performance, the starting point will often be the story that you want to tell. However, there are other possible starting points and one of them is starting with the audience. • Drama communicates stories, ideas and emotions to an audience through live performance. • The drama must focus on the specific target market (age group).

DIE SKEPPING VAN ‘N TONEELSTUK THE CREATION OF A THEATRE PRODUCTION DOEL VAN DIE OPVOERING • Teater kan ‘n mens leer, inlig en mobiliseer om op ‘n spesifieke manier op te tree. • Dit stimuleer denke. • Dit kan krities of vermaaklik wees. PURPOSE OF A PERFORMANCE • Theatre can educate, inform and mobilise people to act in a particular way. • It can provoke thoughts. • It can be critical of entertaining.

DRAMA ELEMENTE / DRAMA ELEMENTS REKWISIETE AS SIMBOLE • Word gewoonlik deur die akteurs “props” genoem. • Dit is voorwerpe wat akteurs nodig het op die verhoog. • Die “eiendom” van elke karakter. • Bv. pyp, kierie, rugbybal, pen. • Handrekwisiete: kierie, pyp • Kostuumrekwisiete: hoed, ring • Dekorrekwisiete: kussing, lamp PROPS AS SYMBOLS • Items used by actors on stage. • Property of every character. • Example: pipe, rugby ball, pen • Hand props: cane, pipe • Costume props: hat, ring • Décor props: cushion, lampstand

DRAMA ELEMENTE / DRAMA ELEMENTS KOSTUUMS AS SIMBOLE COSTUMES AS SYMBOLS • Die klere wat die akteurs dra om hulle karakters uit te beeld. • Kostumering is belangrik, omrede dit baie van die karakter sê. • Bv. ‘n Sakeman dra ‘n pak, met ‘n aktetas en netjiese hare. • The clothes worn by the actors to portray the character they are playing. • Costumes are important, because it gives us a better picture of the character. • Example, a rich business man, wearing a suit, briefcase in hand, neat hair.

DRAMA ELEMENTE BELIGTING AS SIMBOLE • Alle toneelstukke het beligting nodig, anders kan die akteurs nie gesien word nie. Beligting word ook gebruik om betekenis aan ‘n gehoor te dra. • Kantligte: Lig skyn van die kant af. • Agterligte: Lig skyn van agter af. • Vloerligte: Lig skyn op na akteur. • Plafonligte: Ligte skyn direk van bo af op akteur, beklemtoon dan die kop en hare en skouers. • Kollig: Enkele lig wat op een akteur helder skyn. • Helder (vreugdevol) vs. dowwer (hartseer) beligting? • Verskillende kleure skep ook ‘n gevoel, blou koud, rooi woede of hitte. / DRAMA ELEMENTS LIGHTING AS SYMBOLS • All theatre productions need lighting, otherwise the actors cannot be seen. Lighting can be used to convey meaning to an audience. • Side lights: Light shines from the side. • Back lights: Lights shines from the back of the stage. • Floor lights: Lights shines UP. • Roof lights: Light shines directly from the top, accentuating the head, hair and shoulders. • Spot lights: Single light that clearly focusses on one actor. • Bright (happy) vs darker (dramatic) lighting. • Different colours also create different feels, blue cold, red anger or heat.

FIKTIEWE RUIMTE DEKOR (STELLE) AS SIMBOLE • In teater, neem die gehoor aan die drama deel deur hul verbeelding te gebruik. • Die groter objekte op die verhoog wat die ligging van die toneel voorstel, noem ons dekor. • Bv. sitkamer = bank, koffietafel, televisie, mat. • Vind ‘n motivering om van een deel van die verhoog na ‘n volgende te beweeg. / FICTIONAL SPACE DÉCOR(SETS) AS SYMBOLS • In theatre, the audience participates in the drama by using their imaginations. • The bigger objects on stage, giving the audience an idea where the drama is playing off, are called décor. • Example. Lounge = couch, coffee table, television, carpet. • Find a motivation to move from one part to another on stage.

FIKTIEWE RUIMTE VERHOOG UITLEG: Gebruik die verhoog op soveel moontlike maniere. Gebruik verskillende vlakke en ook verskillende verhoog areas. BO MIDDEL REGS BO MIDDELREGS MIDDEL ONDER MIDDEL REGS ONDER MIDDEL FICTIONAL SPACE STAGE EXPLANATION: Use the stage in as many ways as possible. Consider using different levels as well as the different stage areas. BO MIDDEL LINKS UP STAGE RIGHT UP STAGE CENTER UP STAGE LEFT MIDDEL LINKS CENTRE STAGE RIGHT CENTER STAGE LEFT ONDER MIDDEL LINKS DOWN STAGE RIGHT DOWN STAGE CENTER DOWN STAGE LEFT

‘N AFGERONDE OPVOERING A POLISHED PERFORMANCE VOORBEREIDING • LEES DEUR JOU TEKS. • LEER EN KEN JOU LYNE – WEES WOORDVAS. • FOKUS OP KARAKTERISERING – WORD DIE KARAKTER. • AS IETS ONVOORSPELBAAR GEBEUR, BV VERGEET VAN WOORDE TERWYL JY OPTREE, KEN JOU TEKS SO GOED DAT JY WOORDE KAN OPMAAK (IMPROVISEER). PREPARATION • READ THROUGH THE SCRIPT. • STUDY AND KNOW YOUR LINES. • FOCUS ON CHARACTERISATION – BECOME THE CHARACTER. • IF SOMETHING UNPREDICTABLE HAPPENS, SAY YOU FORGET YOUR LINES WHILE PERFORMING, KNOW YOUR SCRIPT SO WELL, SO THAT YOU CAN MAKE UP WORDS AS YOU GO (IMPROVISATION).

SUBTEKS EN TEKS SUBTEXT AND TEXT • Die teks is die woorde wat die akteurs, in karakter, hardop uiter. • Die subteks dui op die gedagtes en die gevoelens wat onderliggend aan die gesproke woorde oorgedra word. • BV. Susan: Ek is lief vir jou. • The text is the words that are actually spoken by the actor, as the character. • The subtext is the thoughts and feelings that are being conveyed “under” the words. • Example: Susan: I love you. You: I love you too. Bring yourself to the unreal moment and create a real situation. Jy: Ek is ook lief vir jou. Leef jouself in die situasie in.

Refleksie vrae: 1. Hoe sal jy jou liggaam gebruik om ‘n karakter wat kwaad is se houding te illustreer? ________________________________________________________ 2. Hoe sal jy jou stem gebruik om gehoor te word as jy op ‘n plek moet optree wat buitekant is en dubble die grootte van die klaskamer is? ________________________________________________________ 3. Gee een woord vir die volgende beskrywings: • Hoe ons woorde verdeel : ___________ • Hoe vinnig ons praat : ___________ • Hoe hard of hoe sag ons praat : ____________ • Hoe ons stemme lig of laat sak : ___________ • Hoe ons sekere woorde of frases belangrik maak : ____________ 4. Hoekom is kostumering belangrik? ______________________________________________________ 5. Hoekom is beligting belangrik? ______________________________________________________

Reflection questions: 1. When portraying an angry character, how would you use your body to suggest his or her mood? _________________________________________________________ 2. If you had to perform in an outside venue that was the size of a double classroom, how would you have to use your voice to be heard? _______________________________________________________ 3. Give one word for the following descriptions: • How we break up the words: _____________ • How fast we speak : ______________ • How loudly or softly we speak : _____________ • How we raise and lower our voices : _____________ • How we make certain words and phrases important: ____________ • How we explore emotion : _______________ 4. Why is making use of costumes important? _______________________________________________________ 5. Why is making use of lighting important? _______________________________________________________

Jy het in kwartaal 2 reeds jou prosa gedoen en gestuur. Kyk weer daarna en voltooi die refleksie vrae. You completed your prose in term 2. Look at it and complete the reflection questions.

Prakties: Monoloog Refleksie vrae: 1. Hoekom het jy aanklank met die monoloog van jou keuse gevind? ___________________________________________________________ ____________________________ 2. Met wie het jou karakter gepraat? _____________________________________________________________ 3. Hoe het jy vokalies en fisies jou karakter uitgebeeld? Beskryf, bv. Vokalies: ek het dieper en stadiger gepraat. Fisies: Ek het my rug krom gebuig en in my aksies gebewe. Vokaal: _____________________________________________________________ Fisies: _____________________________________________________________ 4. Van watter rekwisiete en kostuum het jy gebruik gemaak, tydens jou praktiese assessering? _____________________________________________________________ 5. Wat was die genre van jou stuk? _______________________________ Rubriek Naam en Van: _______________________Gr: ______ ASSESSERINGS KRITERIA: PUNTE TOEGEKEN: 1. Voorbereiding (Ken die dialoog): /10 2. Helderheid (Projeksie en Artikulasie): /10 3. Karakter (Beeld die karakter volgens fisieseen vokaliese beskrywing uit): /10 4. Gebruik van rekwisiete/kostuum: /10 5. Refleksie(nuut): /10 TOTAAL: /50

Practical: Monologue Reflection questions: 1. Why did you resonate with the monologue you chose? _____________________________________________________ 2. With who was your character speaking? ________________________________________________________ 3. How did you vocally and physically portray your character? Example: Vocally: I spoke slowly and deepened my voice. Physically: I bent my back and quivered in my movements. Vocally: ________________________________________________________ Physically: ____________________________________________________ 4. What props and costume did you use during your performance? ________________________________________________________ 5. What was the genre of your piece? ____________________________ Rubric Name and Surname: ____________________Gr: _______ ASSESSMENT CRITERIA: MARKS REWARDED: 1. Preparation (Knows dialogue): /10 2. Clarity (Projection and Articulation): /10 3. Character (Physical and vocal portrayal as described): /10 4. Use of costume and props: /10 5. Reflection(new): /10 TOTAL: /50