Dramatic Arts
Grade 12 Lesson plan Duration 6 Weeks
Theatre of the Absurd Waiting for Godot
LO 1
Personal Development / LO 2
Create make and represent / LO 3
Understand and Analyse / LO 4
Reflect and Evaluate
AS 1
Applies techniques of physical expressiveness, including physical release, voice-body integration, physical versatility, use of space, rhythm and energy for the purpose of communicating thought, feeling and character creatively. / x / AS 1: Presents a polished performance applying interpretative and performance skills to narrative, lyrical and dramatic forms. / AS 1
Evaluates at least THREE different texts in order to compare the many purposes of drama in society. / AS 1
Evaluates and compares the forms, styles, conventions and processes used in own and others’ dramatic action and performance / x
AS 2
Applies techniques of vocal production and expression
/ x /
AS 2
Selects and uses improvised and available technical elements which will best contribute to a cohesive theatrical presentation / x /
AS 2
Examines through research how aspects of texts and performances change to reflect historical, social, political, cultural, theatrical and economic contexts. / x /
AS 2
Evaluates and justifies choices in own work and that of others using specialised vocabulary and culture-fair aesthetic values / x
AS 3 / AS 3
Documents their involvement in any one aspect of theatrical presentation from conception to final performance and audience reception / AS 3
Compares the roles and involvement in the Dramatic Arts of both the privileged and the disadvantaged from various cultures and periods in terms of access, resources and patronage / x / AS 3
Reflects on and evaluates how a drama relates: to own personal experiences, to human commonality and diversity, to specific aspects of human experience, ranging from issues of community interest to those of historical significance / x
AS 4
Identifies and discusses the interpretative choices made in the realisation of a dramatic product, noting who made the choice, for what purpose and to what effect / x
Teacher Activity / Learner Activity / Resources / Assessment Strategies / Date Completed
Waiting for Godot
Playwright
title of the play / Learners predict what the play will be about
What clues and impressions the title leaves them with and what they think theatre of the absurd is all about / script / Observation and oral questions
Create a timeline of the development of movements in the 20th century
Identify and give key concepts of each movement
Identify and give characteristics of each movement
Identify the various impulses
from the movements
nihilism
existentialism
science
Darwin
Freud
And others . . .
Identify context of movements with reference to World War 1 an WW 2 / Create their own Timeline demonstrating the development of movements in the 20th century
  • Key concepts
  • characteristics
  • context
  • connections
/ Timeline
Notes
Textbook / Hand in timeline
Read – Waiting for Godot Understanding the play within the historical and dramatic context
Focus on characters costumes
Environment
Atmosphere
Humor
Entertainment value / Read the play and keep a list of sequence of events / Waiting for Godot / Observation
Reading
Interpretation
Class discussion on Structure of the play
Cycle
Repetitive
Humor
Endless/ continuous
Language and action as structural elements
Impressions left on audience / Learners create a mind map on aspects of the structure of the play
Themes and production of meaning in the theatre of the absurd / Learners write an essay on the themes and meaning that is communicated through the play / Waiting for Godot
Textbook
Class discussion on characters and Characterisation techniques and aspects that depicts characters / Learners create a mind map on aspects of the characters of the play
Rehearse small piece, only a few lines, from the play
to present in class / Work on a few lines from the play to present the appropriate style / Space
Text / Observation
Rehearsing
Interpretation
taking notes to reflect
Teacher assess and reflect Acting style
Comedy
Circus tricks
Slapstick / Present a few lines from the play / Space / Performance rubric
Learner assessment
Teacher facilitates reflection with appropriate questions Staging
Acting
Props
Themes / Reflect on performance / Notes
Text book