REPUBLIC OF RWANDA MINISTRY OF EDUCATION NATIONAL CURRICULUM DEVELOPMENT CENTRE (NCDC) B.P 608 KIGALI WEBSITE: http//www.ncdc.gov.rw ADVANCED LEVEL DRAMA CURRICULUM: COMBINATIONS: - HEL - LEG - HGL - LANGUAGES COMBINATION - TTC COMBINATION Kigali, December 2010 1
Participants in the writing of this program 1. GAHIMA Charles : Director General, NCDC (Coordinator) 2. RUTAKAMIZE Joseph : Director of science and Artistic Unit, NCDC (Supervisor) 3. NDAGIJIMANA NYANDWI Gérard, Music Curriculum Developer, NCDC 4. NYIRANDAGIJIMANA Anathalie, Curriculum Developer in charge of Pedagogical Norms, NCDC 5. NTABAJYANA Sylvestre, Lecturer at KIE 6. Brother Claude St-Amand, Teacher at TTC Kirambo 7. Father RURENGA Narcisse, Teacher at the Petit Séminaire Rwesero 8. HAKUZIMANA Félicien, Teacher at TTC Byumba 9. MUSAYIDIZI Jean de Dieu, Expert in Drama at ORINFOR/RTV 2
Contents List of Participants Content 1. Introduction.. 2. General guidelines... 3 General objectives 4. Methodological notes.... 5. Required equipment 6. Assessment approaches 7. Specific factors.... 8. Programs... 8.1. Program of the 4 th form.... 8.2. Program of the 5 th form... 8.3. Program of the 6 th form.... 3
I. Introduction Drama is a type of literature usually written to be performed. People often make a distinction between drama, which concerns the written text, or script, for the performance, and theater, which concerns the performance of this script. Many of the most honored and influential works of literature around the world have been drama. The teaching of drama in Rwanda will result in learning about dramatic form and the content it explores. Like the other arts, drama involves imagination and feelings and helps the learners to make sense of the world. It does this through the creation of imagined characters and situations, and the relationships and events that they encounter. Through engagement in drama, learners apply their imaginations and draw upon their own personal experiences. Their increasing knowledge and understanding of how the elements of drama work enables them to effectively shape, express and share their ideas, feelings and responses, and making use of language. The arts make us feel connected to one another and less isolated. Through the arts we share an emotion and that sharing connects us with each other and we realize we all feel the same emotions. ( ) We find our identity and make it easier and more pleasurable to live and they also give us wisdom. We see our problems acted out and it s an important socializing force 1. In general, through this A level drama curriculum for TTC, HEL, LEG, HGL, Languages combination, we hope that the learner will be able to read, analyze and understand works on different subjects. Drama makes an important contribution 1 Arthur MILLER, The theater Essays of Arthur Miller, 2 nd edition, New York, 1994 4
to the development of thinking skills: reasoning skills, creative skills, evaluation skills etc. Hence, it encourages the writer, performer and the audience to become better informed and more thoughtful about a range of political, social and moral issues. Moreover, drama makes everybody feel relaxed since its center purpose has always been to entertain. It can also promote language development: learners develop confidence when speaking and their vocabulary is extended. II. General orientation Drama will be taught during class sessions. But being one of co-curricular activities, the teacher will guide the learners to prepare performance of some sketches or plays in class and/or after class. For the teacher of literature classes, this curriculum will help him not only analyze some plays, but also stage and perform them. For the teacher of TTC, this curriculum will help him to teach the learners how to analyze, stage and perform some plays. It will also help him prepare the learners to apply dramatic activities in the classroom as future primary school teachers. III. General objectives At the end of three years of A level and TTC, the learner who will have followed the drama subject will be able to: perform and take part in the production of plays in different languages compose short plays in different languages 5
participate in cultural activities (dancing, singing, comedy, jokes) analyse sketches /plays in different languages express emotions related to different situations develop skills through imitation of characters IV. Learner s skills to improve Throughout the training, the drama subject will enable the learner to develop the following skills: Skills Main learning activities Public speaking debates, presentation, description of pictures, drawings, images, mime, dramatization, facial expression, storytelling, jokes, reading. Public reading reading, debates, presentation, dramatization Self-confidence /Self-esteem debates, presentation, description of pictures/ drawings/ images, dramatization: dance/mime, facial expression, storytelling, jokes. Self- awareness debates, presentation, composition, dramatization, reading Body language development presentation, description of pictures/ drawings/ images, dramatization: dance/mime, facial expression, storytelling, jokes Creativity readings, composition, designing, singing, dancing Critical thinking debates, discussion, reading, composition 6
Problem solving ICT skills Observation Aesthetic skills Interpretation Decision making Social skills Individual skills reading, presentation, debates, storytelling research on Internet, reading, Power Point presentation presentation, drawing, description of picture, dramatization, imitation, composition. designing, composition, appreciation debates, presentation, description of pictures/ drawings/ images, dramatization: dance/mime, facial expression, storytelling, jokes. debates, discussion, reading, composition, storytelling working in group, discussion, debates, storytelling research, individual works V. Methodological Notes Drama is a subject that requires the integration of both theory and practice. The mastery of theory will be measured in practice. Hence, it is necessary to provide learners with many practical exercises. At the beginning of each new chapter, the teacher will verify if the required prerequisites are well known by learners. Each unit and chapter exercises must be well assimilated. Therefore the teacher has to compose varied practical exercises. VI. Required equipment For the success of this curriculum, the school should have the following equipment and materials: Auditorium/Hall 7
Collections of plays Books on drama Costumes Props Musical instruments such as drums, guitar, keyboard, etc Audio-visual recordings Access to internet Drama dictionary Teacher's Guide Learner Manuals Note: Some of these materials can be made locally, others can be purchased in shops. 8
VII. Assessment approach Formative evaluation This approach focuses much more on the process of training than other forms of assessments. Its purpose is to guide the learner in his work. Moreover, it enables the teacher to collect information about the difficulties encountered by the learner, and then the data are interpreted to find out the causes of the problem. Based on the findings, the teacher adapts his teaching methods to facilitate learning. Formative assessment can be characterized by: oral assessment This evaluation will focus on how plays are performed: mastery of voice production, elocution, diction, gestures stage movement, embodiment of characters. The way the learners perform requires complying with the scripts and directions. The oral assessment will be done progressively as the learner progresses in learning. written evaluation This evaluation will focus on two activities: - comprehension questions on the sketches and plays: vocabulary, accuracy, historical context, ideas. - composition of sketches and plays. The evaluation will consist of portraying setting, feeling, thoughts and things happening or happened. 9
Summative Evaluation It is applied usually after a period of training and verifies whether or not learners have mastered the content of the subject. Thus, at the end of each term, each form and A level, we evaluate the achievement of the general objectives. VIII. Specific factors The implementation of this program requires: - training sessions for teachers of drama - teaching materials and equipment 10
th form 4 th Overall Objectives At the end of the fourth form, the learner will be able to: - explain and distinguish the key concepts in drama; - distinguish different kinds of drama; - identify the basic elements constituting drama; - Place drama in historical context - perform sketches 11
Chapter 1: Introduction to drama (20 periods) 1. Link to other subjects (Prerequisite) Introduction to literature 2. Teaching Aids - Audiovisual recordings 3. Skills to develop - great opening in drama - taste of drama - sense of creativity - public speaking - observation - social skills - individual skills 12
4. General objective At the end of the chapter, the learner will be able to explain and distinguish the key concepts of drama Specific objectives Contents Teaching-learning activities The learner will be able to: - explain different terms of drama - distinguish different kinds and types of drama - highlight the importance of drama in human life 1. Introduction to drama 1.1. Definition of drama, play, theater 1.2. Dramatic structure 1.3. Purposes of drama 1.4. Kinds of drama: tragedy, comedy, tragicomedy drama 1.5. Different types of drama: opera, musical comedy 1.6. Elements of drama: plot, theme, characters, spectacle - The learners do research in groups on concept of drama, play and theater. - The learners present the findings of their research - Brainstorming on the importance of drama in human life - Watching video about tragedy and comedy - Discussion about the content of the plays -Watching video and find different elements of drama - Watching video and find different types of drama 13
Chapter 2: History of drama (20 periods) 1. Link to other chapters / subjects (Prerequisite) 2. Teaching Aids 3. Skills to develop - Introduction to literature - Introduction to drama - Dictionary - Internet - Encyclopedia - collection of plays - taste of drama - great opening in drama - sense of creativity - critical thinking - public reading - problem solving - self- awareness - social skills 14
- individual skills 4. General objective At the end of the chapter, the learner will be able to place drama in historical context. Specific objectives Contents Teaching-Learning activities The learner will be able to: - tell the origin of drama - differentiate Greek drama from other western drama 2.History of drama 2.1. Origin of drama 2.2. Greek dramatists 2.3. Western dramatists - The learners do research in groups on famous playwrights - The learners present the findings of their research - The learners analyze some extracts of drama selected by the teacher 15
Chapter 3: Direction of drama (20 periods) 1. Link to other chapters / subjects (Prerequisite) - Introduction to literature - Introduction to drama 2. Teaching Aids - Dictionary - Internet - Encyclopedia - Books of sketches - Audiovisual recordings 3. Skills to develop - taste of drama - great opening in drama - sense of creativity - public reading - self- awareness - social skills - individual skills 16
- ICT skills 4. General objectives At the end of the chapter, the learner will be able to play some sketches Specific objectives Contents Teaching-Learning activities The learner will be able to: - identify the different participants and their roles in the production of the drama - perform a sketch selected by the teacher 3. Direction of drama 3.1. The staffs 3.2. The producer 3.3. The director 3.4. The performers 3.5. The designers - Individual research on internet about the different participants and their roles in the production of the drama - Read books of drama in case they don t have Internet - Learners present the findings of their research - Learners watch films to see how the participants play their roles in the production of the play - Teacher creates different groups and gives scenes for performing 17
5 th th form Overall Objectives At the end of the fifth form, learners should be able to: - Find out the similarities and differences of drama in Africa according to different periods and cultures - Find out the similarities and differences of drama in Rwanda according to different periods 18
Chapter 1: Drama in Africa ( 20 periods) 1. Link to other chapters / subjects (Prerequisite) Introduction to literature Introduction to drama Introduction to history of Africa 2. Teaching aids: - Dictionary - Internet - Encyclopedia - History books - Map of Africa - Collection of plays 3. Skills to develop - accuracy - precision - determination 19
- critical thinking - public reading - problem solving - ICT skills - social skills - individual skills - self- awareness 4. General objective: At the end of this chapter, the learner will be able to distinguish drama in Africa according to different periods and cultures Specific objectives Contents Teaching-learning activities 20
The learner will be able to: - Read and analyze selected play - State different periods of drama in Africa - Compare drama from different African cultures 1. Drama in Africa 1.1. Traditional drama 1.2. Theater of the colonial periods 1.3. Theater of the post-colonial 1.4. Popular political and development theater 1.5. Study of some African drama - Uganda - Kenya - Tanzania - Democratic Republic of Congo - Cameroon - Nigeria - Senegal - South Africa etc - The learners do research on famous African playwrights - The learners analyze some extracts selected by the teacher -The learners read some African playbooks 21
Chapter 2: Drama in Rwanda ( 20 periods) 1. Link to other chapters / subjects (Prerequisite) Introduction to literature Introduction to drama Introduction to history of Rwanda 2. Teaching Aids:-Dictionary - Internet - Encyclopedia -History books -Map of Rwanda 3. Skills to develop: - accuracy - precision - public reading - critical thinking 22
- public speaking - self- awareness - social skills - ICT skills - individual skills - problem solving 4. General objective At the end of this chapter, the learner will be able to differentiate drama in Rwanda according to different periods. 23
Specific objectives Contents Teaching-learning activities The learner will be able to: - analyze selected plays - state different periods of drama in Rwanda - compare drama from different regions of Rwanda according to different periods 2. Drama in Rwanda 2.1. Traditional drama 2.2. Theater of the colonial period 2.3. Theater of the post-colonial 2.4. Popular politico and development theater 2.5. Study of some Rwandan drama Example: - Kubandwa - Guterekera - Ubukwe bwa Kinyarwanda - Gucuragura - Kuragura/kuraguza - The learners do research on famous playwrights - The learners present the findings - The learners analyze some extracts selected by the teacher - The learners perform some traditional rituals -The learners perform some plays of different periods 24
1. Link to other chapters / subjects (Prerequisite) 2. Teaching Aids: -Dictionary - Internet - Encyclopedia -History books Chapter 3: Analysis of play (20 periods) - Introduction to literature - Knowledge of different plays -Books of plays/sketches -Video 3. Skills to develop: - accuracy - creativity - public reading - observation - critical thinking - body language - decision making 25
- self- awareness - ICT skills - social skills - individual skills 4. General objective At the end of the chapter, the learner will be able to analyze the content of a play in order to distinguish between comedy and tragedy Specific objectives Contents Teaching-learning activities The learner will be able to: - describe characters personalities - place a play in a period of history - find out the setting of a play - differentiate between comedy, tragedy and tragicomedy 3. Analysis of play 3.1. Comedy 3.2. Tragedy 3.3. Tragicomedy - The teacher selects different plays to be read by the learners - The learners read the selected plays - The learners find out the characters in the play - The learners find out the main characters and the leading lady -The learners describe personalities of some characters - The learners perform extracts from the selected plays 26
6 th form Overall Objectives At the end of the sixth form, learner should be able to: - analyze a play - compose sketches and short plays - stage a play 27
Chapter 1: How to compose a play (30 period) 1. Link to other chapters / subjects (Prerequisites) - Introduction to literature - Knowledge of different plays 2. Teaching Aids: 3. Skills to develop - ICT skills - accuracy - creativity - public speaking - public reading - self-confidence - Dictionary - Internet - Encyclopedia - History books - Books of plays/sketches - Video 28
- body language - self-esteem - decision making - interpretation - social skill - individual skills 4. General objective: At the end of the chapter, the learner will be able to compose and produce short plays Specific objective Contents Teaching-learning activities The learner will be able to: - write sketches and short plays 1. How to compose a play 1.1. Choosing the theme 1.2. Developing the theme 1.3. Turning the story into play (acts, scene, dialogue, stage direction, etc) 29 -The teacher gives a theme to the learners to write on - The learners write dialogues and sketches about the theme in groups - The teacher corrects the works done by the learners - The learners analyze some of the corrected works - The teacher shows the learners how to compose a full play
Chapter 2: Staging of a play (30 periods) 1. Link to other chapters / subjects (Prerequisites) - Introduction to literature - Knowledge of different plays - Techniques of presenting stage plays 2. Teaching Aids: - Dictionary - Internet - Encyclopedia - History books - Books of Plays/sketches - Video 1. Skills to develop - accuracy 30
- creativity - public speaking - public reading - self-confidence - body language - self-esteem - decision making - interpretation - social skills - individual skills - ICT skills 4. General objective: At the end of the chapter, the learner will be able to stage a play 31
Specific objectives Contents Teaching-learning activities The learner will be able to: - Always improve his/her performance - direct a play - construct a scenery 2. Staging of a play 2.1. Choice of the play 2.2. Choice of the actors 2.3. Meeting with designers 2.4. Rehearsal 2.5. Presentation of the play - The teacher selects a play to be performed - The teacher chooses a stage manager - The stage manager assigns different roles to the learners -The stage manager meets the actors and different designers - Some learners find the props to be used during the performance of the play - The learners (actors) meet for rehearsals - The learners perform the play before the audience - The teacher prepares more plays to be performed by learners (the teacher must change the actors) 32
Reference book 1. Microsoft Encarta 2009. 1993-2008 Microsoft Corporation 2. Arthur MILLER, The theater Essays of Arthur Miller, 2 nd edition, New York, 1994 3. François SALIEN, Panorama du théâtre africain d expression française, UNR, Butare, 1983 33