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We all need a place to call home, but in Cape Town there are many people who don’t have adequate housing. In this activity learners will work in groups to develop a short play on the issue of homelessness in the City and their suggested solutions.


Grade 7

Learning Outcome 1:

Creating, Interpreting and Presenting The learner will be able to create, interpret and present work in each of the art forms. Assessment Standards Uses exploration of human rights issues in South Africa as a basis for group improvisations that:

  • Show understanding of basic dramatic structure (who, what, where, when);

  • Show characters drawn from observation, imitation and imagination;

  • Incorporate some dramatic elements (e.g. grouping, shape and climax) to communicate meaning and feeling.

Learning Outcome 3:

Participating and Collaborating The learner will be able to demonstrate personal and interpersonal skills through individual and group participation in Arts and Culture activities. Assessment Standards Work sensitively in a group to explore and develop scenes around personal and social issues, experimenting with alternative solutions to problems.

Learning Activity 1: Researching the issue

  • Collect newspaper or magazine articles about housing backlogs, homelessness and/or street children in Cape Town. You can also find information in the section on post- Apartheid challenges in the City from Module 3: A Brief Human History.

  • Divide into small groups of about four learners each. Choose one article per group to read aloud. Make brief notes about important points.

  • Re-form the groups so that the new groups consist of learners who have read different articles. Share what you read about in the first group and how you feel.

Assessment tasks and tools

  • Walk around the class, listen to reading, observe group dynamics and check summaries. Give verbal feedback.

Learning Activity 2: Planning the presentation

  • Based on the articles you have read, let each new group choose an aspect of the issue of homelessness they would like to dramatise.

  • Spend time in class developing a short one-act play that illustrates the problem and shows how it could be addressed.

  • Brainstorm ideas relating to the basic structure of the story (who, what, where and when; problem statement and suggested solution). Select the ideas your group favours to build the story.

  • Decide on the characters in the story. Develop a character profile for each one

    • (e.

      g. draw and label a picture of each character to describe that person’s physical and emotional characteristics).

  • Use dramatic elements (e.g. grouping, shape and climax) to communicate meaning and feeling.

  • Plan the narrative and decide who will play each role. Write the script of the play.

  • Rehearse your play and, if necessary, find costumes and props.

Assessment tasks and tools

  • Observe learners and assist with planning and group dynamics as necessary.

  • Educator assesses written script, focusing on characters, narrative and dramatic elements.


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