Dramatic Arts Memo 1 (Afrikaans)

Feb-March 2011 — Grade 12 / Matric — Dramatic Arts

Memo 2011 Grade 12 Afrikaans

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🎯 3 marks 📄 34 pages 📝 89 items found 📚 3 topics

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Questions — A Preview of What to Expect in the Document

This section provides a quick preview of questions from the document. It may not display every question or the complete wording of each one. For the full content, including diagrams, tables and other information, view the original PDF above.

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1.1Gemotiveerde, oorspronklike antwoorde wat in Uitstaande prestasie

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2.1Gemotiveerde, oorspronklike antwoorde wat in Uitstaande prestasie

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2.2

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3.33.3.1

3.3.2

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3.4karakters en toneelstuk is grondig. deel van die storie van die toneelstuk.

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4.1

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5.1

5.2The play uses an almost bare stage, two tea boxes/crat es, a rail with costumes and lighting effects. This sce ne has a pool of light come up on Percy, the boxes have bee n shifted to make a table. These boxes are also

5.3Singing comes from an or al tradition, it helps main tain the energy levels between scenes, provides entertainment for the audience and communicates the character of the person singing. It also adds to the atmosphere of the

5.45.4.1 The street vendor is poor and does not a ttend school. He wants to go to school but has to sit in the sun selling meat. There is not

5.4.2Candidate may choose The old Auntie Dudu is very poor and all she wishes is for white people to have parties so she can get nice food fr om the rubbish bins to feed herself. She is now too old to work and seems to have

5.5

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6.1creative approach to the task. to set design. Candidate makes statement not necessarily connect clearly to set. lounge/home. Statements m and untidy.

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6.2Drum magazine played a pr ominent role in the play and the place Sophiatown it notified the people of what was happeni ng in and around Sophiatown. It provided local news/gossi p. Informed people of obituaries, up

6.3Lulu does not like Prin cess. She thinks Princess is lazy, does nothing around the house except painting her nails and complaining. Candidates might say becomes a plumber after training in prison.

6.5question. often had respectable jobs supplement their income. when Jakes says, ''blood ran here in the streets of Sophia.'' American gang and believes honestly reveals that Mingus is a thief.

6.4

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7.2Themba is Sipho's brot her and Mandisa's father. He was a str uggle hero who chose to live in London. The plot of t he play revolves around the arrival of Mandisa in South Africa after the death of Themba. Sipho thinks that the body

7.6Candidate is able to answer cl reconciliation and justice as themes in the play. He/She discusses how these themes are reflected by Thando, Mandisa and Sipho using exam ples from the play. The

7.3The character, Sipho, is talking out loud to his dead br thoughts. He could either use the audi ence as his brother, the urn with the remains of his brother or perhaps a photograph on the wall as the brother for

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7.5He has finally decided he has had enough and has to stand up for himself. Throughout the play he has lost everthing that he has held dear to his life. He has kept his feelings and thoughts bottled up for so long. It is time he speaks

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8.1s in post-apartheid South Africa. The fate of the White South African Male (WSAM) (2) honourable man. He is c onvinced he has never knowingly deprived anyone. the people he worked for with grace.

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8.2The fact that he believes he paid fo r being White. He believes he is an He says he served his community and He maintains he dealt fairly with those under him

8.3He is a frustrated person. He is bitter inside.He is riddled by guilt best known to him. He feels his past contributions are overlooked by the present status quo. He cannot understand why his past contributions are not taken into

8.4Thami is the peacemaker between J ohan and Smith. Other candidates might enough ground to speak his mind , thus putting himself into trouble. Thami has a st ronger character than Johan. Johan comes across as impatient. Other candi

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8.6

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9.19.1.1 Die siener is Tjokkie (1\

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9.29.2.1 Die kansellap lewer wrang ko mmentaar op Ma se ervaring van die liefde in kontras met God is liefde (die woorde wat daarop Die kansellap is nou bebloed in Ma se h ande en dit wek die suggestie van geweld en lyding

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10.110.1.1 Die gehoor word direk bekendgestel aan deur die mandjie wat op- en afgehys word,

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10.210.2.1 Vier solder toe is. die begin van die Groot Depressie. geword. Ander landboupr odukte het gevolg. SA is ook deur een van die

10.1.3Die aankoms van Konstabel. (1\

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11.5lewer kommentaar op die hande ling van die toneelstuk. mense. e bestuurder vas aan die slaap was.'' stemtoon is verward, ve

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12.23

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12.4.3Gemaskeerd (geblokkeerd\ en dat akteurs voor mekaar staan en verhoed dat die gehoor die r eaksies en optrede van sommige

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12.4.5

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13.1LEWENDIGE OPVOERIN G (KEUSEVRAAG) aanhaling verstaan aksie oproep. die aanhaling wees nie.

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13.3KULTURELE OPVOERING EN RITUEEL (KEUSEVRAAG) aanhaling verstaan Hy/sy gebruik voorbeelde van Daar moet bespreking van die aanhaling wees.

Multiple Choice Options

A). Candidate chooses spec

Topics Identified

ActingDirectingPlaywriting

Mark Allocation

Total150 marks

Sections30 + 30 + 30 + 30 + 30 + 30 + 30 + 30 + 30 + 15 + 30 + 15 + 15 + 15 = 360 marks

Per-question sum310 marks

Paper information

SubjectDramatic Arts

Year2011

SessionFeb-March

TypeMemo

PaperPaper 1

LanguageAfrikaans

Pages34

Downloads3

Examination context

Decade2010s

Years ago15y

Season—

Start day—

Exam period—

Days since exam—

About Dramatic Arts examination preparation

This Grade 12 examination resource can be used as part of a structured revision programme. Past papers are most useful when learners attempt questions independently, work within a realistic time limit, and review their answers afterwards.

How to use this resource for revision

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For stronger examination practice, complete the paper without unnecessary interruptions and keep track of the questions that take the most time. Afterwards, review the memorandum and separate knowledge gaps from mistakes caused by interpretation, calculation, structure, or examination technique.

understanding question requirements

applying subject knowledge

working under time constraints

checking answers

identifying revision priorities

A practical revision approach

Start by completing the resource without looking at the memorandum. Review incorrect and incomplete answers afterwards and make a short revision list based on the areas that caused difficulty.

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