Tanzania Ordinary Secondary Education Form III-IV Curriculum - Performing Arts

Performing Arts is offered as a subject within the broader learning area of Culture, Arts and Sports in the Tanzania Ordinary Secondary Education curriculum. It is a compulsory subject for students in the Theatre Arts stream and an elective for others. The curriculum emphasizes developing practical skills, creativity, communication, collaboration, critical thinking, and problem-solving, aligning with 21st-century learning objectives.

Theatre Arts

The Theatre Arts syllabus aims to equip students with artistic and creative skills to enable them to perform theatrical works and compete in the job market. It encourages communication and addresses real-life situations through performances, fostering cultural appreciation and understanding. The syllabus also aims to develop entrepreneurial skills for self-employment in the field.

Form I

• Concepts and History of Theatre Arts: Students learn the fundamental concepts, forms, elements, functions, and relationships of theatre arts with other disciplines. They also explore the relationship between theatre arts and culture.
• Theories and Principles: This includes the fundamental principles of storytelling, rituals, drama, dance, and recitations.
• Performance: Students learn to communicate ideas using elements of theatre arts in various forms and perform indigenous forms of theatre arts (storytelling, dance, rituals, and recitations) for different audiences.
• ICT in Theatre: Students are introduced to the use of ICT to explore innovative alternatives in theatrical performances.

Form II

• Historical Trends: Students study the historical trends of theatre arts in Africa, covering pre-colonial, colonial, and post-independence periods. They also examine theatre practices from selected traditions (Greece, China, India, and Japan) and their influence on contemporary practice.
• Vichekesho and Ngonjera: Students learn the basic theories and fundamental principles of vichekesho and ngonjera, including practical performance for different audiences.
• ICT in Theatre: Continued exploration of ICT's role in theatrical performances.

Form III

• Stage Plays: Students learn about the concept of stage plays, including their meaning, characteristics, elements, and functions.
• Theories and Principles: This covers the basic theories and fundamental principles of written and improvised stage plays by playwrights like Konstantin Stanislavsky, Augusto Boal, and Aristotle.
• Contribution to Social Development: Students explore the contribution of various theatrical forms (storytelling, rituals, dance, film, drama, and recitations) to social development.
• Performance: Students perform written and improvised stage plays for different audiences.
• Organizing Theatre for Social Change: Students learn to organize theatre events addressing emerging social problems.
• Creative Language: Students analyze and use creative language in theatrical production and performance, interpreting scripted scenes to communicate with diverse audiences.

Form IV

• Origin of Film, Radio, and Television Drama: Students learn about the historical development of these media.
• Theories and Principles: This covers the basic theories and fundamental principles of radio drama, television drama, and film.
• Production: Students produce simple plots for film, radio, and television drama for different audiences.
• ICT in Theatre: Students learn to integrate ICT in the production of film, radio drama, and television drama and use digital platforms for marketing and distribution.
• Creative Language: Continued focus on analyzing and using creative language creatively in theatrical productions for different media.
• Business Principles: Students explore business opportunities in theatre arts locally and internationally, analyze production costs, and design marketing strategies for theatrical works.

Other Performing Arts Disciplines

While the provided resources focus heavily on Theatre Arts, the general Performing Arts curriculum also includes other disciplines like Music, Dance, and potentially other forms of artistic expression. Further research would be needed to provide detailed information on these specific areas within the Tanzanian curriculum.