Page 100 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

A1. The Creative Process: use the creative process and a variety of sources and forms, both individually and collaboratively, to design and develop drama works;
A2. Elements and Conventions: use the elements and conventions of drama effectively in creating individual and ensemble drama works, including works based on a variety of sources;
A3. Presentation Techniques and Technologies: use a variety of presentation techniques and technological tools to enhance the impact of drama works and communicate for specific audiences and purposes.
A1. The Creative Process
A2. Elements and Conventions
A. CREATING AND PRESENTING OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
SPECIFIC EXPECTATIONS
By the end of this course, students will:
A1.1 develop interpretations of drama texts from a variety of Western and non-Western dramatic traditions, past and present, as a basis for their own drama works (e.g., interpretations of the role of women in plays such as Top Girls, Hedda Gabler, Blood Relations, The Good Woman of Szechwan; modern versions of scenes from Shakespeare or medieval morality plays; pivotal or climactic scenes from works by playwrights such as Daniel McIvor, Judith Thompson, John Murrell, Tomson Highway, Michael Miller,
Lynn Nottage)
Teacher prompts: “How does this play reflect its own time period and culture? How can we stage it so as to show its relevance to our own society?” “What strategies does the playwright use to create tension in this scene? How can you stage the scene to enhance its impact and fulfil the playwright’s intention?” “How were women treated in society at the time this play was written? How did they deal with their subordination? What does the playwright communicate to us about their strength despite the odds that they face?”
A1.2 select and use a variety of drama forms to present original drama works (e.g., combine forms such as dance drama, mime, and reader’s theatre to dramatize or comment on a social or environmental issue)
Teacher prompt: “What are some of the key characteristics of drama forms we have studied? Which form(s) would be a good vehicle for your ideas?”
A1.3 create and interpret a wide range of characters using a variety of acting approaches (e.g., apply the acting approaches of Stanislavski, Uta Hagen, Le Coq, and/or Lee Strasberg in creating characters and developing roles)
Teacher prompt: “How does your choice of acting approach help you to interpret your character? How could you use a variety of approaches to create a more three-dimensional character?”
By the end of this course, students will:
A2.1 use the elements of drama to achieve specific purposes in drama works (e.g., use character, setting, relationship, and focus to present a distinct perspective on events or issues)
Teacher prompt: “What can you imply about characters and relationships by using word play and double meanings in dialogue? How could you use these implicit messages to create tension and highlight the theme of betrayal in your scene?”
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