Page 104 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Grade 12, University/College Preparation
C1. Concepts and Terminology: demonstrate an understanding of the nature and functions of drama forms, elements, conventions, and techniques, including the correct terminology for the various components;
C2. Contexts and Influences: demonstrate an understanding of the origins and development of drama and theatre arts and their influence on past and present societies;
C3. Responsible Practices: demonstrate an understanding of safe, ethical, and responsible personal and interpersonal practices in drama activities.
C1. ConceptsandTerminology
C2. Contexts and Influences
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
SPECIFIC EXPECTATIONS
By the end of this course, students will:
C1.1 demonstrate an understanding of the nature and function of the forms, elements, conven- tions, and techniques associated with the theatre of a particular period or culture (e.g., explain the function of traditional masks in commedia dell’arte and/or Noh theatre, or of soliloquies
in Shakespearean plays)
Teacher prompts: “What aspects of character are communicated by the acting style of this period?” “How does the use of masks affect our perception of the characters?” “What type of atmosphere is created by the use of ritualistic movement?”
C1.2 use correct terminology for the styles, com- ponents, processes, and techniques of drama in creating and critiquing drama works and theatre performances (e.g., the Laban system
of movement analysis, Uta Hagen’s six steps of characterization, realism, absurdism, overlapping dialogue, breaking the fourth wall)
Teacher prompt: “What are some examples of
‘breaking the fourth wall’? What effect is this practice supposed to have on the audience?”
C1.3 demonstrate an understanding of how vari- ous media can be used in the production and promotion of drama works (e.g., create a website for a production featuring a visual based on the
set design; use a spreadsheet to map special effects requirements, rehearsal schedules, and
the production process; post a promotional“trailer” of scenes from the production on the Internet)
Teacher prompt: “What are some ways theatre companies use media such as the Internet to promote their productions? Which techniques could you imitate in promoting your own work?”
By the end of this course, students will:
C2.1 demonstrate an understanding of the theatre traditions of a variety of historical periods and cultures (e.g., identify and explain some differences in acting and staging in Restoration, naturalist, and postcolonial plays; explain how the themes and techniques of the theatre of the absurd reflect the philosophy of existentialism)
Teacher prompt: “What social and political conditions in seventeenth-century England are reflected in Restoration drama?”
C2.2 identify and describe how electronic media can be used for specific purposes in drama activities (e.g., projected video clips from the Internet can be used to highlight or provide a counterpoint to the action on stage; film adapta- tions of stage plays can reduce the visual distance between the action and the viewer, creating a sense of intimacy and realism; electronic music can
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C. FOUNDATIONS OVERALL EXPECTATIONS
By the end of this course, students will: