Page 107 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

A. CREATING AND PRESENTING OVERALL EXPECTATIONS
By the end of this course, students will:
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 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.
SPECIFIC EXPECTATIONS
A1. The Creative Process
By the end of this course, students will:
A1.1 use a variety of sources as a basis for creating scenes about workplace issues (e.g., use ideas from books about“how to complain”or“dealing with difficult people”to dramatize the handling
of a client grievance; use a newspaper story about an equity or human rights issue as the basis for
a courtroom drama)
Teacher prompt: “What different characters could you include in a skit about a human rights enquiry?”
A1.2 choose appropriate drama forms to explore a variety of perspectives on the world of work and business (e.g., use a sitcom format to explore a particular working environment such as a restaurant kitchen or a law office; use monologue or dialogue formats to dramatize the perspectives of employees and/or employers on a workplace issue)
Teacher prompt: “How could you dramatize the different reactions of an employee and an employer to an attempt to unionize the work force?”
A1.3 create a scene or sequence of scenes featuring a character who demonstrates employability skills (e.g., scenes illustrating the job application and interview process, including the depiction of
a range of emotional states experienced by the
applicant, such as excitement, anxiety, confidence; scenes modelling appropriate behaviours for a variety of workplace roles)
Teacher prompt: “What are some of the quali- ties you might look for when interviewing someone for a job in the arts?”
A2. Elements and Conventions
By the end of this course, students will:
A2.1 combine and arrange the elements of drama to create scenes that explore common work- place roles and situations (e.g., use a focus on equity in a drama about interviewing applicants for a position; use a shop-floor setting in a drama about safe work habits)
Teacher prompt: “What kinds of equity issues should job applicants and job recruiters be aware of? How could you develop a drama that shows the issues from both points of view?”
A2.2 use a variety of drama conventions to inter- pret roles and issues in the workplace (e.g., use voices in the head and role on the wall to explore the multi-faceted responsibilities of an employee in a retail or service setting; use flashbacks to an earlier job to explain the behaviour of a supervisor or manager)
Teacher prompt: “How might the supervisor’s previous experience in entry-level jobs influ- ence her attitude to the workers who report to her?”
CREATING AND PRESENTING
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Drama
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