Page 109 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

B. REFLECTING, RESPONDING, AND ANALYSING
OVERALL EXPECTATIONS
By the end of this course, students will:
B1. The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others’ drama works;
B2. DramaandSociety:demonstrateanunderstandingofhowsocietiespresentandpastuseorhaveused drama, and of how creating and viewing drama can benefit individuals, groups, and communities;
B3. ConnectionsBeyondtheClassroom:identifyknowledgeandskillstheyhaveacquiredthroughdrama activities, and demonstrate an understanding of ways in which they can apply this learning in personal, social, and career contexts.
SPECIFIC EXPECTATIONS
B1. The Critical Analysis Process
By the end of this course, students will:
B1.1 use the critical analysis process to determine the responsibilities attached to different roles within the group and to guide and monitor progress (e.g., use self- and peer-assessment strategies to identify personal strengths and areas for improvement; complete teacher-guided reflec- tions to monitor and fine-tune roles during the rehearsal process)
Teacher prompt: “What role(s) will you take on in this collaborative assignment? Why did you choose this role? What responsibilities will each group member have?”
B1.2 analyse presentations about workplace topics to determine how accurately they depict work- place realities (e.g., analyse the depiction of workplace conditions and issues in a film, a tele- vision show, or a stage work by their classmates and compare it to information acquired from real-world work experiences, community service, or career research)
Teacher prompts: “What real-world workplace settings are you familiar with? What workplace issues are you aware of from your own experi- ence? From films and TV shows? Do you think films and TV shows are useful sources of infor- mation about workplace issues and behaviour?” “Why is it important to explore difficult issues
and represent them through drama? What can be gained by both actors and audience from this experience?”
B1.3 explain ways in which drama activities develop their ability to determine the accuracy and effectiveness of media representations (e.g., creating and viewing drama can enhance awareness of the purposes and creative choices that shape media works)
Teacher prompt: “Was the difficulty of the job exaggerated in this presentation? Or was it oversimplified? Why do you think it was treated in this way? What message did this treatment send to the viewer?”
B2. Drama and Society
By the end of this course, students will:
B2.1 demonstrate an understanding of how knowledge and skills developed through drama can be used in social and workplace contexts (e.g., visualization skills developed through role playing can help in preparing for new social situations or in training exercises; creative and performance skills can enhance the design and delivery of marketing and product information presentations)
Teacher prompts: “How might your ability to choose appropriate costumes for a drama help you in a social or workplace context?” “What are some similarities between performing a role on stage and ‘performing the role’ of a job?”
REFLECTING, RESPONDING, AND ANALYSING
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Drama
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