Page 110 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Grade 12, Workplace Preparation
B3. Connections Beyond the Classroom
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
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B2.2 identify ways in which drama activities strengthen their social and employability skills (e.g., by emphasizing skills and attitudes such as punctuality, acceptance of responsibility, ability to take direction, respect for others)
Teacher prompt: “What are the characteristics of a ‘professional attitude’? What can you learn or have you learned about professional behav- iour from your drama activities? Are these skills and attitudes relevant only in employment contexts?”
B2.3 explain how drama activities provide insight into different types of roles, social or occupational hierarchies, and issues they may encounter in the workplace (e.g., viewing drama works provides a range of perspectives on social interaction, power relationships, and ethical issues in social and occupational contexts; ensemble drama work provides experience of roles and responsibilities in product development and project management processes)
Teacher prompts: “How would you describe the employer–employee–client relationships depicted in this scene? Are they believable?
Or are they too stereotypical or idealized?
Give reasons to support your opinion.” “What is the importance of having a leader on a project? What are the difficulties of having no leader, or more than one?”
B2.4 describe ways in which dramas or other works that use elements of drama can reflect the culture and experience of work (e.g., the musical A Chorus Line reveals and critiques the reality of the lives of stage performers; Dan Needles’s Wingfield Trilogy explores farm life in Canada using humour; Michael Moore’s docu- mentaries Roger and Me and Sicko explore and critique the tensions between economics and ethics in the automotive and health care industries)
Teacher prompt: “How could we use drama to challenge the dominance of cliques in the school and strengthen awareness of our common interests?”
By the end of this course, students will:
B3.1 explain how the strategies for conflict reso- lution and team building used in drama can
be applied in the workplace (e.g., collaborative processes such as forum theatre, voices in the head, or corridor of voices can be used to assist in group problem solving and/or conflict resolution)
Teacher prompts: “What common types of conflicts arise in the workplace? How could you use the skills you have learned in drama to help solve such conflicts?” “How can our new understandings about group theatre and shared leadership be applied in a workplace setting?”
B3.2 identify personal strategies and skills they have developed through drama activities and explain how they can contribute to success in workplace contexts (e.g., the ability to interpret verbal and non-verbal cues such as tone of voice and body language can help them understand others and communicate effectively in a wide range of situations)
Teacher prompt: “How could you use verbal cues and body language to suggest changes in a persuasive, non-threatening manner?”
B3.3 identify and describe employment opportu- nities and careers in the theatre industry, and describe the competencies they require (e.g., outline the responsibilities of different types of theatre workers, such as actor, backstage techni- cian, front-of-house staff, custodial staff, arts administrator)
Teacher prompt: “What skills and preparation would you need for these workplace roles? How have your classroom drama activities equipped you for some or all of these roles?”