Page 111 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

C. FOUNDATIONS OVERALL EXPECTATIONS
By the end of this course, students will:
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.
SPECIFIC EXPECTATIONS
C1. ConceptsandTerminology
By the end of this course, students will:
C1.1 identify a variety of forms, elements, conven- tions, and techniques of drama and describe some of their functions (e.g., how situation com- edy can be used to critique foolish or pretentious behaviour; how character can be used to illustrate a theme; how physical place and historical time period can be used to clarify motivation; how ges- ture and voice can be used to reveal a character’s attitudes and emotions; how blocking can be used to help create tension)
Teacher prompt: “How is mime used to drama- tize the impact of mass production methods on workers in Charlie Chaplin’s Modern Times? Why is it so effective?”
C1.2 use correct terminology for the styles, com- ponents, processes, and techniques of drama in creating and responding to drama works (e.g., voices in the head, thought tracking, accepting offers, advancing a scene, improvisation)
Teacher prompt: “What are some ways of ‘advancing a scene’ when improvising with a partner (e.g., adding a new detail, continuing the game, raising the stakes, connecting unre- lated details, beginning to carry out an antici- pated action, disrupting a routine)?”
C1.3 demonstrate an understanding of the nature and purpose of informational and support materials for drama productions (e.g., rehearsal schedules, prompt scripts, blocking diagrams,
cue sheets for lighting and special effects, brochures, programs, promotion schedules, press releases, commercials)
Teacher prompt: “What information should be included on an advertising poster for the performance of a play?”
C2. Contexts and Influences
By the end of this course, students will:
C2.1 describe how social and cultural patterns influence the forms and subject matter of drama (e.g., connect character types from commedia dell’arte to social conditions in sixteenth-century Italy; compare depictions of women’s roles in Restoration and nineteenth-century dramas and give reasons for the differences; explain how themes and characters in the drama of Western societies changed to reflect the growth of industrialization and urbanization; explain the social background
to themes of migration in the drama of diverse cultures)
Teacher prompt: “What are some common themes in Canadian drama? What social or cultural realities do they reflect?”
C2.2 suggest ways in which current media forms and technologies influence the content and presentation of drama works (e.g., the role of electronic technologies in daily life is a theme in contemporary drama – including the“dramas” depicted in advertisements; webcams, webcasts, and video technology provide access to global audiences for both amateur and professional
FOUNDATIONS
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Drama
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