Page 83 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

OVERVIEW
At the Grade 11 and 12 level, drama students extend their understanding and interpreta- tion of dramatic texts, forms, characters, and theatrical productions. They incorporate a variety of dramatic elements and conventions in their performances and productions. Students engage in increasingly effective social interactions and collaboration as they create, perform, and analyse drama. In these courses, students will experience being performer, audience, playwright, technician, designer, and critic.
Students use the elements of drama (role/character, relationship, time and place, focus and emphasis, and tension) to create works that are related to their personal interest and experience. In doing so, they integrate technology to enhance the impact of drama works and to help convey mood, create tension, and communicate a message.
Students examine how different styles and traditions of drama can affect social and cul- tural conditions in a variety of Canadian and global contexts. Students explore various opportunities for careers in drama and other arts while developing skills that can be linked to a range of careers. They enhance their ability to analyse and interpret a range of drama work, and reflect on and evaluate their own and others’ creative work.
The expectations for drama courses are organized in three distinct but related strands:
1. Creating and Presenting: Students use the creative process (see pages 15–17) to develop, produce, and perform drama. Students interpret dramatic texts and use appropriate dramatic forms, elements, techniques, and technologies to present their ideas and achieve specific purposes. In all creative projects, students will develop and present their work both individually and in ensemble.
2. Reflecting, Responding, and Analysing: In this strand, students use the critical analysis process (see pages 17–22) to identify and reflect on their response to dramatic works and develop their understanding of how dramatic purpose is achieved. Students explore how societies present and past use or have used drama, and they reflect on ways in which drama can lead to a deeper understanding of themselves and the communities in which they live. Students are challenged to examine their artistic choices and processes and to determine what they have learned from them.
3. Foundations: This strand addresses dramatic forms, conventions, practices, and skills. Students refine their knowledge of theoretical concepts through active engagement in drama. They deepen their understanding of the origins and development of drama and theatre arts and their influence on past and present societies. They communicate by using terminology specific to creating, presenting, and analysing drama. Students continue to study the significance of health and safety issues as well as a variety of protocols related to ethics and etiquette in drama activities.
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DRAMA