Page 87 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

information do we need about this character in order to decide how she will react to this new challenge? How can we explore her character to find out?”
By the end of this course, students will:
A3.1 use a variety of techniques to increase inter- action with or participation by the audience (e.g., use forum theatre to involve the whole class in developing a character or exploring a theme; situate some of the action in non-stage areas of the theatre)
Teacher prompt: “How would you use staging techniques, such as breaking the fourth wall, to connect with your audience?”
A3.2 use a range of techniques and acting approaches to refine performance during rehearsal (e.g., use vocal, movement, trust, and relaxation exercises to prepare for rehearsal; use hot-seating and writing in role to extend character development during rehearsal)
Teacher prompt: “What techniques could you use to create a back story for your character? Why might creating a back story for a charac- ter help you portray that character more effectively?”
A3.3 select and use a variety of technological tools, including forms of new media, to high- light the message and enhance the impact of drama works (e.g., use traditional and digital music and video supports to create lighting and sound effects that enhance a specific mood)
Teacher prompt: “How can we use lighting and sound to heighten tension in this scene?”
A3. Presentation Techniques and Technologies
CREATING AND PRESENTING
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Drama
ADA3M