Page 88 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Grade 11, University/College Preparation
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.
B1. The Critical Analysis Process
B2. Drama and Society
B. REFLECTING, RESPONDING, AND ANALYSING
OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
SPECIFIC EXPECTATIONS
By the end of this course, students will:
B1.1 use the critical analysis process before and during drama projects to assign roles within the group, monitor the group process, and modify the roles and process as needed (e.g., use brainstorming and group discussion to generate ideas, assign roles, and agree on a process that includes a mechanism for reviewing progress and providing feedback; use journal writing to reflect on progress during rehearsal; create and use a self- or peer-assessment tool based on student- developed criteria)
Teacher prompts: “How will you track your group’s progress during the rehearsal process?” “How can you build opportunities for peer feedback into the process to improve your group’s creative work?”
B1.2 analyse drama works to determine how they communicate ideas about issues, culture, and society (e.g., compare the different ways in which
dramas on the same topic present their themes; compare the presentation of female characters by women playwrights in two different eras)
Teacher prompts: “How does Shaw’s comic approach to war in Arms and the Man serve his purpose? What role does comedy serve in other plays about war, such as Shakespeare’s Henry V ?” “What are some common themes in
the work of pre-modern women playwrights such as Aphra Behn, Joanna Baillie, or Hannah Cowley? Are there any similarities with the work of modern women playwrights? What are some reasons why there are so few women playwrights from pre-modern times?”
B1.3 analyse and evaluate the aesthetic and tech- nical aspects of drama works of diverse genres and styles (e.g., give feedback to peers about the strengths and areas for improvement of their directing decisions and stagecraft choices)
Teacher prompts: “What decisions did the director make about how to highlight the theme? What aspects of character were chosen for emphasis?” “What effect did the blocking create? Was it appropriate to the work as a whole?”
By the end of this course, students will:
B2.1 analyse different styles of drama and explain their influence on artistic and social conditions in diverse communities and cultures from the past and present (e.g., explain how the emerging style of naturalism in drama enabled Chekhov, Ibsen, or Shaw to address issues of his day, including themes of social change; explain the reasons for Shaw’s satirical attack on the well-made play; describe alienation in Brechtian theatre as a reaction to the elevation of theatrical
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