Page 90 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Grade 11, University/College Preparation
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. ResponsiblePractices:demonstrateanunderstandingofsafe,ethical,andresponsiblepersonaland interpersonal practices in drama activities.
C1. ConceptsandTerminology
C2. Contexts and Influences
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
SPECIFIC EXPECTATIONS
By the end of this course, students will:
C1.1 identify and describe the forms, elements, conventions, and techniques used in a variety of drama styles, and explain how they help achieve specific purposes and effects (e.g., explain how the use of formal postures and gestures supports the intended effect of drawing-room comedy; describe how tension is created in scenes by dramatists such as Molière, Henrik Ibsen, Thornton Wilder, Lillian Hellman, Carol Bolt,
or Michel Tremblay)
Teacher prompt: “How does overhearing this character’s inner thoughts change our perspec- tive on her past actions or future behaviour?”
C1.2 use correct terminology for the various com- ponents and processes of their own and others’ drama works (e.g., script analysis, character actor, supporting role, dialogue, role on the wall, hot-seating, method acting, classical technique)
Teacher prompt: “What aspects of character can be explored using role on the wall?”
C1.3 demonstrate an understanding of production and promotion roles, practices, and terminology (e.g., set and costume design and construction processes; technical design and support roles; marketing and publicity tools and strategies)
Teacher prompt: “What tools and strategies could the publicity team use in advertising the
production? What types of people are your target audience and how will you attract them?”
By the end of this course, students will:
C2.1 locate, synthesize, and communicate infor- mation about scripts, performance spaces, and theatre traditions from different periods and cultures (e.g., create a comparison chart of con- ventions used in the staging of Greek, Roman, and medieval theatre; describe the differences in make-up styles in Noh theatre, Renaissance drama, and other genres; highlight key elements of Elizabethan and Restoration acting styles)
Teacher prompt: “What are the key similarities and differences between these styles of theatre? Are any conventions shared between different cultures and time periods?”
C2.2 compare the acting skill sets required by performers in current media to those required in traditional theatre (e.g., explain how the merits and limitations of television, the Internet, webcasts, and/or films shape the performances of actors in these media)
Teacher prompt: “How are webcast, television, and film performances different from theatrical performances? What skills do theatrical actors use to communicate without the assistance of close-up camera shots and/or microphones?”
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C. FOUNDATIONS OVERALL EXPECTATIONS
By the end of this course, students will: