Page 96 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Grade 11, Open
B3. Connections Beyond the Classroom
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
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B2.2 identify ways in which drama can promote self- and social awareness (e.g., creating and per- forming can promote self-awareness, self-confidence, and personal growth; role playing can promote social understanding and increase one’s capacity for empathy)
Teacher prompts: “What have you learned about your attitudes and abilities through par- ticipating in drama?” “Has taking on the role of another character changed your perception of particular people or groups in our society? Why or why not?”
B2.3 identify ways in which drama works can promote social improvement and good citizen- ship (e.g., by exploring issues and raising questions about the way things are; by modelling positive solutions to problems)
Teacher prompts: “Did creating an anti-bullying presentation for an elementary school give you a better understanding of how to prevent or combat bullying in your own life?” “Why might students find a drama about bullying more helpful than a simple classroom discussion?”
B2.4 identify and interpret types of drama and specific drama works that portray distinct cul- tures and traditions (e.g., develop a hypothesis about the reasons for the ritual and symbolism
of political or religious ceremonies or the use of masked actors in theatre traditions in different cultures)
Teacher prompt: “What are some of the charac- teristics of this drama work? What does it communicate about the beliefs, values, or traditions of its culture of origin?”
By the end of this course, students will:
B3.1 describe and assess the role of collaboration in their creative process (e.g., identify aspects of their group creative process that required collabo- rative as well as individual effort and suggest
possible improvements; outline the steps they
used to define and allocate roles, establish timelines, and monitor how individuals carried out their responsibilities)
Teacher prompt: “How were responsibilities allocated to team members during the rehearsal process? Did the process work well? What could you do to improve the process next time?”
B3.2 identify problem-solving techniques they have learned through drama activities, and explain how they can be applied in work and other social contexts (e.g., as a group, create a presentation to model for other students how they used respectful discussion and debate to identify and analyse problems, brainstorm possible solu- tions, choose an acceptable option, monitor progress, and modify plans if necessary)
Teacher prompt: “What are some problems
you encountered when working in your drama group? How did you go about solving these problems? Would these techniques work in other group situations? Why or why not?”
B3.3 relate skills and knowledge they have developed through drama to opportunities for employment in the broader educational and arts sectors (e.g., create a scrapbook or portfolio that showcases their set design work; identify cooperative education placements that reflect their particular theatre interests; write a résumé to support an application for an audition; write
a review of a community theatre production and post it on the Internet or submit it for publication to a community newspaper)
Teacher prompt: “What have you learned from your drama studies that you can apply to your part-time job, postsecondary study, or potential employment opportunities?”