Page 70 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

A1. The Creative Process: use the creative process and a variety of sources and forms, both individually and collaboratively, to design and develop drama works;
A2. Elements and Conventions: use the elements and conventions of drama effectively in creating individual and ensemble drama works, including works based on a variety of sources;
A3. Presentation Techniques and Technologies: use a variety of presentation techniques and technological tools to enhance the impact of drama works and communicate for specific audiences and purposes.
A1. The Creative Process
A2. Elements and Conventions
A. CREATING AND PRESENTING OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | The Arts
SPECIFIC EXPECTATIONS
By the end of this course, students will:
A1.1 use a variety of print and non-print sources (e.g., a still photograph and/or instrumental music; current events headlines from print media; situations and characters from nature) to generate and focus ideas for drama activities and presentations
Teacher prompts: “Why does this source interest you as a basis for drama? What ideas does it suggest to you?” “What would you like to communicate in your improvisation?”
A1.2 select and use appropriate forms to suit specific purposes in drama works (e.g., use tableaux to tell a story to a young audience; use improvisational games to dramatize a proverb; develop a ritual that could be part of an Aboriginal celebration)
Teacher prompts: “Why is it important to consider the audience or the occasion when choosing the form for a scene? What drama form(s) would best communicate what we want to say to our chosen audience?” “What kinds of things might Aboriginal people cele- brate with ritual? What types of rituals are used?
What are some similarities between ritual and drama?”
A1.3 use role play to explore, develop, and repre- sent themes, ideas, characters, feelings, and beliefs in producing drama works (e.g., use improvisation exercises to explore how they might think, feel, and act in specific real-life situations;
write in role as a character who is reflecting on the people, events, and relationships affected by a personal, social, or environmental issue)
Teacher prompts: “How might role playing help you clarify the conflict or puzzling situa- tion in your scene?” “What further insights do we gain about the thoughts and feelings of a fictional character when we write in role?”
By the end of this course, students will:
A2.1 use the elements of drama to suit an identi- fied purpose and form in drama presentations (e.g., use a historical conflict as the focus for a dramatic monologue revealing a real or fictional character’s attitudes, feelings, and reactions; use a futuristic, science-fiction setting for a mask comedy about an environmental or social issue)
Teacher prompts: “What is the emotional state of your character, and what aspects of voice and body language would help you show it most clearly?” “What might people be thinking about this problem twenty years from now? A hundred years from now? How could you show that?”
A2.2 use a variety of conventions to develop character and shape the action in ensemble drama presentations (e.g., use corridor of voices or a day in the life to extend their understanding of characters; use flashbacks or flash forwards to introduce new perspectives or create tension)
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