Page 71 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

Teacher prompt: “What do we need to know about these characters in order to predict their reactions to this problem? What strategies and conventions could we use to find out?”
By the end of this course, students will:
A3.1 identify and use a variety of techniques
or methods for establishing a rapport between performer and audience (e.g., techniques such as breaking the fourth wall, direct address, adapting performance style to suit a particular type of audi- ence [children versus adults])
Teacher prompts: “How might we present this work to appeal to children? Young adults? Seniors?” “What would happen if the characters left the stage and sat among the audience?”
A3.2 use a variety of expressive voice and move- ment techniques to support the depiction of character (e.g., use volume, tone, accent, pace, gesture, and facial expression to reveal character and/or intention)
Teacher prompts: “What are some ways in which voice and movement can help us reveal character?” “How could you change your in- tonation to show the character’s real intentions?” “How will the meaning change if we do the improvisation without words and let the silence influence our understanding of what
is happening in the scene?”
A3.3 use a variety of technological tools to com- municate or enhance specific aspects of drama works (e.g., lighting, sound, props, set, costumes)
Teacher prompt: “How could you use sound and lighting to highlight the mood of your piece?”
A3. Presentation Techniques and Technologies
CREATING AND PRESENTING
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Drama
ADA1O