Page 72 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

Grade 9, Open
B1. TheCriticalAnalysisProcess:usethecriticalanalysisprocesstoreflectonandevaluatetheirown and others’ drama works and activities;
B2. DramaandSociety:demonstrateanunderstandingofhowsocietiespresentandpastuseorhaveused drama, and of how creating and viewing drama can benefit individuals, groups, and communities;
B3. ConnectionsBeyondtheClassroom:identifyknowledgeandskillstheyhaveacquiredthroughdrama activities and 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 9 AND 10 | 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 identify and assess individual roles and responsibilities in produc- ing drama works (e.g., use journal writing, teacher-guided reflection, cooperative problem solving, writing in role, and discussion to identify team members’ skills and knowledge and assess their use in project tasks)
Teacher prompts: “What roles do you need in your group to produce this piece of work? What does each role need to do? Are you and your group members achieving these goals?” “What task and maintenance roles did you need to take on to achieve your goal(s) and to keep the group cohesive? Did you try on
a new role and take a risk?”
B1.2 interpret short drama works and identify and explain their personal response to the works (e.g., analyse fairy tales, myths, or legends to clarify the feelings or motives of primary and secondary characters; use journal writing, writing
in role, group discussion, and/or teacher-guided reflection to identify and clarify their ideas and opinions about a variety of drama works)
Teacher prompts: “What evidence in the drama tells you how this character feels just before taking action?” “What new insights do you have about the characters and their situation because of the roles that you played? How will
this new understanding affect your thoughts, actions, and reactions to similar people and events in the future?”
B1.3 identify aesthetic and technical aspects of drama works and explain how they help achieve specific dramatic purposes (e.g., write a report outlining the technical and aesthetic strengths of a peer’s presentation, using appropriate termi- nology; describe how basic stagecraft has been applied in a drama; identify and explain or justify their own and others’ aesthetic decisions using journals, checklists, or rubrics)
Teacher prompt: “How was staging used in this drama? How effective were the blocking choices in conveying the characters’ attitudes towards one another?”
By the end of this course, students will:
B2.1 identify and explain the various purposes that drama serves or has served in diverse communities and cultures from the present and past (e.g., to provide entertainment; to highlight or interpret religious or ethical beliefs, as in ancient Greece or in Aboriginal cultures; to celebrate or commemorate key traditions or historical events
of a culture or country)
Teacher prompts: “What are some types of drama we experience in everyday life?” “How effective are television documentaries in teach- ing their audience about the world that they
70