Page 73 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

live in?” “What are some purposes for which we use drama in our society?” “What are some purposes for which people have used drama in other times and places?”
B2.2 explain how dramatic exploration can contribute to personal growth and self- understanding (e.g., explain how attributes such as self-awareness, empathy, confidence, and a willingness to take risks are developed and strengthened through drama activities; discuss the importance of the spoken word and rap to give voice to some cultures)
Teacher prompt: “Does assuming the role of another person change your understanding or opinion of that person?”
B2.3 explain how dramatic exploration helps develop group skills and appreciation of com- munal values (e.g., record in a journal what they learned about collaboration, negotiation, mediation, and listening techniques during the rehearsal process; explain how drama can help strengthen community among both presenters and audience)
Teacher prompt: “How did your group work together on this project? What did you do to contribute to the group process? What did this experience teach you about working with others?”
B2.4 identify ways in which dramatic exploration promotes an appreciation of diverse cultures and traditions (e.g., describe what they learned from experiencing different perspectives on reality through drama works based on Aboriginal and/or international sources)
Teacher prompts: “What did you learn about our connections to nature and the world around us from viewing or presenting dramas based on Aboriginal legends?” “How does presenting or viewing drama based on stories from another culture help you understand that culture better?”
B3. Connections Beyond the Classroom
By the end of this course, students will:
B3.1 identify specific collaborative skills and atti- tudes that are required in preparing and staging drama works and explain how they can be applied in other fields or activities (e.g., acting/ directing: willingness to take risks, negotiating skills, flexibility, self-confidence; stage managing: listening skills, willingness to consult, organizing skills, people-management skills)
Teacher prompts: “What kinds of teamwork skills are developed through drama? In what other activities might you use these skills?” “Why is it important to maintain the group process as well as achieve the group goal in drama? What are the challenges in group collaboration? What kinds of leadership roles must all members of the group share in order for the goals to be achieved?”
B3.2 identify specific social skills and personal characteristics they have acquired or strength- ened through drama work that can help them succeed in other areas of life (e.g., describe their personal development in areas such as risk taking, self-confidence, self-awareness, listening, ques- tioning, negotiating, consensus building)
Teacher prompt: “How have you grown as a student in the drama classroom? What are your strengths? In what areas could you improve?”
B3.3 identify and describe various roles, respon- sibilities, and competencies of key personnel in theatre work (e.g., director, actor, stage manager, set/costume designer, front-of-house administrator, executive producer)
Teacher prompt: “What skills and preparation would you need for the role of a stage manager?”
REFLECTING, RESPONDING, AND ANALYSING
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Drama
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