Page 74 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

C1. ConceptsandTerminology:demonstrateanunderstandingofthenatureandfunctionofdramaforms, elements, conventions, and techniques, including the correct terminology for the various components;
C2. ContextsandInfluences:demonstrateanunderstandingoftheoriginsanddevelopmentofdrama and theatre arts and their influence on past and present societies;
C3. ResponsiblePractices:demonstrateanunderstandingofsafe,ethical,andresponsiblepersonaland interpersonal practices in drama activities.
Grade 9, Open
C1. Concepts and Terminology C2. Contexts and Influences
C3. Responsible Practices
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | The Arts
SPECIFIC EXPECTATIONS
By the end of this course, students will:
C1.1 identify the drama forms, elements, conven- tions, and techniques used in their own and others’ drama works, and explain how the various components are used or can be used to achieve specific purposes or effects (e.g., explain how character interactions are used to create humour, how flashbacks are used to clarify motive, or how flash-forwards are used to heighten tension or create dramatic irony)
Teacher prompts: “How does the flashback help us understand this character’s situation?” “How could blocking help communicate the crowd’s mood?”
C1.2 use correct terminology to refer to the forms, elements, conventions, and techniques of drama (e.g., tableau, blocking, setting, improvisation, flash-forward, guided tour, upstage)
Teacher prompt: “What are some choral speaking techniques (e.g., unison, repetition, echo) we can use in the presentation of our poem?”
C1.3 demonstrate an understanding of production roles, practices, and terminology when planning
and presenting drama works (e.g., technical rehearsal, dress rehearsal, props list, entrance cue, speech cue)
Teacher prompt: “What aspects of a production do we review and/or trouble-shoot in a technical rehearsal? In a dress rehearsal?”
By the end of this course, students will:
C2.1 describe the origins and development of various drama forms, elements, conventions, and techniques (e.g., report on the role of the chorus in Greek theatre or the clown in slapstick comedy; report on how the changing uses of the thrust stage and the proscenium stage reflect developments in drama)
Teacher prompt: “How has choral speaking been used in dramas at different times in the past? How is it used in contemporary theatre? To achieve what effect?”
C2.2 describe ways in which contemporary dramas show the influence of social trends (e.g., identify topical themes and/or familiar stereotypes in popular films and television dramas; compare the roles played by women characters today and in the past)
Teacher prompt: “What are some popular theatre productions and/or television shows? What do you think they tell us about the values of society today?”
By the end of this course, students will:
C3.1 identify and follow safe and ethical practices in drama activities (e.g., find ways to ensure the emotional safety [trust] and physical safety of themselves and others, both onstage and offstage;
72
C. FOUNDATIONS OVERALL EXPECTATIONS
By the end of this course, students will: