Page 79 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

B. REFLECTING, RESPONDING, AND ANALYSING
OVERALL EXPECTATIONS
By the end of this course, students will:
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.
SPECIFIC EXPECTATIONS
B1. The Critical Analysis Process
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 and peer roles and responsibilities in producing drama works (e.g., identify and assess the contribution of leadership and supporting roles, group dynamics, and cooperative problem solving to their process of creating drama works)
Teacher prompt: “What role did you play when planning your group presentation? How could you improve your effectiveness in this role?”
B1.2 analyse a variety of drama works to compare and assess how they explore universal themes and issues (e.g., compare and contrast the handling of similar themes in dramatizations of folk tales, myths, legends, personal stories, and/or Aboriginal tales)
Teacher prompt: “Which drama on this theme do you prefer? Why? What are some advantages or disadvantages of taking a comic or a serious approach to this theme?”
B1.3 identify aesthetic and technical aspects
of drama works and explain how they help achieve specific dramatic purposes (e.g., write theatre or film reviews assessing whether the
lighting, sound, set design, and costumes of a drama are used effectively to illustrate the intended message)
Teacher prompts: “How were staging and blocking used to help communicate informa- tion about the characters? Did they contribute to an effective presentation?” “What technical aspects of the production had impact in the presentation?”
B2. Drama and Society
By the end of this course, students will:
B2.1 identify different types of drama and explain their function in diverse communities and cultures from the past and present (e.g., the function of television, film, or video game dramas with predictable plot lines and stock or stereotypical characters in today’s society; the function of theatre in ancient Greece, liturgical drama in medieval Europe, Shakespearean drama in Elizabethan England, and/or“social problem”dramas today)
Teacher prompts: “What common roles do
we see in theatre, television, and other media sources? Why do some character archetypes, such as the villain or hero, endure?” “How was choral speaking used in drama in ancient Greece? How is it used in festivals today? How does this current use reflect our sense of community?”
REFLECTING, RESPONDING, AND ANALYSING
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Drama
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