Page 81 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

C. FOUNDATIONS OVERALL EXPECTATIONS
By the end of this course, students will:
C1. ConceptsandTerminology:demonstrateanunderstandingofthenatureandfunctionsofdramaforms, 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.
SPECIFIC EXPECTATIONS
C1. ConceptsandTerminology
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 effects, with a focus on ensemble drama works (e.g., how a comic drama form can be used to convey a serious message, how setting and time period can be used to sharpen the focus on a moral dilemma, how characters can be used to vary the mood within a drama)
Teacher prompt: “Why might you sometimes include comic characters and scenes in a serious play?”
C1.2 demonstrate an understanding of and use correct terminology to refer to the forms, elements, conventions, and techniques of drama, with a focus on ensemble drama works (e.g., chorus, protagonist, ingénue, supporting role, act, scene, climax, resolution, improvisation, mask, freeze-frame image)
Teacher prompts: “What do we mean when we refer to the ‘protagonist’ in a drama?” “What is the difference between the ‘climax’ and the ‘resolution’ of a play?”
C1.3 demonstrate an understanding of production roles, practices, and terminology when planning and presenting drama works (e.g., set design, costume design, lighting plot, light cue sheet, sound cue sheet, prompt book, set sketch, set model)
Teacher prompt: “Why is it important to map out the lighting cues for a performance? How will you make this simple and straightforward for your lighting operator?”
C2. Contexts and Influences
By the end of this course, students will:
C2.1 identify ways in which dramatic expression and performance reflect communities and cultures, past and present (e.g., the prominence of socially and/or politically powerful characters in the drama of pre-industrial societies; the use
of boy actors for female roles in Shakespearean theatre; the emphasis on religious themes in the drama of many cultures in different eras)
Teacher prompt: “What are some ways in which the love story in Romeo and Juliet has been changed in West Side Story to fit a modern context?”
C2.2 describe how drama is used for various purposes in a range of social contexts (e.g., to express or celebrate group or community sentiments or values in street theatre or parades; to mark important historical or religious anniversaries of
a country or culture; to raise awareness of social, environmental, and political issues; to explore personal relationships or social arrangements)
Teacher prompts: “Where do we see dramatic expression in everyday life?” “How does drama help us to communicate with each other, or spread awareness of an issue?”
FOUNDATIONS
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Drama
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