Grade 10 - Context (Making Connections)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• articulate an aesthetic response based on their own criteria
• explain how other art forms are used to affect the dramatic moment
• select appropriate dramatic forms, skills, attitudes, and knowledge as a means of learning in other subjects
• consider various career paths that relate to their own dramatic work
• demonstrate a recognition that theatre and the arts can enhance all aspects of their lives

To view the prescribed learning outcomes for Context (Making Connections) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Develop and review a list of studentsą aesthetic criteria. Use these criteria to critique two performances and recognize the aesthetic commonalities between them.
• Watch a video and analyse how the music is used to intensify the dramatic action. Select appropriate music to enhance an improvisation.
• Speculate on lighting and colour choices to enhance a scene being designed or presented.
• Choose topics of interest from a subject other than drama and select from among Forum Theatre, Story Theatre, Choral Theatre, and Readers Theatre to design, rehearse, and make a presentation. Students could arrange to perform their work for a class from the selected subject area.
• Compile a list of skills gained in drama. Conduct research into various careers related to these skills and into local opportunities for employment. Invite local businesses and community agencies to address the class or conduct mock interviews for related positions.
• Encourage students to attend performances of artworks, volunteer for local productions, and make connections with community arts groups.
• Promote involvement with a wide range of culturally diverse arts groups.

SUGGESTED ASSESSMENT STRATEGIES

• Have students work in groups to develop a promotional video for the school drama or theatre program. Work with the students to outline task requirements (e.g., length, audience, specific purpose) and to specify assessment criteria such as the following:
  • clarity of message
  • appeal to intended audience (e.g., grade 6 to 7 students)
  • range of benefits and values included
  • logic of evidence and support provided
• After viewing a performance or presentation, have students reflect on it by using prompts such as:
  • What features appealed to you in the production?
  • Think of a production that did not appeal to you. Explain why.
  • What visual art, music, or dance was used in the production? How did they contribute to the dramatic experience?
  • How have you been able to apply or extend the activities in drama class in other contexts (e.g., at work, in other classes, in interacting with your friends, in other leisure activities, watching TV or movies, in interacting with your family)? Note the extent to which students demonstrate an awareness of dramatic forms and an ability to identify criteria to describe their own preferences.

RECOMMENDED LEARNING RESOURCES

• Acting Natural
• Christmas On Stage
• The Complete Book of Speech Communication
• Contours: Plays From Across Canada
• Creating with Shakespeare
• Creative Drama in Groupwork
• Drama 14 - 16: A Book of Projects and Resources
• Drama Guidelines
• Now Playing
• Someday: A Play
• The Stage and the School (5/e)
• Storymaking and Drama: An Approach to Teaching Language and Literature
• The Tale of Four Dervishes
• The Theatre and You: A Beginning
• Wings to Fly

• The Making of Tommy Tricker...Himself
• Perspectives on Illusion

Table of Contents

Province of British Columbia
Ministry of Education
Standards Department

© 1996 Copyright

Maintained by: Fine Arts Coordinator - Drama

Revised: March 13, 1996

Ministry of Education Home Page