Grade 10 - Context (Social and Cultural Context)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• realize, in production, relevant issues of cross-cultural importance
• compare the conventions of theatre and various media forms
• create drama that demonstrates a responsibility to the community
• use knowledge of diverse cultures and historical periods in developing work

To view the prescribed learning outcomes for Context (Social and Cultural) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Working in pairs, students research a culture other than their own. The partners then conduct a role-play interview on that culture.
• Develop a dramatic anthology based on cultural issues. After researching a cross-cultural issue, work in pairs or small groups to write poetry and scenes and to conduct further research on songs and articles. Groups may incorporate all individual work into complete anthologies and present them to the class.
• Improvise scenes in which the conflict is based on social issues (e.g., race, gender, age, bigotry).
• After reading or watching a play, view the film version, then compare and contrast the two.
• View a current video and note how film technique manipulates the principle of the three unities.
• Research ways a theme is handled differently by different media (e.g., music, art, film, literature, dance, theatre). Create a dramatic work based on the research.
• Explore community issues through Forum Theatre.
• Have students design masks from differing cultures and theatrical traditions or periods (e.g., Greek, Aboriginal, Japanese Noh, medieval, commedia dellıarte) and develop a performance using one or more of the masks.

SUGGESTED ASSESSMENT STRATEGIES

• As students present their anthologies or Forum Theatre, note the extent to which they:
  • correctly represent the nature of the other cultures
  • illustrate cultural issues in a sensitive manner
  • demonstrate awareness and acceptance of cultures other than their own
  • present cross-cultural issues prevalent in the community
  • use a media form as part of the work
• As students participate in classroom work, note the extent to which they:
  • recognize sources for their dramatic ideas (e.g., real life, television, community)
  • demonstrate an understanding of the differences between theatre and other forms of media (e.g., newspaper, film, television)
• Collect studentsı journals and review their work, recording the extent to which they:
  • demonstrate an understanding of the cultural issues presented
  • recognize their own cultural bias

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 İ 1996 Copyright

Maintained by: Fine Arts Coordinator - Drama

Revised: March 13, 1996

Ministry of Education Home Page