Grade 10 - Drama Skills (Body and Voice)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• make movement choices to create a specific effect
• choose appropriate physical and vocal expressions to enhance drama
• choose appropriate vocal techniques to communicate a particular meaning
• integrate emotional and sensory recall in the creation of drama

To view the prescribed learning outcomes for Drama Skills (Body and Voice) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Provide students with opportunities to explore through movement:
  • levels, space, direction, pathways, and pace
  • effects of mood, age, and size
• Working in pairs or groups, show a relationship in mime.
• Create Frozen Pictures representing a title, event, or object (see Appendix G).
• Participate in Tableau Moulding (see Appendix G).
• Present a piece of script or verse drama (e.g., Eliot, Lorca, Arrabel, Shakespeare), and select appropriate voice and movement techniques.
• Create stylized machines (e.g., supernatural machine, musical machine, machine with an attitude).
• Brainstorm character stereotypes and demonstrate their voices and movements.
• Explore the status roles inherent in a relationship (e.g., master and servant). Use the relationship to create a drama in a specific environment (e.g., father and son in an Italian village on a hot summer day).
• Read a short script. Recall memories consistent with the emotional condition of the character.

SUGGESTED ASSESSMENT STRATEGIES

• After discussing all the voice elements (volume, timbre, projection, diction, dialect, tone, pitch, articulation, pace), have each student work with a partner to develop criteria so they can analyse the skills they need to develop and practise.
• During movement work, observe and respond to students¹ increasing abilities to:
  • generate ways of moving to create a specific effect
  • incorporate a variety of levels, speeds, and directions in their movement, character, and mime work
  • lead the class in an appropriate warm-up
  • use mime techniques (e.g., the rope, the ladder, the stairs)
  • incorporate vocal techniques to enhance movement projects
• During voice work, observe and respond to students¹ abilities to:
  • choose effective vocal techniques to improve their dramatic work
  • incorporate movement techniques in choral interpretation and Readers Theatre
  • make vocal choices based on character
  • lead the class in an appropriate warm-up
  • improve vocal dynamics (e.g., tension, articulation, volume, stress)

RECOMMENDED LEARNING RESOURCES

• Acting Games
• Acting Natural
• Christmas On Stage
• Comedy Improvisation
• 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
• The Dramatic Body
• Elegantly Frugal Costumes
• Mime Time
• Now Playing
• NTC¹s Dictionary of Theatre and Drama Terms
• Readers Theatre Anthology
• Someday: A Play
• The Stage and the School (5/e)
• Storymaking and Drama: An Approach to Teaching Language and Literature
• The Theatre and You: A Beginning
• Wings to Fly

• Movement for the Actor
• Perspectives on Illusion
• Pierre Lefevre: On Acting

Table of Contents

Province of British Columbia
Ministry of Education
Standards Department © 1996 Copyright

Maintained by: Fine Arts Coordinator - Drama

Revised: March 13, 1996

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