Grade 10 - Drama Skills (Technique)

It is expected that students will apply technical skills and knowledge to enhance dramatic communication.

It is expected that students will:

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

Play drama games to reinforce stage vocabulary.
Examine a film and discuss and analyse its technical elements (e.g., Children of Paradise by Jean-Louis Barreault).
One student tells a story while other group members attempt to take the focus (e.g., through stage position, vocal quality).
Develop and record stage blocking for a scripted scene, and use available technical facilities (e.g., lights, sound, projections, set pieces, staging arrangements) to create mood and atmosphere for the drama.
Present the first 10 seconds of a scene, capturing the attention of the audience and establishing the mood of the scene.
Play-build on a concept (e.g., aging, first kiss), using original or scripted material.
In small groups, prepare and perform a scripted or unscripted piece, rehearse the work, choose design production elements, and stage the script. Conduct self-, peer, and teacher evaluation.
Brainstorm important aspects of the directoršs role. Assess the abilities of peer directors, then choose a director and create a scenario, producing storyboards and a video.

Feedback from the teacher and peers helps students refine their technical skills.

Work with students to develop guidelines tailored to fit a specific dramatic activity, to be used in performance assessment. As an example, rate the following criteria as 3Strong, 2Competent, 1Needs Work. Also offer suggestions for improving performance. Criteria:
- vocal qualities consistent with character
- listens and responds effectively
- movement and business consistent with character
- costumes reflect character
- props support the work
Observe studentsš dramatic activities and note the extent to which they:
- integrate feedback into their rehearsals and performances
- apply theatrical conventions
- make effective design and technical element decisions for both their own performances and those of others
- commit to both the rehearsal and performance processes
- take the act of performing for an audience seriously
As students prepare for a performance, have them spend a few minutes at the end of each session or class making journal entries. Collect studentsš journals and note the extent to which they:
- justify decisions made by the group (e.g., changes to script, choices in set and lighting)
- discuss their responses to the rehearsal process
- respond to experiences with an audience

Print Material

Video

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

Revised: March 13, 1996