Grade 10 - Exploration and Imagination (Expression and Trust)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• demonstrate trust in self and others through class activities and individual and ensemble performances
• demonstrate the unique ability of drama to unify a diverse group
• use subtlety and nuance in expressive communication
• compare their own thoughts, feelings, and beliefs with those of others

To view the prescribed learning outcomes for Exploration and Imagination (Expression and Trust) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Play games that develop trust, such as Trust Walk (see Appendix G).
• Encourage students to use the diverse abilities of their peers to enhance their dramatic work. Involve the entire class in using a variety of distinct dramatic forms to tell a story (e.g., "The Three Little Pigs" as Story Theatre, Readers Theatre, mime, dance, puppets).
• Prepare a dramatic form to present a belief opposite to studentıs own on a specific issue.
• Create opportunities for students to develop communications skills. Play Yes, No, Maybe, So.
• Working in pairs, have students prepare a scene in which the subtext contrasts with the surface scene (e.g., Person A tries to be friendly in order to get information to hurt Person B).
• Create scenarios to communicate a credible change of emotion. (e.g., Person A, waiting at the airport for a loved one, observes the passengers disembarking and turns to leave alone. At that moment, the loved one emerges from the plane on crutches or holding hands with another.)
• Secretly endow one student with high or low status, and have the group improvise a scene. Another option is to have students decide on status relationships within a group and improvise a scene in which the higher-status character needs to fulfil an objective through one of the lower-status characters.

SUGGESTED ASSESSMENT STRATEGIES

• The teacher might want to develop a schedule of observations and record a sentence or two about the group skills of three to four students each day. Note the extent to which students:
  • contribute to the groupıs work
  • respond to others and their work in a positive and constructive manner
  • support other group members both on stage and off
  • work with a variety of partners
  • make an effort to understand othersı ideas
  • seek feedback from others
  • take risks to offer creative suggestions
  • take roles or participate in ways where success is not certain
  • accept and accommodate the diverse abilities and skills of others while playing games
  The reference set Evaluating Group Communication Skills Across Curriculum may be helpful.
• form groups and have each group consider the statement, "Drama has the power to unify a diverse group." Ask the groups to choose a dramatic form and create a short work that offers an example that either supports or refutes the statement. After each presentation, have both performers and audience write a sentence or two in their journals in response to the drama. In responding to the performances and the writing, consider the extent to which students:
  • make connections between drama and real-life interpersonal relationships
  • recognize ways that their views are similar to or different from those of other students
  • show appreciation of the efforts of others in class
  • demonstrate understanding of othersı points of view

RECOMMENDED LEARNING RESOURCES

• Acting Games
• 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
• Mime Time
• Now Playing
• 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

• Pierre Lefevre: On Acting

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

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