Grade 8 - Drama Skills (Body and Voice)

It is expected that students will use body and voice expressively in the discipline of drama.

It is expected that students will:

identify a variety of movement possibilities that could be used to create a specific effect
identify a variety of vocal techniques that could be used to communicate a specific meaning
identify examples of the interrelationship of movement and voice in communicating meaning
use sensory recall and visualization to enhance their work
demonstrate how various emotions affect vocal and physical expression

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

Take part in guided imagery exercises (e.g., Magic Carpet Ride, Undersea Adventure, Time Travel), then discuss experiences with a partner (e.g., what each saw, heard, touched, thought). Develop a scene based on combined visualization experiences.
Play games that focus on body and voice, emphasizing emotional and physical expression (see Appendix G).
Sensory Excursions: students act out a story read by the teacher, translating it into physical expression. The story should include exploration of the senses.
Have students speak to the class as if they were experts on a given subject, while a partner uses appropriate gestures to interpret the meaning.
Create a mimed "conversation" with a partner, using only physical expression to show what each character is communicating. Encourage use of elements of mime such as body shape, rhythm, and hand gestures.
In small groups, students create a machine integrating sound and movement. Extend this activity by having students develop a scene in which one piece of their machine malfunctions.
Use a variety of voice elements (e.g., speed, volume, pitch, pronunciation, articulation) to endow a single dialogue with differing meanings.
Sustain the given circumstances of a scene while changing the emotional component (e.g., a scene involving a sales clerk dealing with a client who is returning a defective item).

Self-assessment and regular feedback from the teacher can help students improve their awareness of how sensory recall affects the body and voice.

Work with the class to develop a feedback sheet or checklist that outlines key criteria to assess studentsš movement exercises. Criteria might include the extent to which students are able to:
- change their movements in response to different given circumstances
- incorporate a variety of levels, speeds, and directions in their movements
- demonstrate fluidity
- incorporate vocal techniques in movement work
- be uninhibited in their approach to movement
- demonstrate an understanding of the vocabulary associated with movement (e.g., levels, speed, direction, pathways, weight, and space)
During sensory recall and visualization activities, observe the studentsš abilities to respond appropriately to sensory prompts (e.g., walking in peanut butter, hearing a loud noise).
Develop a checklist that outlines key criteria for vocal exercises. Criteria might include studentsš abilities to:
- change voice in response to different circumstances
- incorporate a variety of elements such as volume, speed, and pitch
- exhibit clear diction and articulation
- create a mood through vocal intonation

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

Revised: March 13, 1996