Grade 8 - Exploration and Imagination (Critical Analysis)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will evaluate and analyse the contributions of self and others within the dramatic context.It is expected that students will:

suggest and try a variety of appropriate solutions to a given problem
make and act on reasoned and thoughtful decisions
identify ways to advance dramatic action
use given criteria to assess and evaluate their work

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

SUGGESTED INSTRUCTIONAL STRATEGIES

Following a class discussion on current problems, create a scene on a topic related to choice, conflict, and consequences (e.g., shoplifting, skipping school, lying, stealing from a peer, plagiarizing).
Observe an unknown person and record detailed descriptions (e.g., in a journal, record book, collage), then select physical and vocal attributes of the person to create "A Day in the Life of (a character)," based on the observations.
Portray all phases of conflictŃfrom its origin through to its consequences. Working in pairs, create a scene in which the characters have opposing motives. The actors may start from a freeze and end in a freeze.
Involve students in brainstorming specific criteria for an effective presentation.

SUGGESTED ASSESSMENT STRATEGIES

Students reveal their problem-solving skills during games, exercises, and improvisations. To develop these skills, students need opportunities to define their own criteria, opportunities to participate in self- and peer assessment, and ongoing feedback from the teacher. Teachers may also find the reference set Evaluating Problem-Solving Across Curriculum helpful in assessing some of the outcomes associated with this organizer.

During discussions about dramas students have created, observe and note the extent to which they are able to:
- offer various reasons for the decisions they made
- choose creative, interesting solutions to problems
- assess their solutions to problems in terms of preset criteria
- make connections between situations or problems
After a problem-solving game or activity, have pairs or small groups of students reflect on their work using a discussion outline such as the following:
Identify one or two problems that you dealt with.
For each problem:
- describe the situation
- explain what you did to solve the problem
- describe other solutions or approaches you considered
- explain why you made the choice you did
- assess how effective your solution was
- tell what you learned that you can use in another situation in or outside your drama class

Record evidence that students can use established criteria to assess their own and their peersš work. Also record the extent to which they provide reasoned and thoughtful suggestions and try a variety of appropriate solutions.

RECOMMENDED LEARNING RESOURCES

Print Material

200+ Ideas for Drama
Acting Games
Christmas On Stage
Comedy Improvisation
The Complete Book of Speech Communication
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
Skits and Scenes
Someday: A Play
Story Drama: Reading, Writing and Roleplaying Across the Curriculum
Storymaking and Drama: An Approach to Teaching Language and Literature
The Theatre and You: A Beginning
Wings to Fly

Table of Contents

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

Maintained by: Fine Arts Coordinator - Drama

Revised: March 13, 1996

Ministry of Education Home Page