Grade 9 - Context (Making Connections)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• articulate criteria for their own aesthetic responses
• select other art forms to respond to drama
• select appropriate dramatic forms, skills, attitudes, and knowledge as a means of learning in other subjects
• consider various career possibilities in which dramatic skills may be useful
• apply their knowledge of the arts in their choices of recreational activities

To view the prescribed learning outcomes for Context (Making Connections) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Select a famous person and present a dramatized interview.
• Improvise a scene in which Person A is an employment agent and Person B is looking for a job. Include as many specifics as possible for believable characters and realism.
• Create a Role Drama based on a literary character.
• Create a mask, dance, or soundscape in response to, or as part of, a dramatic work (e.g., soundscape to illustrate reaction to the plays Romeo and Juliet or The Outsiders).
• Prepare a personal portfolio of accomplishments and skills, using insights gained in drama.
• Invite local business representatives to outline job requirements and career options. Discuss the usefulness of drama skills. As an alternative, students could use the library, career centre, or Internet to conduct research into drama-related careers and then report their findings.
• In a journal, record personal activities that are related to the arts. Use entries to stimulate class discussions on the changing nature and definition of the artistic community.
• Consider a world with no art and create a dramatic response to that concept.
• Read the script of a play before seeing a production or video of the play. Create a checklist of things to watch for, then see the production and complete the checklist.

SUGGESTED ASSESSMENT STRATEGIES

• Ask students to develop an audience profile. Have them list key interests, experiences, values, and beliefs that influence peoplešs responses to a dramatic work. (Students might do this in pairs, interviewing each other to probe for the information.) After they have developed the profiles, students should identify three to five criteria that best reflect their own aesthetic responses. Have them use their criteria in discussion and written assignments when they respond to the works they view in class. Encourage them to revise their criteria as needed.
• Have students work with a partner or in small groups to choose a topic or concept that they are studying in another subject area and then develop a dramatic activity that draws on, reinforces, or extends their understanding. Look for evidence of:
  • the effectiveness of the dramatic form
  • insight into how drama activities can affect understanding
  • originality or uniqueness in their choices of activities
• Ask students to select a career they are interested in. (You may wish to form groups of students who are interested or experienced in particular areas.) Have them analyse how the knowledge, skills, and attitudes they are developing in drama could be used in the workplace. Criteria might include the number of connections noted, logic of the explanations offered, and the ability to make connections beyond an explicit or literal level.

RECOMMENDED LEARNING RESOURCES

• Acting Natural
• Christmas On Stage
• 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
• Now Playing
• Someday: A Play
• The Stage and the School (5/e)
• Storymaking and Drama: An Approach to Teaching Language and Literature
• The Tale of Four Dervishes
• The Theatre and You: A Beginning
• Wings to Fly

• The Making of Tommy Tricker...Himself
• Perspectives on Illusion

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