Grade 9 - Drama Skills (Drama as Metaphor)
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 develop the facility to move between the concrete and the abstract within a dramatic context.
It is expected that students will:
- demonstrate a commitment to suspending disbelief
- use objects as symbols of abstract concepts in a drama
- identify effective dramatic forms for representing particular ideas and experiences
- demonstrate an awareness of a dramatic work as a metaphor
To view the prescribed learning outcomes for Drama Skills (Drama as Metaphor) in other grades click on an icon below.
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SUGGESTED INSTRUCTIONAL STRATEGIES
- Manipulate the purpose and function of an object in a scene, or develop machines or collages to represent an abstract concept (e.g., modern times, fear, happiness).
- View various media presentations (e.g., television commercials, music videos) and discuss the symbolic elements present. Create a scene that concludes with a symbol (e.g., a crumpled letter representing a broken love affair).
- Have students accept and advance ideas during improvisations. (e.g., "The spiderıs crawling up your leg." "Has anyone seen my wand?" "The photocopierıs going nuts.") Video tape the improvisations and have students develop and record ideas for how they could have better responded to the ideas they were given by their peers.
SUGGESTED ASSESSMENT STRATEGIES
Metaphor is the essence of drama. Students represent emotions and ideas symbolically in their dramatic work. The teacher observes the studentsı levels
of commitment to suspending disbelief in their dramatic work.
- Observe studentsı dramatic activities and note the extent to which they:
- commit themselves to the ideas of others
- are willing to advance ideas to further the action
- use objects as symbols in an effective manner
- suspend disbelief
- as actors, contribute to and sustain the metaphor
- Observe students as they respond to various given dramatic ideas (e.g., failure, success, mistaken identity). To what extent do they distinguish among dramatic forms and choose those that best represent the given idea?
RECOMMENDED LEARNING RESOURCES
Print Material
- 200+ Ideas for Drama
- Acting Games
- Acting Natural
- 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
- The Dramatic Body
- Elegantly Frugal Costumes
- Mime Time
- Now Playing
- NTCıs Dictionary of Theatre and Drama Terms
- 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
Video
- Movement For The Actor
- Perspectives on Illusion
- 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
Ministry of Education Home Page
