Grade 9 - Drama Skills (Role)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• move in and out of role appropriately
• create and sustain situations while in role
• use vocal and physical techniques to create role and character
• reflect on and clearly express experiences both in and out of role

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Participate in unrehearsed activities such as Freeze or Street Interview (see Appendix G).
• Work collectively to show a specific character in a variety of different situations. Use pictures to stimulate the creation of characters, adding the dimensions of movement and voice to the character. Combine characters to create group improvisations.
• Play games that help actors sustain concentration (e.g., Buzz, This Is a Book, Find Your Partner).
• Create a simple dialogue. Perform the dialogue several times, each time using a different subtext. Video tape each and compare.
• Identify and record subtextual motivations for characters from script or Story Theatre fragments, and then build these into a performance of the fragment.
• Improvise previous and future action for characters.
• Create a group scene based on randomly selected where, when, what (the nature of the conflict), and who (assign full character biography plus objective). Use Role Drama to experience how to move in and out of role effectively, to sustain role safely, to suspend disbelief during Role Drama, and to respond to Role Drama both in and out of character.
• Create a journal entry in role.

SUGGESTED ASSESSMENT STRATEGIES

• Observe students¹ abilities to concentrate while in role, and assess their journals to identify the development of skills in drama.
• As students participate in role-play activities, note the extent to which they:
  • sustain a role for a short activity
  • participate equally in the dramatic activity
  • take "being in role" seriously
  • create roles that are distinct from others in their groups
  • are able to recapture a role after an interruption
  • respond to roles created by other students
• Discuss the key features or criteria that distinguish effective work in role. In order to assess and refine their work in role, have students work in pairs or in small groups to devise a response sheet for collecting and recording advice and feedback. Encourage them to identify the key criteria that can focus others¹ observations and feedback.

RECOMMENDED LEARNING RESOURCES

• 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
• NTC¹s 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

• Movement For The Actor
• Perspectives on Illusion
• Pierre Lefevre: On Acting

Table of Contents

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

Maintained by: Fine Arts Coordinator - Drama

Revised: March 13, 1996

Ministry of Education Home Page