Grade 9 - Exploration and Imagination (Critical Analysis)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• use a variety of strategies to make choices in problem solving
• make reasoned choices within the boundaries of the dramatic situation
• accept responsibility for decisions and solutions
• use set criteria to assess and evaluate the work of self and others

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Show conflict and its relationship to character by having students improvise scenes in which two performers each pursue their character's objective without directly revealing that objective to the other performer or character. For example:
  • Co-workers: Person A wants to trade shifts with Person B; Person B wants Person A to participate in the office hockey pool.
  • Two Room-mates: Person A wants to get Person B to clean fridge; Person B has a date and wants Person A to leave.
• Collective decision making and other group skills can be developed through theatresports activities. In consultation with students, establish criteria for playing (e.g., offer, accept, advance action, no blocking). In groups, evaluate each otherıs work.
• Have students draw upon all of their dramatic skills to create a group improvisation, selecting where, when, what (the nature of the conflict), and who (including full character biography plus objective). To develop studentsı awareness of dramatic decision making, ask them to establish criteria, provide feedback to members of other groups, and reflect on their own performance. To create a record of their own reflection, each group member could list all of the choices that the group made in the course of creating the improvisation.
  They then:
  
• put a star beside each choice or decision to which they personally contributed
• put a "+" beside each choice or decision that turned out well or contributed to the success of the activity
• put a "­" beside each choice or decision that did not turn out to be effective or may have contributed to problems with the activity
• review lists, then list three suggestions or guidelines to keep in mind when making decisions or choices in the future

SUGGESTED ASSESSMENT STRATEGIES

• Ask students to record in their journals their reflections about two drama games or exercises that they have participated in lately­one that worked out well and one where they were not satisfied. Review and respond to studentsı reflections by focussing on the extent to which they:
  • recognize their own responsibility
  • are able to identify specific choices, decisions, and solutions
  • are able to explain and justify decisions and choices
  • distinguish between choices or decisions that were effective and those that were not
  • are able to generalize about problem solving and decision making
• Prior to a series of classroom performances, work with students to develop a rating scale for evaluating performances. Discuss and demonstrate ways to describe different levels of competence. Use a videotape of previous performances to try out the first draft of the rating scale, discussing various levels of performance. When students are familiar with the scale, have them videotape their own performances and use the scale to assess them. Examine their use of the rating scale for:
  • accuracy in identifying levels of accomplishment
  • feedback in identifying strengths and weaknesses
  • logic and reasonableness of the explanations given for the ratings
  Also consider the extent to which students remain receptive to suggestions from teachers and peers.

RECOMMENDED LEARNING RESOURCES

• 200+ Ideas for Drama
• Acting Games
• 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
• Mime Time
• Now Playing
• 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

• 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