Grade 9 - Exploration and Imagination (Expression and Trust)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• demonstrate trust in others through class activities and individual and ensemble performances
• demonstrate the unique ability of drama to unify a diverse group
• restate the thoughts, feelings, and beliefs of others
• choose appropriate ways to express thoughts, feelings, and beliefs

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Develop trust in students by playing Sharks or similar exercises (see Appendix G).
• Participate in group activities that require observation and response. Such games include Circle Stories, Mirrors, and Freeze Tag (see Appendix G).
• Move from self to character and explore the emotions of the character in various activities, such as:
  • in a mime scene, make an entrance, handle a mimed object, and show a change of emotion
  • play a character in a Role Drama
  • deliver a solo line such as "You¹re first" with differing given circumstances (e.g., to another student who is finishing a race, arriving at the dentist¹s office, acting as a sentry on guard duty)
• Participate in gibberish activities to explore ways of expressing meaning. For example, have students work in small groups to imagine and record short scenes (what, where, who, when, why). Each scene then goes to a second group, which performs it as a gibberish scene. A third group then interprets the gibberish scene back into literal language, and their interpretation is compared with the original.
• Invite students to brainstorm topics about which they are likely to have differing opinions. Write the topics on slips of paper, assign partners, and have each pair draw a topic. Students interview each other about the selected topic, then prepare short dramatic monologues in role as their partner. They present their partner¹s thoughts, feelings, and beliefs. After each monologue is presented, provide opportunities for other students to ask questions of both partners and for the person whose views were represented to discuss the accuracy of the presentation.

SUGGESTED ASSESSMENT STRATEGIES

• After students have participated in drama games or exercises, ask each group to discuss why trust is important in drama and how it is developed. Then have each group improvise a short drama that deals with the theme of trust. Look for evidence that students:
  • recognize the importance of trust
  • identify behaviours that support or destroy trust within a group
  • rely on each other
  • support and encourage members of their group and other groups
  • take risks with improvisation
  • make effective choices about how they communicate their ideas about trust
• To assess the "in role as their partner" monologues, work with the students to establish task requirements (e.g., length, use of script, required information) and criteria such as the following:
• overall position is clear and reflects the views of the student interviewed
• details are accurate
• perspective or point of view is in character

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 © 1996 Copyright

Maintained by: Fine Arts Coordinator - Drama

Revised: March 13, 1996

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