PREFACE: USING THIS INTEGRATED RESOURCES PACKAGE

Implementation of Drama 8 to 10 will begin in October 1996. This Integrated Resource Package (IRP) provides some of the basic information teachers will require to implement the curriculum. The information contained in the IRP is also available through the Internet. Contact the Ministry of Education´s home page: http//www.bced.gov.bc.ca/

The Introduction

The Introduction provides general information about Drama 8 to 10, including special features and requirements. It also provides a rationale for the subjectwhy drama is taught in B.C. schoolsand an explanation of the curriculum organizers.

The Drama 8 to 10 Curriculum

The provincially prescribed curriculum for Drama 8 to 10 is structured in terms of curriculum organizers. The main body of this IRP consists of four columns of information for each organizer. These columns describe:

provincially prescribed learning outcome statements for Drama 8 to 10
suggested instructional strategies for achieving the outcomes
suggested assessment strategies for determining how well students are achieving the outcomes
provincially recommended learning resources

Prescribed Learning Outcomes

Prescribed learning outcome statements are content standards for the provincial education system. Learning outcomes set out the knowledge, enduring ideas, issues, concepts, skills, and attitudes for each subject. They are statements of what students are expected to know and do in each grade. Learning outcomes are clearly stated and expressed in measurable terms. All learning outcomes complete this stem: "It is expected that students will. . . ." Outcome statements have been written to enable teachers to use their experience and professional judgment when planning and evaluating. The outcomes are benchmarks that will permit the use of criterion-referenced performance standards. It is expected that actual student performance will vary. Evaluation, reporting, and student placement with respect to these outcomes depend on the professional judgment of teachers, guided by provincial policy.

Suggested Instructional Strategies

Instruction involves the selection of techniques, activities, and methods that can be used to meet diverse student needs and to deliver the prescribed curriculum. Teachers are free to adapt the suggested instructional strategies or substitute others they think will enable their students to achieve the prescribed outcomes. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Suggested Assessment Strategies

The assessment strategies suggest a variety of ways to gather information about student performance. Some assessment strategies relate to specific activities; others are general. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Provincially Recommended Learning Resources

Provincially recommended learning resources are materials that have been reviewed and evaluated by British Columbia teachers in collaboration with the Ministry of Education using a stringent set of criteria. They are typically materials suitable for student use, but they may also include information primarily intended for teachers. Teachers and school districts are encouraged to select those resources they find most relevant and useful for their students, and to supplement these with locally approved materials and resources (such as locally available guest speakers or exhibits). The recommended resources listed in the main body of this IRP are those that have a comprehensive coverage of significant portions of the curriculum, or those that provide unique support to a specific segment of the curriculum. Appendix B contains a complete listing of provincially recommended learning resources to support this curriculum.

The Appendices

A series of appendices provides additional information about the curriculum, and further support for the teacher:

Appendix A contains a listing of the prescribed learning outcomes for the curriculum arranged by curriculum organizer and by grade.

Appendix B contains a comprehensive listing of the provincially recommended learning resources for this curriculum. As new resources are evaluated, this appendix will be updated.

Appendix C outlines the cross-curricular screens used to ensure that concerns such as equity, access, and the inclusion of specific topics are addressed by all components of the IRP.

Appendix D contains assistance for teachers related to provincial evaluation and reporting policy. Curriculum outcomes have been used as the source for examples of criterion-referenced evaluations.

Appendix E acknowledges the many people and organizations that have been involved in the development of this IRP.

Appendix F contains a glossary of terms specific to the drama curriculum.

Appendix G contains descriptions of a variety of games useful in drama instruction.

Appendix H contains various considerations for planning a drama program.

Explanation of Section

Curriculum Sub-Organizer as seen on the World Wide Web

Grade and
Curriculum Organizer

Grade 8 - Exploration and Imagination (Expression and Trust)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Internal links to each
section of the document

Prescribed Learning Outcomes

PRESCRIBED LEARNING OUTCOMES

It is expected that students will trust themselves and others in order to express and reflect on thoughts, feelings, and beliefs; to take risks within a dramatic context; and to express themselves through active engagement in drama.

It is expected that students will:

demonstrate trust through collaborative drama
demonstrate the unique ability of drama to unify a diverse group
demonstrate an appreciation for the diversity of others and their various perspectives
make choices among a variety of 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.

Navigational Links to similar sub-organizers

Suggested Instructional Strategies

SUGGESTED INSTRUCTIONAL STRATEGIES

Use a Get-to-Know-Each-Other sheet to promote group awareness; have students follow up with a guessing game (see People Bingo in Appendix G).
Play Two Truths and One Lie (see Appendix G).
As a group, brainstorm and make a web of the meaning and importance of key terms and concepts related to expression and trust (e.g., teamwork, respect, trust, imagination).
Invite students to work in pairs to present stories about themselves (e.g., "My most embarrassing moment," "My hero is "), with one student speaking and the other doing the arm gestures.
Develop dramatic work that explores solutions to common problems (e.g., loneliness, peer pressure) and promotes acceptance of individual differences.
Participate in activities that develop trust and encourage risk taking (e.g., Circle of Trust, see Appendix G).
Engage students in "change your tune" activities, providing opportunities for a student to speak, without extensive practice, on both sides of a contentious issue.
Present contrasting scenes showing various physical and verbal ways to express frustrations, and make choices between them.

Suggested Assessment Strategies

SUGGESTED ASSESSMENT STRATEGIES

Teachers gather information about studentsš willingness to trust others and commitment to work together by observing group activities and reviewing their reflections about the activities.

As students work together on trust-building exercises and improvisations, look for evidence that they voluntarily:
- offer their own ideas
- participate in group and partneractivities
- respond in ways that extend activities and build on the ideas of others
- seek response and feedback from others
- respond to others and their work in a positive, supportive manner
Invite students to record (e.g., write, sketch, videotape) their reflections on activities. You may wish to provide specific prompts or tasks. Review their reflections for evidence that they:
- are increasing their level of trust in other students
- value the work done by others
- are interested in the points of view of others
- are aware of a variety of ways to communicate