Drama: Human Relationships

It is expected that students will:

Elements and Principles
Creating/Performing/Communicating

create/perform a work of art demonstrating an awareness and experience of several of the basic elements and principles of the discipline used
create/perform a work of art demonstrating the use of the basic elements and principles of the discipline to communicate specific ideas, moods, or feelings
create/perform a work of art demonstrating the use of strategies for developing an artistic image or idea

Perceiving/Responding/Reflecting

develop the vocabulary for the discipline studied
identify, describe, analyse, interpret, and make judgements about the basic elements and principles as used in a variety of art works

Personal, Social, Cultural, Historical Contexts
Creating/Performing/Communicating

create/perform a work of art that reflects an understanding of the impact of social/cultural/historical contexts
create/perform a work of art that communicates specific beliefs/traditions in response to historical/contemporary issues

Perceiving/Responding/Reflecting

identify, describe, and analyse cultural or historical styles as represented in a variety of art works
critique a work of art relating its content to the context in which it was created
describe or demonstrate how a specific work of art supports/challenges specific beliefs/traditions, or responds to historical/contemporary issues

Expressing our Humanity
Creating/Performing/Communicating

create/perform a work of art expressing the students' own ideas, thoughts, or feelings
create or perform a work of art for a specific public need (e.g., advertising, public ceremony, or social cause)

Perceiving/Responding/Reflecting

identify, describe, analyse, interpret, and make judgements about how ideas, thoughts, feelings, or messages are communicated in a variety of others' art works
examine the tensions between public acceptance and personal expression in the art discipline being studied

Have students:

keep journals of one-on-one encounters, focusing on a variety of relationships, such as with parents, friends, and partners
participate in a role drama with the teacher-in-role(e.g., a dating service, a sports team, a marriage encounter group)
explore stereotypes through tableaux
identify different kinds of relationships
create a mini soap opera illustrating the different relationships of one character
reflect on the ways in which different relationships affect their lives
write monologues in which they tell an imaginary character about their own relationships with others
analyse famous character relationships from scripts in and historical contexts (e.g., in plays by Shakespeare, Sharon Pollock, David French, soliloquies by Chief Dan George)
rewrite fairytales to alter the relationships (e.g., looking at the story from another person's point of view)
create improvisations based on lyrics about a relationship from a modern song
create a dramatic collage of different relationships
use mime or mask to explore ideal versus real relationships

Test students' knowledge of the dramatic forms used (e.g., rules for improvisation).
Evaluate students' presentations. Assessment criteria may include students':
- technical skills
- imaginative approach
- focus during the presentation
Observe students' group work. Assessment criteria may include how a student:
- works collaboratively and co-operatively
- builds on the group's ideas
- demonstrates self-confidence and trust in others
Evaluate students' journals. Assessment criteria may include:
- quality of the entries
- growth or change in ideas about relationships
Evaluate students' monologues. Assessment criteria may include students':
- written expression
- performance
- effective use of materials
Use self, peer, and teacher evaluation

Province of British Columbia
Ministry of Education
Curriculum Branch

Revised: April 1995