Drama 4
Context

use images and emotions expressed in various art forms to develop dramatic work
demonstrate an understanding that drama reflects a culture's beliefs and attitudes
differentiate audience skills appropriate to a variety of presentations

As a class, read stories of cultural conflict or separation (e.g., early explorers and Aboriginal communities, building the Canadian railroad) and portray the relevant events and roles with tableaux, mime, or role drama. Ask students to write in role, describing the beliefs and attitudes of their characters.
Choose a theme that evokes strong emotion (e.g., conflict) and show the class related works in various art forms (e.g., painting or poster, movie or play, classical music piece, poem). In a class discussion, compare and contrast how the theme ideas and emotions are expressed through the art forms. In small groups, students use movement, mime, or tableaux to represent the themes.
Before attending an event or a presentation, lead a class discussion about audience skills, asking students to give reasons for different types of audience responses in a variety of presentation situations. Ask them to note in their journals how they might acknowledge the performers in situations such as a theatre performance, basketball game, school assembly, or concert. Following the presentation, have students compare the behaviours observed with those noted in their journals.

After students have had several opportunities to talk about connections among different art forms, ask them to work in pairs to identify drama activities they enjoyed and the ideas and feelings expressed in them. Have each pair identify and collect examples from two other art forms (dance, visual arts, music) that express the same ideas or feelings as those of the chosen drama activity. The teacher might ask students to present their collections to small groups. Look for evidence that students are able to:
- draw on repertoires of experiences from drama and other art forms
- explain their choices
When students respond to stories of cultural conflict or separation, look for evidence that they:
- are able to project into times and events they have not experienced
- demonstrate empathy for characters in other cultures and times
- include details that bring the story situations to life
- stay within the factual context of the story situations
- demonstrate respect for cultural beliefs and attitudes that are unlike their own
Organize the class into groups. Ask each group to role-play three different audience situations (e.g., a football game, an opera, a rock concert, a classroom role play, a play at an assembly). Challenge the other groups to guess each situation. After the presentations, work with the class to develop guidelines for audience behaviour in selected situations that they are likely to experience during the year.

Print Materials

Games and Manipulatives

Revised: July 8, 1998