Drama 6
Drama Skills

It is expected that students will:

• apply knowledge of vocal elements and movement to interpret meaning
• demonstrate commitment to roles
• identify attitudes and beliefs of characters for application in dramatic work
• select design elements to create environments to enhance dramatic work

To view the prescribed learning outcomes for Drama Skills in other grades click on an icon below.

A freezes in a position. B decides who A is and what A is doing and begins a conversation. A and B continue the conversation, using exaggerated movements, until the signal is given to freeze. B stays in freeze position while A chooses a new situation based on the freeze and begins a new conversation.

• Form groups and ask each group to improvise a scene based on suggestions from the class for character, location, and situation (e.g., a doctor, an alley, eating cereal). On the signal to freeze, a new student enters the scene, touches one of the performing students, and takes his or her place. The new student changes the situation through speech and action.
• While working through a drama, have students change one or more design elements at a time (e.g., change a dark forest to a sunny field) and analyse and record the effect of these changes on the drama.
• Ask students to form pairs and perform "Dialogue Pairs" (see Appendix F), focussing on each student's commitment to her or his role.
• Use videos of dramatic presentations or field trips to theatre performances as catalysts for discussion about how design helps make drama more effective. Ask questions such as: How did you respond when everything was dark? Bright? Loud? Quiet? How does the musical background affect the mood of the work?

Suggested Assessment Strategies

• Work with students to develop criteria for classroom improvisations. Ask them to use the criteria to analyse and assess their own work. Criteria might include:
  • the beginning introduced a conflict or problem
  • the middle developed the conflict
  • there was a clear ending that resolved the situation
  • participants developed distinct roles
  • participants sustained their roles throughout the drama
• As students participate in role-play activities, note the extent to which they:
  • take their roles seriously
  • create and sustain roles in short activities
  • create roles distinct from their own personalities
  • create roles distinct from those of partners or others in the group
  • respond to the roles that others create
  • interact with others in ways that advance the drama
  • begin to develop roles that are authentic, rather than stereotypical
• During classroom drama activities, note evidence that students deliberately use voice and movement to create effects and communicate meaning. Assess their efforts to:
  • vary volume, tone, and vocal expression for effect
  • match tone and expression to mood or character
  • use voice, facial expression, gesture, and movement to create unified interpretations
  • add subtleties to develop some depth of character
• After students watch a classroom or other drama, have them comment on the effective use of space, levels, colours, and texture. Ask them to speculate on how changes in these elements might have changed the meaning or impact of the work. Look for evidence that students are:
  • beginning to recognize the importance of design in drama
  • able to consider options
  • able to speculate logically about design effects

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