Drama 7
Context

It is expected that students will:

• analyse the role of drama in a variety of historical and cultural contexts
• demonstrate an understanding of how social values are communicated in dramatic presentations
• identify personal and career opportunities in the dramatic arts
• demonstrate respect for the nature of the audience

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

• Suggest that students use a variety of print and non-print resources (e.g., CD-ROMs, the Internet, videos) to research the dramatic use of masks in specific cultures (e.g., Balinese, Japanese, Kwakwaka'wakw), noting the types of characters portrayed. Then ask them to choose legends or create their own stories to represent their understanding of the social values or beliefs of the cultures. Have them create masks to portray each character in their stories, then choose drama structures to present their masks and stories to a class at another grade level. Encourage students to choose visual aids or displays appropriate to their chosen audience.
• Present the following scenario to the class:

  It is 200 years in the future. Society is highly mechanized and computerized. There is no vegetation; plants are seen only on computer video disks. Only the dandelion has survived. It is celebrated each year in the Festival of the Dandelion.

  Have students brainstorm attributes of dandelions (e.g., colour, life cycle, uses) and elements of celebrations (e.g., time of year, traditions, symbols). Form groups and ask each group to decide which message their celebration is to portray and create a presentation for the class. Afterward, lead a discussion comparing the presentations and analysing how each interpretation relates to the original scenario.
• Invite a member of a local theatre group to the class to discuss a play in progress. Beforehand, have the class brainstorm a list of questions to ask the guest regarding various jobs in the dramatic arts. Then have students develop personal plans of ways they can include drama in their lives (e.g., recreation, entertainment, career).

Suggested Assessment Strategies

• When students research, create, and use masks, look for evidence that their work:
  • accurately reflects the chosen culture
  • shows respect for cultural diversity
  • accurately conveys values and beliefs of the culture
  • considers the nature of the audience
• After students have viewed or participated in a play, pose questions to assess their understanding of the social values implicit in the work. For example:
  • Who wrote this play?
  • What audience did the author expect to watch it? How do you know?
  • What two or three things are important to the author? How do you know?
  • Do you think you would like the author who wrote this play? Why or why not?
  • Which character was the most sympathetic? Why do you think the author chose to make that character appealing?
  • What do you think the author wanted you to think, feel, or do after seeing the play? Was he or she successful?
• Have students brainstorm a list of cultures they are interested in learning more about. Form small groups and have each group select a different culture to research, focussing on the role of drama. Sources might include family members and communities, the Internet, CD-ROMs, other electronic resources, videos or films, and print materials. Ask the groups to present their findings, including descriptions of some of the forms of traditional and contemporary drama. Have them also include demonstrations and examples wherever possible and explanations of the importance of drama to the cultures studied. Look for evidence that the information is:
  • accurate
  • relevant
  • thorough and detailed
  • respectful to the cultures
  • designed to appeal to the classroom audience

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