BC Education -Fine Arts K to 7

Responding to Drama

Opportunities for viewing live and recorded drama performances are integral to drama education. These opportunities enable students to become totally involved in the drama-engaged visually, aurally, emotionally, intellectually, and physically.

Responding to the arts is an interactive process. Students bring their own varied perspectives and associations, including their unique cultural and personal backgrounds, to a presentation. Because of this, an atmosphere of trust and respect must be established. A safe and nurturing environment allows students to feel comfortable about expressing their personal opinions, knowing that their unique perspectives will be represented and will enhance other students' response experiences.

In providing opportunities for students to respond to drama presentations, teachers should consider and encourage a variety of aesthetic responses, including:

emotions--feelings evoked by the presentation

associations--with previous personal, social, and cultural experiences

intellect--analysis and interpretation The suggestions listed in the Responding to Drama chart can help teachers to structure formal response activities. These steps may be combined or rearranged as appropriate to each situation (e.g., students responding to their own work, to the work of their peers, or to professional presentations). Note that it is entirely appropriate for students to respond intuitively to a work without always having to provide an analytical qualification.

Responding to Drama
Preparation--establish the focus for viewing the work.
First impression--encourage students to respond spontaneously (no ³wrong² answers).
Description--ask students to describe what they saw and heard.
Analysis of content and effect--encourage students to:

examine how the components (e.g., performers, sets, lighting, costumes) worked together to achieve certain effects
identify evidence of particular cultures, styles, or time periods represented in the work
use appropriate vocabulary to describe skills and structures
consider the expectations for the given context (e.g., Is this a final production or a work-in-progress? Student or professional? Live or video? What level of performance should be expected for the particular situation?)

Interpretation--encourage students to:

reflect on and discuss what the work means to each of them
analyse how their responses are influenced by their own experiences and perceptions of the world

Background information--provide opportunities for students to learn about the various contributors to the drama (e.g., performers, author, director, producer) and the historical and cultural context in which the work was created and presented. This might include:

the origin of the drama
the purpose of the work (e.g., social, ritual, ceremonial, celebratory, occupational)
the physical and political geography of the creator's country of origin
the beliefs and customs of the culture or society
any historical events that might have influenced the drama
the symbolism, if any, used in the drama

Informed judgment--ask students to consider their first impressions and whether or not their initial opinions have changed as a result of discussions, research, and reflection.

**Responding to Drama**
	Preparation--establish the focus for viewing the work.
	First impression--encourage students to respond spontaneously (no ³wrong² answers).
	Description--ask students to describe what they saw and heard.
	Analysis of content and effect--encourage students to: examine how the components (e.g., performers, sets, lighting, costumes) worked together to achieve certain effects identify evidence of particular cultures, styles, or time periods represented in the work use appropriate vocabulary to describe skills and structures consider the expectations for the given context (e.g., Is this a final production or a work-in-progress? Student or professional? Live or video? What level of performance should be expected for the particular situation?)
	Interpretation--encourage students to: reflect on and discuss what the work means to each of them analyse how their responses are influenced by their own experiences and perceptions of the world
	Background information--provide opportunities for students to learn about the various contributors to the drama (e.g., performers, author, director, producer) and the historical and cultural context in which the work was created and presented. This might include: the origin of the drama the purpose of the work (e.g., social, ritual, ceremonial, celebratory, occupational) the physical and political geography of the creator's country of origin the beliefs and customs of the culture or society any historical events that might have influenced the drama the symbolism, if any, used in the drama
	Informed judgment--ask students to consider their first impressions and whether or not their initial opinions have changed as a result of discussions, research, and reflection.

Revised: July 8, 1998

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